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General practice--a post-modern specialty?

N Mathers¹, S Rowland

¹Institute of General Practice, University of Sheffield.

The British Journal of General Practice : the Journal of the Royal College of General Practitioners

|March 1, 1997

Summary

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Modern scientific methods assume objective truth, but postmodern theory emphasizes subjective knowing. Postmodern values align better with general practice, suggesting a need for curriculum reform in medical education.

Area of Science:

Epistemology in scientific inquiry
Philosophy of science
Medical education theory

Background:

The traditional 'modern' scientific approach assumes objective knowledge acquisition.
This contrasts with postmodern theory, which highlights the role of the investigator's mind and perceptions in the knowing process.

Purpose of the Study:

To explore the implications of postmodern theory for understanding knowledge in scientific contexts.
To advocate for the integration of postmodern values into general practice education.

Main Methods:

Philosophical analysis of 'modern' and 'postmodern' epistemologies.
Comparative analysis of scientific rationalism and postmodern values.

Main Results:

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Postmodern theory values uncertainty, diverse perspectives, and multifaceted truths.

These postmodern values resonate more closely with the experiential nature of general practice.

Conclusions:

The current curriculum for general practice may overly rely on 'modern' scientific rationalism.
A revised curriculum should incorporate postmodern perspectives to better reflect the realities of general practice.