ArticleJournal of advances in medical education & professionalism2026
The FUSION Model: Smart Integration of Tradition and Innovation in Medical Education.
Article in Journal of advances in medical education & professionalism, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: The tension between tradition and innovation is a defining challenge in medical education, yet the literature lacks a strategic framework to guide educators through this dynamic. Methods: This study addresses this gap using a ten-year qualitative autoethnography, drawing on a 65,000-word corpus of reflective journals and institutional artifacts to explore the educator's lived experience. Results: The findings reveal a spectrum of three professional archetypes in response to this tension: Oppositionists, who view the two as rivals; Passive Integrators, who blend them reactively; and Smart Integrators, who do so with intentional purpose. Based on these insights, the study proposes the FUSION Design Helix, a dual-layered framework for strategic integration. The core comprises a six-stage process - ranging from 'Framing Goals' to 'Navigating Implementation' - which is synthesised through the macro-phases of Design Thinking: Inspiration, Ideation, and Implementation. By positioning tradition and innovation as complementary resources rather than rivals, the Helix provides a proactive, design-oriented engine for curriculum development. Conclusion: Collectively, the findings reposition educational change as an act of purposeful pedagogical design rather than reactive compromise, offering a scalable cognitive framework for cultivating reflective educators and building resilient, future-ready curricula in medical education. Practically, the model provides medical schools and faculty developers with a structured roadmap for planning, implementing, and sustaining pedagogically grounded innovation while strengthening the educators' capacity for reflective, theory-informed practice.
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