Medical Education From a Theory-Practice-Philosophy Perspective.
education theory
instructional methods
medical education
pedagogical inquiry
theory–practice
Journal
Academic pathology
ISSN: 2374-2895
Titre abrégé: Acad Pathol
Pays: United States
ID NLM: 101698648
Informations de publication
Date de publication:
Historique:
received:
20
07
2020
revised:
06
12
2020
accepted:
27
12
2020
entrez:
7
5
2021
pubmed:
8
5
2021
medline:
8
5
2021
Statut:
epublish
Résumé
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.
Identifiants
pubmed: 33959676
doi: 10.1177/23742895211010236
pii: S2374-2895(21)00019-1
pmc: PMC8060751
doi:
Types de publication
Journal Article
Langues
eng
Pagination
23742895211010236Informations de copyright
© The Author(s) 2021.
Déclaration de conflit d'intérêts
Declaration of Conflicting Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
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