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Medical Education From a Theory-Practice-Philosophy Perspective.

Susan A Kirch1, Moshe J Sadofsky2

  • 1Department of Teaching and Learning, New York University, New York, NY, USA.

Academic Pathology
|May 7, 2021
PubMed
Summary

Medical education design often lacks educational theory. This study offers a historical view and a tool to help faculty integrate learning theories into curriculum development for better medical instruction.

Keywords:
education theoryinstructional methodsmedical educationpedagogical inquirytheory–practice

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Area of Science:

  • Medical Education
  • Educational Theory
  • Curriculum Design

Background:

  • Medical schooling in the US and Canada is often designed empirically, not based on learning theory.
  • Educational theory scholarship exists but is infrequently applied to medical curriculum development.

Purpose of the Study:

  • To provide a historical overview of educational theory, practice, and philosophy.
  • To introduce a tool that assists faculty in applying these concepts to curriculum and instruction design.

Main Methods:

  • Historical analysis of educational theory and its application in medicine.
  • Development of a practical tool for faculty to identify and utilize educational theories.

Main Results:

  • Medical curriculum design historically lacks a strong theoretical foundation.
  • A framework and tool are presented to bridge the gap between educational theory and medical curriculum practice.

Conclusions:

  • Integrating educational theory into medical school design can enhance curriculum and instruction.
  • Faculty can be empowered to use theory-practice-philosophy for more effective medical education.