Marco Antonio de Carvalho Filho: Professor of Research in Health Profession Education and Training.
- MD / PhD
- Head of Medical Education Research at University Medical Center, Groningen
After working as an internal medicine specialist, basic scientist, and clinical teacher for over 20 years in a public university hospital in Brazil, my career transitioned toward researching, developing, and implementing evidence-informed educational practices. These include the creation of the Co-constructive Patient Simulation model; a gamified online platform to support the development of clinical reasoning; active methodologies using music to foster emotional competence; and a participatory theatre approach to medical education known as MEET (Medical Education Empowered by Theater).
These initiatives are deeply grounded in the theoretical frameworks of Critical Pedagogy (Paulo Freire), Communities of Practice (Etienne Wenger), and the concept of the Reflective Practitioner (Donald Schön). I strongly believe that learning theories, empirical evidence, practical experience, and creativity must come together to transform educational and clinical practices—aligning values, behaviors, and attitudes in pursuit of more socially just educational and healthcare systems.
Prof Firdouza Waggie is the Executive Head of the Department of Health Professions Education at Stellenbosch University. She is a recognised leader in health professions education with a scholarly focus on interprofessional education, collaborative practice, and socially accountable health systems.
Her work critically engages with how health professionals are prepared for practice, with particular emphasis on the development of interprofessional identity, the influence of context and history on learning, and the role of education in advancing equity and social justice. Drawing on her leadership in curriculum development, faculty development, and community-engaged scholarship, Prof Waggie’s work seeks to move health professions education beyond technical competence toward relational, contextually responsive practice.
Her keynote brings together her expertise in interprofessional education and social accountability to propose an Ubuntu-informed approach to reimagining professional identity in health professions education.