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The Prevalence and Use of Teaching Philosophy Statements in Health Professions Education: A Scoping Review
Steven D Taff1,2,3, Allison Mitchell4, Kim L Lipsey5
1Program in Occupational Therapy, WashU Medicine, St. Louis, Missouri, USA.
Background:
Teaching philosophy statements (TPS) are concise, reflective narratives that articulate an educator's beliefs, values and approaches to teaching and learning. In health professions education, TPS can serve as tools for promotion and tenure, teaching portfolios and professional identity formation. Despite their potential to enhance reflective practice and teaching effectiveness, the prevalence and application of TPS in health professions education remain unclear.
Methods:
A scoping review was conducted in which six databases were searched for English-language peer-reviewed articles published from 2003 to 2024. Inclusion criteria required that articles address health professions education, include the concept of philosophy and reference an educational process. Data extraction included publication characteristics, educational and career contexts and described uses of TPS.
Findings:
Fourteen articles met inclusion criteria, representing medicine, nursing, basic sciences, occupational therapy, medical sciences and interprofessional education. Thirteen journals were represented; eight articles were research-focused, with the remainder descriptive, theoretical or narrative reviews. Most commonly, TPS were described as artefacts for teaching portfolios (n = 8), reflective guides (n = 7) or components of promotion packets (n = 6). Few studies examined the impact of TPS on teaching effectiveness, learner outcomes or faculty development.
Conclusion:
TPS appear infrequently in the health professions education literature and are often discussed superficially. While recognised for their reflective and professional development potential, empirical evidence of their direct impact is lacking. Future research should explore longitudinal effects of TPS adoption, their role in faculty identity development and strategies for integrating TPS meaningfully into faculty development programmes.
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