Re-envisioning paradigms of education: towards awareness, alignment, and pluralism

In this article we introduce a synthesis of education “paradigms,” adapted from a multi-disciplinary body of literature and tailored to health professions education (HPE). Each paradigm involves a particular perspective on the purpose of education, the nature of knowledge, what knowledge is valued a...

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Bibliographic Details
Published in:Advances in health sciences education : theory and practice 2021-08, Vol.26 (3), p.1045-1058
Main Authors: Baker, Lindsay R., Phelan, Shanon, Woods, Nicole N., Boyd, Victoria A., Rowland, Paula, Ng, Stella L.
Format: Article
Language:English
Subjects:
Alignment (Education)
Allied Health Occupations Education
Behavioral psychology
Consciousness Raising
Core curriculum
Cultural Diversity
Curriculum
Education
Educational Change
Educational Status
Health sciences
Humanities
Humans
Interdisciplinary Approach
Knowledge
Learning
Medical Education
Medicine
Occupational therapy
Paradigms
Philosophy
Psychologists
Teaching
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Summary:In this article we introduce a synthesis of education “paradigms,” adapted from a multi-disciplinary body of literature and tailored to health professions education (HPE). Each paradigm involves a particular perspective on the purpose of education, the nature of knowledge, what knowledge is valued and included in the curriculum, what it means to learn and how learning is assessed, and the roles of teachers and learners in the learning process. We aim to foster awareness of how these different paradigms look in practice and to illustrate the importance of alignment between teaching, learning and assessment practices with paradigmatic values and assumptions. Finally, we advocate for a pluralistic approach that purposefully and meaningfully integrates paradigms of education, enhancing our ability to drive quality in HPE.
ISSN:1382-4996
1573-1677
DOI:10.1007/s10459-021-10036-z