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Talking about power in medical education

The analysis of professional power in medicine is a central theme in social science scholarship. Discussions of what counts as medical power, how it operates, and through which discourses and practices it circulates and produces tangible effects in everyday life are, however, rather infrequent in medical education research and practice. Gabel’s article in this issue of Medical Education helpfully – and bravely perhaps – draws attention to the often neglected issue of whether we should think and talk about professional power within the undergraduate medical curriculum and how we might go about doing so.