Medical Education From a Theory–Practice–Philosophy Perspective

Medical Education From a Theory–Practice–Philosophy Perspective

Medical schooling, at least as structured in the United States and Canada, is commonly assembled intuitively or empirically to meet concrete goals. Despite a long history of scholarship in educational theory to address how people learn, this is rarely examined during medical curriculum design. We pr...

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Bibliographic Details
Published in:Academic pathology Vol. 8; p. 23742895211010236
Main Authors: Kirch, Susan A., Sadofsky, Moshe J.
Format: Journal Article
Language:English
Published: Los Angeles, CA Elsevier Inc 2021
SAGE Publications
Elsevier Limited
Elsevier
Subjects:
Curricula
education theory
Educational theory
instructional methods
Medical education
pedagogical inquiry
Philosophy
Special
theory–practice
instructional methods
pedagogical inquiry
theory–practice
medical education
education theory
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Summary:Medical schooling, at least as structured in the United States and Canada, is commonly assembled intuitively or empirically to meet concrete goals. Despite a long history of scholarship in educational theory to address how people learn, this is rarely examined during medical curriculum design. We provide a historical perspective on educational theory–practice–philosophy and a tool to aid faculty in learning how to identify and use theory–practice–philosophy for the design of curriculum and instruction.
Bibliography:ObjectType-Article-1
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ISSN:2374-2895
2374-2895
DOI:10.1177/23742895211010236