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. 2026 Sep 4;13:1929357. doi: 10.3389/fmed.2026.1929357

Figure 1.

Two diagrams compare models of theory and context in medical learning: the left hub-and-spoke graphic shows “Canonical learning theory” at the center with arrows pointing outward to identical “Local context” circles; the right constellation graphic centers “The learner in the clinical encounter” linked to multiple circles including “Canonical theories,” diverse traditions such as “Islamic,” “Hindu,” “Confucian,” “Buddhist,” “Ubuntu,” and a dashed “Further traditions,” with connecting lines illustrating interrelations.

Two architectures for the relationship between learning theory and context in health professions education. (A) Glocalization as practiced: theory is produced by the canonical center and flows outward; local contexts adapt implementation. (B) The pluriversal extension: multiple intellectual traditions serve as theoretical sources around the learner in the clinical encounter; traditions are interconnected, and points of divergence among them are retained as theoretical findings rather than defaulting to the canon. The constellation is illustrative, not exhaustive.