Medical and health professions education function in a dynamic and complex system. The constantly evolving nature keeps us at the critical crossroad driven by the increasing intricacies of the learning environment, diverse learners, rapid technological advancements, and the unpredictable nature of global health challenges. It is time we challenge ourselves to think expansively to uncover transformative solutions. This non-linear way of thinking should overcome prevailing resistance and embrace the complexities, uncertainties, and interconnectedness prevalent in our education system to reimagine our existing approaches to what is beyond just being new to one that affirms quality, outcome, and sustainability.
Have you heard of the term “quantum mechanics” in physics? It is often referred to as the science of uncertainty which in our context can provide a lens through which we can reimagine teaching and learning. At its essence, is a concept called “quantum thinking” that combines quantum mechanics with cognitive science. It challenges the rigidity of convention, encouraging us to critically think about a problem from multiple perspectives simultaneously. In the context of education, this principle is not just a cognitive tool; it invites us to entertain diverse perspectives and remain open to new ways of thinking, even when they defy established norms. Such an approach can be invaluable in finding better solutions not only to address what is immediately intended but also for long-term sustainability. This might resolve the larger systemic problem responsible for the change in the learning environment and mindset of learners.
Developing this “quantum thinking” mindset requires an intentional repeated practice of shifting the fixed and finite prediction about the problem or its causes and the willingness to accept the contradiction of our pre-defined thoughts. For educators, this approach can transform how we design curricula, engage learners, and solve complex problems in medical education.
Let us begin with how we see a problem or situation. This can be articulated with what is known as the “observer effect.” In quantum physics, the act of observing alters the behavior of particles; similarly, in education, what we “observe” as educators shape our actions towards refining solutions or restructuring learners' experiences for better outcomes. When we direct our attention solely to gaps in outcomes, we risk a narrow, reactive approach. This limited perspective can lead to finding new paths to improve the outcome which may be beneficial contextually but may not address the larger systems which actually scaffold these processes.
This brings us to another quantum principle, “entanglement.” Entanglement in quantum mechanics reinforces the concept that particles, once connected, remain interdependent regardless of distance. In the context of medical and health professions education, this mirrors the interconnectedness of curricular elements, pedagogical approaches, learning environment, student experiences, institutional culture, and outcomes. Physicists seek the “theory of everything” which combines quantum and relativity theory to unlock the mysteries of the universe. As educators, we should engage in the quest to discover and align our actions with this purpose of relating what can be seen, apparently the visible gaps or problems to which is unseen or uncertain pointing to the lacunae within our educational systems. This alignment is not merely a philosophical aspiration; it is a practical necessity in contemporary medical and health professions education.
Addressing the root cause of the problem and innovating a tangible solution requires a shift in our way of thinking, one that moves beyond simply interrogating what or how we want to achieve toward a deeper reflection on why we aim to achieve at all. Without these perspectives, we may risk iterating solutions within the flawed paradigms rather than reimagining or improvising those paradigms themselves. Keeping this in mind, we can analyze the problem through three critical questions:
1. Why is this happening
2. What if….
3. If not this, then what?
Consider a scenario where medical students are found to have inadequate communication skills in an Objective Structured Clinical Examination, known as an OSCE. The most obvious problem here is the deficit in outcome. The next step conventionally would be the refinement of existing teaching methods like additional training sessions, simulation, or introduction of a new teaching method like integration of the latest technology for real-time patient interactions. What we are actually addressing here is the obvious outcome. But are we interrogating the structural assumptions in the curriculum? For instance, are we emphasizing more the compartmentalized knowledge or skill at the expense of integrative thinking?
Let us approach this problem with the quantum thinking approach. The first question, “Why is this happening?” encourages us to pause and think deeper into what is driving the concern rather than the obvious symptoms. Why are students demonstrating inadequate communication skills? Why is there insufficient exposure or confidence among students? Why is the teaching method ineffective or why does the curriculum isolate communication as a separate skill? Why is the learning environment inadequate for students to practice these skills? Understanding these root causes can help us avoid quick fixes and focus on systemic solutions that address why the problem exists or keeps occurring in the first place.
The second question, “What if...” By asking this question, we are developing expansive thinking. “What if the curriculum is well-planned but not implemented properly? What if students were actually effective when not supervised formally? What if students are learning successfully but traditional assessments fail to capture their strengths? What if communication issues stem not from students but from how faculty model interactions in clinical settings? This “What if” question lets us challenge what exists, suggest other possibilities, or imagine a system that truly reflects the interconnected nature of education.
And finally, “If not this, then what?”. This question further challenges us to think adaptively. To reflect more on what we might do differently if the current or proposed methods fall short. In this case, we may apply this by asking if standalone simulations do not work as planned, could integrating mentorship programs provide a better alternative? If longitudinal mentorship programs also fail to achieve the desired long-term outcomes, then what else might work? Perhaps interdisciplinary team-based learning, where students collaborate with peers from different disciplines could provide a more authentic setting to practice communication? This brings a non-linear approach to problem solving, critically evaluating each solution, understanding intentions are not always the outcomes, and that uncertainty or adversity should be embraced as part of the process.
We can do more than just find new ways with the “quantum thinking” mindset. Although a very nascent and unexplored area in medical education, I believe this holds significant potential to reshape our minds and embrace the complexities of educational systems to be better equipped at identifying, creating and most importantly sustaining the impact of our newer approaches.
How might the quantum thinking approach be useful in your context?
Did you know that the Harvard Macy Institute Community Blog has had more than 425 posts? Previous blog posts have explored topics including reversing the vertical integration pendulum, online learning collaboration across institutions, and how innovation in education can bring medicine and the system together.
Krishna Mohan Surapaneni
