This commentary argues for integrating temporal diversity in medical education, highlighting its importance for identity formation and reducing burnout.
Contemporary medical education is increasingly dominated by the imperatives of efficiency, measurable outcomes, and technological optimization. While these frameworks aim to improve educational quality, they risk marginalizing essential but non-linear learning experiences. This commentary introduces the concept of "temporal diversity" as a necessary ecological shift in curriculum design. By situating the obsession with efficiency within the broader context of New Public Management and social acceleration, we argue for legitimizing "slow time"-relational, reflective, and unstructured moments. Reclaiming temporal diversity is vital for fostering professional identity formation, preventing burnout, and ensuring a humane foundation for medical education.
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Junji Haruta (2026) studied this question.
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