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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
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.
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.
