Didactic dissonance-embracing the tension between classroom and clinical education

Area of Science:

• Medical Education
• Pain Management
• Transformative Learning Theory

Background:

• The United States is experiencing a paradigm shift in pain perception and treatment.
• This transformation creates a disconnect between didactic pain education and clinical practice, termed 'didactic dissonance'.
• This dissonance presents challenges for educators and learners in medical settings.

Purpose of the Study:

• To propose a novel, structured three-step process to leverage didactic dissonance as a learning tool in pain education.
• To foster autonomous lifelong learning by addressing the gap between theoretical knowledge and clinical application.
• To provide a framework applicable beyond pain education to all medical subjects.

Main Methods:

• A three-step process based on transformative learning theory.
• Step 1: Priming learners to recognize and identify didactic dissonance.
• Step 2: Encouraging literature search and reflection on systemic factors causing dissonance.
• Step 3: Facilitating learner reflection and future practice planning.
• Emphasis on fostering intellectual virtues like curiosity, humility, and creativity in educators.

Main Results:

• The proposed process aims to transform didactic dissonance into a valuable educational tool.
• It encourages critical thinking, self-directed learning, and adaptive practice.
• A discussion guide and example are provided for implementation.

Conclusions:

• Didactic dissonance, when harnessed, can significantly enhance medical education.
• The proposed framework promotes autonomous lifelong learning and adaptability in healthcare professionals.
• This approach is adaptable for various medical topics beyond pain management.