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<p>In a world that is increasingly globalised and fragmented, medical education is shaped by complex political, social, and economic forces at local and international levels. This article argues that preparing for the future of medical education in such a changing landscape requires engagement with long-term historical perspectives. Drawing on the history of empires, it highlights how former imperial metropoles, entrenched colonial legacies, and inequities in medicine influence governance and the professional mobility of students and practitioners, notably through international accreditation standards. The article emphasises the importance of recognising historical and regional specificities, cautioning against overly uniform narratives — such as the “Global North–Global South” divide. Through case studies of China and Pakistan, it aims to demonstrate how historical insights can reveal comparable yet divergent trajectories in medical education. It concludes that our present is not outside of history but shaped by it, urging educators to critically examine inherited assumptions and to imagine more equitable futures by metaphorically seeing the world “upside down.”</p>

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Seeing the world upside down: historical insights for medical Education’s future

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月12日

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  • Z. Arfeen,
  • M. Robert,
  • D. Kadambari,
  • J. S. Khan,
  • L. Liu,
  • A. Mold,
  • Y. You,
  • M. A. Rashid

摘要

In a world that is increasingly globalised and fragmented, medical education is shaped by complex political, social, and economic forces at local and international levels. This article argues that preparing for the future of medical education in such a changing landscape requires engagement with long-term historical perspectives. Drawing on the history of empires, it highlights how former imperial metropoles, entrenched colonial legacies, and inequities in medicine influence governance and the professional mobility of students and practitioners, notably through international accreditation standards. The article emphasises the importance of recognising historical and regional specificities, cautioning against overly uniform narratives — such as the “Global North–Global South” divide. Through case studies of China and Pakistan, it aims to demonstrate how historical insights can reveal comparable yet divergent trajectories in medical education. It concludes that our present is not outside of history but shaped by it, urging educators to critically examine inherited assumptions and to imagine more equitable futures by metaphorically seeing the world “upside down.”