Anti‐oppressive pedagogy in medical education: A qualitative study of trainees and faculty.

Purpose: Despite the proliferation of interest in health equity and justice in medical education, there is limited research into the practical implementation of pedagogical approaches that align with anti‐oppressive practices. This study sought to explore how to integrate anti‐oppressive pedagogy into medical education. Methods: Using constructivist grounded theory, the authors conducted 19 semi‐structured interviews with a continuum of medical education stakeholders including learners and faculty in a Canadian context between June and August 2021. Transcripts were iteratively analysed using constant comparative analysis. Results: Findings suggest that existing approaches to anti‐oppressive pedagogy in medical education are misaligned with the perceived values, priorities, pace, biomedical focus and hierarchical nature of medical education, and medical practice. Although some learners are motivated to advance anti‐oppressive teaching, their motivations are often related to their personal experiences of oppression. Participants suggested that transformative and structural changes are required to effectively integrate anti‐oppressive pedagogy into medical education. Suggestions included a shift to community‐based learning while ensuring adequate compensation for educators and addressing resistance at individual and institutional levels. Conclusion: Anti‐oppressive pedagogy does not presently align with existing medical education practices. Effectively integrating anti‐oppressive approaches will require individual and institutional reflection on the values and assumptions that underpin the field before progress can be made in a meaningful and sustainable way. The authors use interviews with trainees and faculty to demonstrate that the current paradigm of medical education conflicts with the implementation of anti‐oppressive pedagogy. [ABSTRACT FROM AUTHOR]

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