Medical education research should extend further into clinical practice
Author(s)
Teodorczuk, Andrew
Yardley, Sarah
Patel, Rakesh
Rogers, Gary D
Billett, Stephen
Worley, Paul
Hirsh, David
Illing, Jan
Griffith University Author(s)
Year published
2017
Metadata
Show full item recordAbstract
The ultimate purpose of medical education is to develop a workforce to provide and improve patient care.1-3 This is both a teleological and deontological stance.4 A key determinant of good medical education research, from either of these perspectives, therefore, is the potential to generate new understandings of, and practices concerning, education directed at improving patient care. This argument is neither new nor groundbreaking, having been articulated by medical education researchers in previous years.5, 6 However, relative lack of success in linking learner outcomes with patient impact (e.g. experience, clinical ...
View more >The ultimate purpose of medical education is to develop a workforce to provide and improve patient care.1-3 This is both a teleological and deontological stance.4 A key determinant of good medical education research, from either of these perspectives, therefore, is the potential to generate new understandings of, and practices concerning, education directed at improving patient care. This argument is neither new nor groundbreaking, having been articulated by medical education researchers in previous years.5, 6 However, relative lack of success in linking learner outcomes with patient impact (e.g. experience, clinical effectiveness and improved safety) perpetuates the idea that it is not possible to ‘close the education loop’.
View less >
View more >The ultimate purpose of medical education is to develop a workforce to provide and improve patient care.1-3 This is both a teleological and deontological stance.4 A key determinant of good medical education research, from either of these perspectives, therefore, is the potential to generate new understandings of, and practices concerning, education directed at improving patient care. This argument is neither new nor groundbreaking, having been articulated by medical education researchers in previous years.5, 6 However, relative lack of success in linking learner outcomes with patient impact (e.g. experience, clinical effectiveness and improved safety) perpetuates the idea that it is not possible to ‘close the education loop’.
View less >
Journal Title
Medical Education
Volume
51
Issue
11
Subject
Biomedical and clinical sciences
Education
Psychology
Social Sciences
Science & Technology
Life Sciences & Biomedicine
Education, Scientific Disciplines
Health Care Sciences & Services