Loading…
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...
Saved in:
| Published in: | Advances in health sciences education : theory and practice 2021-08, Vol.26 (3), p.1045-1058 |
|---|---|
| Main Authors: | , , , , , |
| Format: | Article |
| Language: | English |
| Subjects: | |
| Citations: | Items that this one cites Items that cite this one |
| Online Access: | Get full text |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| cited_by | cdi_FETCH-LOGICAL-c496t-3385d9054ed1705101fdbe34ce6e8842c011b45a2f52bdf7d61b353a2295fd753 |
|---|---|
| cites | cdi_FETCH-LOGICAL-c496t-3385d9054ed1705101fdbe34ce6e8842c011b45a2f52bdf7d61b353a2295fd753 |
| container_end_page | 1058 |
| container_issue | 3 |
| container_start_page | 1045 |
| container_title | Advances in health sciences education : theory and practice |
| container_volume | 26 |
| creator | Baker, Lindsay R. Phelan, Shanon Woods, Nicole N. Boyd, Victoria A. Rowland, Paula Ng, Stella L. |
| description | 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. |
| doi_str_mv | 10.1007/s10459-021-10036-z |
| format | article |
| fullrecord | <record><control><sourceid>proquest_pubme</sourceid><recordid>TN_cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_8338841</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1306011</ericid><sourcerecordid>2557917902</sourcerecordid><originalsourceid>FETCH-LOGICAL-c496t-3385d9054ed1705101fdbe34ce6e8842c011b45a2f52bdf7d61b353a2295fd753</originalsourceid><addsrcrecordid>eNp9kUtrFjEUhoMotlb_gKAMuOnCaK6TpAtBSr1REIquQ2aSGVNmks9kptL-eo9O_bwsXJ2TvE_OJS9Cjyl5QQlRLyslQhpMGMVw5i2-uYMOqVQc01apu5BzzbAwpj1AD2q9JABRre-jA86VYJybQ3RxEXBIV7HGnGIam50rzsdxrk0emuDX3i2gnDRL_uaKr42DEFKo9XnjpjimOaQF0uSb3bQWuKrzQ3RvcFMNj27jEfr85uzT6Tt8_vHt-9PX57gXpl0w51p6Q6QInioiKaGD7wIXfWiD1oL1hNJOSMcGyTo_KN_SjkvuGDNy8EryI_Rqq7tbuzn4HiaBAeyuxNmVa5tdtH8rKX6xY76yGlprQaHA8W2Bkr-uoS52jrUP0-RSyGu1TBIuhNKtBvTZP-hlXkuC9YCSylBlCAOKbVRfcq0lDPthKLE_LLObZRYssz8tszfw6Omfa-yf_PIIgCcbEErs9_LZB8pJC38EOt_0CloaQ_k923_afgdfcqwx</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2557917902</pqid></control><display><type>article</type><title>Re-envisioning paradigms of education: towards awareness, alignment, and pluralism</title><source>Education Collection (Proquest) (PQ_SDU_P3)</source><source>Social Science Premium Collection (Proquest) (PQ_SDU_P3)</source><source>Springer Link</source><source>ERIC</source><creator>Baker, Lindsay R. ; Phelan, Shanon ; Woods, Nicole N. ; Boyd, Victoria A. ; Rowland, Paula ; Ng, Stella L.</creator><creatorcontrib>Baker, Lindsay R. ; Phelan, Shanon ; Woods, Nicole N. ; Boyd, Victoria A. ; Rowland, Paula ; Ng, Stella L.</creatorcontrib><description>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.</description><identifier>ISSN: 1382-4996</identifier><identifier>EISSN: 1573-1677</identifier><identifier>DOI: 10.1007/s10459-021-10036-z</identifier><identifier>PMID: 33742339</identifier><language>eng</language><publisher>Dordrecht: Springer Netherlands</publisher><subject>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</subject><ispartof>Advances in health sciences education : theory and practice, 2021-08, Vol.26 (3), p.1045-1058</ispartof><rights>The Author(s) 2021</rights><rights>2021. The Author(s).</rights><rights>The Author(s) 2021. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c496t-3385d9054ed1705101fdbe34ce6e8842c011b45a2f52bdf7d61b353a2295fd753</citedby><cites>FETCH-LOGICAL-c496t-3385d9054ed1705101fdbe34ce6e8842c011b45a2f52bdf7d61b353a2295fd753</cites><orcidid>0000-0003-3989-9685</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.proquest.com/docview/2557917902?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>230,314,780,784,885,21378,21394,27924,27925,33611,33612,33877,33878,43733,43880</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1306011$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/33742339$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Baker, Lindsay R.</creatorcontrib><creatorcontrib>Phelan, Shanon</creatorcontrib><creatorcontrib>Woods, Nicole N.</creatorcontrib><creatorcontrib>Boyd, Victoria A.</creatorcontrib><creatorcontrib>Rowland, Paula</creatorcontrib><creatorcontrib>Ng, Stella L.</creatorcontrib><title>Re-envisioning paradigms of education: towards awareness, alignment, and pluralism</title><title>Advances in health sciences education : theory and practice</title><addtitle>Adv in Health Sci Educ</addtitle><addtitle>Adv Health Sci Educ Theory Pract</addtitle><description>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.</description><subject>Alignment (Education)</subject><subject>Allied Health Occupations Education</subject><subject>Behavioral psychology</subject><subject>Consciousness Raising</subject><subject>Core curriculum</subject><subject>Cultural Diversity</subject><subject>Curriculum</subject><subject>Education</subject><subject>Educational Change</subject><subject>Educational Status</subject><subject>Health sciences</subject><subject>Humanities</subject><subject>Humans</subject><subject>Interdisciplinary Approach</subject><subject>Knowledge</subject><subject>Learning</subject><subject>Medical Education</subject><subject>Medicine</subject><subject>Occupational therapy</subject><subject>Paradigms</subject><subject>Philosophy</subject><subject>Psychologists</subject><subject>Teaching</subject><issn>1382-4996</issn><issn>1573-1677</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>7SW</sourceid><sourceid>ALSLI</sourceid><sourceid>CJNVE</sourceid><sourceid>M0P</sourceid><recordid>eNp9kUtrFjEUhoMotlb_gKAMuOnCaK6TpAtBSr1REIquQ2aSGVNmks9kptL-eo9O_bwsXJ2TvE_OJS9Cjyl5QQlRLyslQhpMGMVw5i2-uYMOqVQc01apu5BzzbAwpj1AD2q9JABRre-jA86VYJybQ3RxEXBIV7HGnGIam50rzsdxrk0emuDX3i2gnDRL_uaKr42DEFKo9XnjpjimOaQF0uSb3bQWuKrzQ3RvcFMNj27jEfr85uzT6Tt8_vHt-9PX57gXpl0w51p6Q6QInioiKaGD7wIXfWiD1oL1hNJOSMcGyTo_KN_SjkvuGDNy8EryI_Rqq7tbuzn4HiaBAeyuxNmVa5tdtH8rKX6xY76yGlprQaHA8W2Bkr-uoS52jrUP0-RSyGu1TBIuhNKtBvTZP-hlXkuC9YCSylBlCAOKbVRfcq0lDPthKLE_LLObZRYssz8tszfw6Omfa-yf_PIIgCcbEErs9_LZB8pJC38EOt_0CloaQ_k923_afgdfcqwx</recordid><startdate>20210801</startdate><enddate>20210801</enddate><creator>Baker, Lindsay R.</creator><creator>Phelan, Shanon</creator><creator>Woods, Nicole N.</creator><creator>Boyd, Victoria A.</creator><creator>Rowland, Paula</creator><creator>Ng, Stella L.</creator><general>Springer Netherlands</general><general>Springer</general><general>Springer Nature B.V</general><scope>C6C</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>K9.</scope><scope>M0P</scope><scope>M0S</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><scope>7X8</scope><scope>5PM</scope><orcidid>https://orcid.org/0000-0003-3989-9685</orcidid></search><sort><creationdate>20210801</creationdate><title>Re-envisioning paradigms of education: towards awareness, alignment, and pluralism</title><author>Baker, Lindsay R. ; Phelan, Shanon ; Woods, Nicole N. ; Boyd, Victoria A. ; Rowland, Paula ; Ng, Stella L.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c496t-3385d9054ed1705101fdbe34ce6e8842c011b45a2f52bdf7d61b353a2295fd753</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Alignment (Education)</topic><topic>Allied Health Occupations Education</topic><topic>Behavioral psychology</topic><topic>Consciousness Raising</topic><topic>Core curriculum</topic><topic>Cultural Diversity</topic><topic>Curriculum</topic><topic>Education</topic><topic>Educational Change</topic><topic>Educational Status</topic><topic>Health sciences</topic><topic>Humanities</topic><topic>Humans</topic><topic>Interdisciplinary Approach</topic><topic>Knowledge</topic><topic>Learning</topic><topic>Medical Education</topic><topic>Medicine</topic><topic>Occupational therapy</topic><topic>Paradigms</topic><topic>Philosophy</topic><topic>Psychologists</topic><topic>Teaching</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Baker, Lindsay R.</creatorcontrib><creatorcontrib>Phelan, Shanon</creatorcontrib><creatorcontrib>Woods, Nicole N.</creatorcontrib><creatorcontrib>Boyd, Victoria A.</creatorcontrib><creatorcontrib>Rowland, Paula</creatorcontrib><creatorcontrib>Ng, Stella L.</creatorcontrib><collection>Springer Open Access</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection【Remote access available】</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni)</collection><collection>ProQuest Central</collection><collection>Social Science Premium Collection (Proquest) (PQ_SDU_P3)</collection><collection>ProQuest Central Essentials</collection><collection>AUTh Library subscriptions: ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection (Proquest) (PQ_SDU_P3)</collection><collection>ProQuest Central</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Education Database</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Advances in health sciences education : theory and practice</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Baker, Lindsay R.</au><au>Phelan, Shanon</au><au>Woods, Nicole N.</au><au>Boyd, Victoria A.</au><au>Rowland, Paula</au><au>Ng, Stella L.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1306011</ericid><atitle>Re-envisioning paradigms of education: towards awareness, alignment, and pluralism</atitle><jtitle>Advances in health sciences education : theory and practice</jtitle><stitle>Adv in Health Sci Educ</stitle><addtitle>Adv Health Sci Educ Theory Pract</addtitle><date>2021-08-01</date><risdate>2021</risdate><volume>26</volume><issue>3</issue><spage>1045</spage><epage>1058</epage><pages>1045-1058</pages><issn>1382-4996</issn><eissn>1573-1677</eissn><abstract>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.</abstract><cop>Dordrecht</cop><pub>Springer Netherlands</pub><pmid>33742339</pmid><doi>10.1007/s10459-021-10036-z</doi><tpages>14</tpages><orcidid>https://orcid.org/0000-0003-3989-9685</orcidid><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1382-4996 |
| ispartof | Advances in health sciences education : theory and practice, 2021-08, Vol.26 (3), p.1045-1058 |
| issn | 1382-4996 1573-1677 |
| language | eng |
| recordid | cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_8338841 |
| source | Education Collection (Proquest) (PQ_SDU_P3); Social Science Premium Collection (Proquest) (PQ_SDU_P3); Springer Link; ERIC |
| 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 |
| title | Re-envisioning paradigms of education: towards awareness, alignment, and pluralism |
| url | http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-07T22%3A07%3A41IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_pubme&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Re-envisioning%20paradigms%20of%20education:%20towards%20awareness,%20alignment,%20and%20pluralism&rft.jtitle=Advances%20in%20health%20sciences%20education%20:%20theory%20and%20practice&rft.au=Baker,%20Lindsay%20R.&rft.date=2021-08-01&rft.volume=26&rft.issue=3&rft.spage=1045&rft.epage=1058&rft.pages=1045-1058&rft.issn=1382-4996&rft.eissn=1573-1677&rft_id=info:doi/10.1007/s10459-021-10036-z&rft_dat=%3Cproquest_pubme%3E2557917902%3C/proquest_pubme%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c496t-3385d9054ed1705101fdbe34ce6e8842c011b45a2f52bdf7d61b353a2295fd753%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=2557917902&rft_id=info:pmid/33742339&rft_ericid=EJ1306011&rfr_iscdi=true |