Advocacy as clinical behaviour, not curricular rhetoric

Khushi Sakhi

doi:10.1080/0142159x.2026.2684745

June 11, 2026Medical TeacherOpen Access

Advocacy as clinical behaviour, not curricular rhetoric

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Key Points

The review assesses the current state of health advocacy training in medical education and advocates for its integration into curricula.
Scoping review of existing literature related to health advocacy training in medical education.
Analysis of gaps in advocacy training within current undergraduate medical curricula.
Identified significant gaps in health advocacy training across various medical education programs.
Highlighted the need for advocacy to be viewed as a core clinical behavior rather than merely an educational topic.

Implication

Scoping review highlights the importance of integrating health advocacy into medical education curricula, indicating a shift in training strategies.

Abstract

Dear EditorSpencer and colleagues’ scoping review on health advocacy training in undergraduate medical education is a useful and overdue piece of work [1]. Their conclusion, that advocacy curricula...

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Cite This Study

Khushi Sakhi (2026) studied this question.

synapsesocial.com/papers/6a2e456cb1cc60ccdea8a834 https://doi.org/10.1080/0142159x.2026.2684745

View Full Paper

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Advocacy as clinical behaviour, not curricular rhetoric

Key Points

Implication

Abstract

Discussion

Cite This Study

Advocacy as clinical behaviour, not curricular rhetoric

Key Points

Implication

Abstract

Discussion

Cite This Study

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