Questioning Clerkship: Applying Popper's Evolutionary Analysis of Learning to Medical Student Training

Autor/inn/en	Chitpin, Jeremy Sebastian; Chitpin, Stephanie
Titel	Questioning Clerkship: Applying Popper's Evolutionary Analysis of Learning to Medical Student Training
Quelle	In: International Journal of Educational Management, 31 (2017) 3, S.332-342 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-04-2016-0068
Schlagwörter	Medical Students; Graduate Medical Education; Guidelines; Hospitals; Observation; Discourse Analysis; Learning Processes; Teaching Methods; Decision Making; Educational Philosophy; Teacher Student Relationship; Medical School Faculty; Patients; Medical Evaluation + Suchen Sie Ihr Suchwort? Richtlinien; Krankengymnast; Krankenhaus; Beobachtung; Diskursanalyse; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Bildungsphilosophie; Erziehungsphilosophie; Teacher student relationships; Lehrer-Schüler-Beziehung; Patient
Abstract	Purpose: Through a series of critical discussions on Karl Popper's evolutionary analysis of learning and the non-authoritarian values it promotes, the purpose of this paper is to advocate a Popperian approach for building medical student knowledge. Specifically, it challenges positivist assumptions that permeate the design and management of many educational institutions, including teaching hospitals, by considering what does and does not happen when learning takes place. Design/ Methodology/Approach: To illustrate how Popper's approach differs from such a conception of learning, the paper examines the exchange between a preceptor (Sam) and a medical student (Lisa). The following exchange is based on the observations during a team meeting in a Canadian teaching hospital. The authors sent the transcript of the observation to Lisa for her comments. The statements in italics represent Lisa's additions. Pseudonyms are used to protect the identity of participants in the exchange. Findings: Popper's evolutionary analysis of learning and the Objective Knowledge Growth Framework provide a means of managing specific aspects of one's education through engaging in this learning process. Although this approach to teaching and decision making takes time to master, it does not require reconstituting existing institutional arrangements before it can be implemented in hospitals. Instead, it asks medical students, teachers and practitioners to be open to the theoretical underpinnings of the approach and to view knowledge growth as a process of systematic trial and error elimination. Originality/Value: This paper is original in its conceptualisation and may well become a classic in education circles. It draws on Popper's philosophical arguments and enters into a much needed discourse for teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01