ReviewPerspectives on medical education2025
Beyond Individualism and Independence: Exploring Collectivism and Interdependence as Paradigms of Healthcare and Health Professions Education.
Review in Perspectives on medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
4 citing papers in PubMed.
- Mirrors and prisms: How interprofessional interactions influence medical students' professional identity formation.Medical education · 2026Article
- Collective responsibility and ecological thinking in eating disorders: moving beyond individualistic models of illness and recovery.Journal of eating disorders · 2026Article
- Encouraging Clinical Trial Participation Through Qualitative Study and Behavior Change Methodology.Circulation. Population health and outcomes · 2026Article
- No Environment, No Education: Honoring the Clinical Learning Environment as the Engine of Competency-Based Education - A Call to Action.Perspectives on medical education · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Purpose: Healthcare is delivered by teams, yet individualism continues to be foregrounded in training and assessments. In contrast to individualism is collectivism, a sociocultural phenomenological lens that considers the degree to which people are integrated into groups. Along with collectivism is interdependence, which characterizes how two or more people or things are interconnected with each other. The purpose of this review was to examine the current body of work on collectivism and interdependence to examine their potential within healthcare and health professions education (HPE). Method: This narrative review included English-language publications from peer-reviewed journals between 1990 and 2024, and excluded non-English articles, perspective pieces, commentaries, and studies that were unrelated to healthcare or HPE. The initial search in January 2024 included MEDLINE, Embase, PsycINFO and ERIC databases and was updated in November 2024 with forward and backward reference mining. Results: In total, 3,415 articles were identified, of which 63 were included in the review. We used reflexive thematic analysis to consolidate the literature. Our analysis developed four interconnected themes: 1) reshaping the culture of healthcare and the learning climate of HPE, 2) accounting for individual contributions to the team, 3) the many facets of leadership, and 4) belongingness as an essential step towards collective well-being. Together, these themes expose tensions between individualistic educational structures and the team-based realities of clinical work, and highlight pathways toward relational, trust-based learning environments. Conclusion: Healthcare and HPE can be effectively examined through the paradigms of collectivism and interdependence, which transcend and challenge the current models of individualism and independence. Collectivism and interdependence offer conceptual and practical tools to reorient HPE toward relational accountability, shared leadership, and compassionate belonging. By embracing these guiding principles, healthcare workers and educators can better prepare for the collaborative, team-based nature of healthcare, and create protective and transformative learning environments.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.