Inquiry in the Medical Curriculum: A Pedagogical Conundrum and a Proposed Solution

Area of Science:

• Medical Education
• Physician Training
• Adaptive Expertise

Background:

• Habits of inquiry are crucial for physicians to navigate medical challenges and improve patient care, community health, and health systems.
• Medical schools aim to foster inquiry skills for adaptive expertise, but approaches vary due to diverse conceptualizations of inquiry.
• Current medical curricula often focus on inquiry methods, neglecting the critical role of learners' inquiry disposition and attitude.

Purpose of the Study:

• To advocate for the explicit and simultaneous development of both inquiry methods and attitude in medical education.
• To emphasize the importance of cultivating a positive inquiry attitude early in medical school for long-term physician behavior.
• To prepare physicians to be willing and able to address complex healthcare challenges.

Main Methods:

• The study proposes a conceptual framework for integrating inquiry methods and attitude development.
• It highlights the need for explicit instruction and assessment of inquiry disposition.
• The authors emphasize early intervention in medical school to shape inquiry attitudes.

Main Results:

• A positive inquiry attitude is a key predictor of adaptive expertise behaviors in physicians.
• Early cultivation of inquiry attitude is critical as attitudes are difficult to change later.
• Simultaneous development of inquiry methods and attitude is essential for physician preparedness.

Conclusions:

• Medical education must explicitly address both inquiry methods and attitude to foster adaptive expertise.
• Prioritizing the development of a positive inquiry attitude in medical students is vital for lifelong learning and problem-solving.
• A comprehensive curriculum strengthening inquiry attitude will benefit physicians throughout their careers.