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...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2021-04-01
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| Series: | Academic Pathology |
| Online Access: | https://doi.org/10.1177/23742895211010236 |
| 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. |
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| ISSN: | 2374-2895 |