Appreciative inquiry in medical education^*

Abstract

The practice of medicine, and also medical education, typically adopts a problem-solving approach to identify “what is going wrong” with a situation. However, an alternative is Appreciative Inquiry (AI), which adopts a positive and strengths-based approach to identify “what is going well” with a situation. The AI approach can be used for the development and enhancement of the potential of both individuals and organizations. An essential aspect of the AI approach is the generative process, in which a new situation is envisioned and both individual and collective strengths are mobilized to make changes to achieve the valued future situation. The AI approach has been widely used in the world of business and general education, but is has an exciting potential for medical education, including curriculum development, faculty development, supporting learners through academic advising and mentoring, but also for enhancing the teaching and learning of both individuals and groups. This AMEE Guide describes the core principles of AI and their practical application in medical education.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Glossary

Appreciate enquiry: A positive and strengths-based developmental approach for both individuals and organizations to achieve their potential.

Generative process: A process in which a new situation can be envisioned and motivational energy created to achieve the desired future situation. This process is at the heart of all personal and organizational development.

Notes on contributors

John Sandars, MBChB (Hons), MSc, MD, FRCGP, MRCP, FAcadMEd, FHEA, Diploma in Counseling Cert Ed, is Honorary Professor in Medical Education in the Academic Unit of Medical Education at The Medical School, University of Sheffield, UK. Previously he was an Associate Professor and Associate Director for Student Support in the Leeds Institute of Medical Education, School of Medicine, University of Leeds, UK. He has a long-standing interest and experience in personal and professional development across undergraduate and postgraduate medical education.

Deborah Murdoch-Eaton, MBBS, MD, FRCPCH, FAcadMEd, FHEA, is the Dean of Medical Education at The Medical School, University of Sheffield, UK. She has worked in substantive Clinical Medical Education posts for 23 years, and was awarded a National Teaching Fellowship in 2004 by the UK Higher Education Academy. Her academic interests focus on developing students’ potential and individuality, and the role of feedback in the development of learning skills.