What you think you know shapes what you see: How epistemology shapes curriculum, teaching, and learning-Reference-Cited by-同舟云学术

What you think you know shapes what you see: How epistemology shapes curriculum, teaching, and learning

Published:2024-04-29 Issue:178 Volume:2024 Page:7-16
ISSN:0271-0633
Container-title:New Directions for Teaching and Learning
language:en
Short-container-title:New Drctns for Teach & Learn

Author:

Teal Cayla R.¹,Tucker Constance R.²,Hanson Janice L.³

Affiliation:

1. Department of Population Health and Office of Medical Education University of Kansas School of Medicine Kansas City Kansas USA

2. Department of Academic Affairs and Office of Educational Improvement and Innovation Oregon Health and Sciences University Portland Oregon USA

3. Department of Medicine and Office of Education Washington University School of Medicine St. Louis Missouri USA

Abstract

AbstractThis article describes the need for health professions educators to consider their and others’ epistemologies in their work. It introduces four categories of epistemic beliefs and discusses common topics and their relationships to epistemological traditions, including how they can conflict with one another. It also suggests a mechanism for surfacing and managing epistemological tensions.

Publisher

Wiley

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/tl.20584

Reference65 articles.

1. Journeying from the philosophical contemplation of constructivism to the methodological pragmatics of health services research

2. Medical students′ epistemological beliefs: Implications for curriculum

3. Constructive, collaborative, contextual, and self-directed learning in surface anatomy education

4. Context matters when striving to promote active and lifelong learning in medical education