Medical Education From a Theory–Practice–Philosophy Perspective
Susan A. Kirch, Moshe J. Sadofsky
Abstract
Medical schooling, at least as structured in the United States and Canada, is commonly assembled intuitively or empirically to meet concrete goals. Despite a long history of scholarship in educational theory to address how people learn, this is rarely examined during medical curriculum design. We provide a historical perspective on educational theory-practice-philosophy and a tool to aid faculty in learning how to identify and use theory-practice-philosophy for the design of curriculum and instruction.
Topics & Concepts
Perspective (graphical)ScholarshipCurriculumEducation theoryPhilosophy of educationTeaching philosophyEngineering ethicsPractice theorySociologyPedagogyMedical educationMedicineHigher educationComputer sciencePolitical scienceEngineeringSocial scienceArtificial intelligenceLawInnovations in Medical EducationEmpathy and Medical EducationClinical Reasoning and Diagnostic Skills