Medical Education From a Theory–Practice–Philosophy Perspective

Susan A. Kirch, Moshe J. Sadofsky

Research output: Contribution to journalArticlepeer-review


Medical schooling, at least as structured in the United States and Canada, is commonly assembled intuitively or empirically to meet concrete goals. Despite a long history of scholarship in educational theory to address how people learn, this is rarely examined during medical curriculum design. We provide a historical perspective on educational theory–practice–philosophy and a tool to aid faculty in learning how to identify and use theory–practice–philosophy for the design of curriculum and instruction.

Original languageEnglish (US)
JournalAcademic Pathology
StatePublished - 2021


  • education theory
  • instructional methods
  • medical education
  • pedagogical inquiry
  • theory–practice

ASJC Scopus subject areas

  • Pathology and Forensic Medicine


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