We want to ensure that the teaching and assessment practices in health professions education align well with their originating paradigms. This means that one should be able to trace what you are doing practically back to a particular "paradigm of education" (Baker et al, 2019) in a relatively linear fashion.
When importing the practices from one discipline/paradigm into another dominant discipline/paradigm, the original purpose and essence of those practices can be lost and their impact compromised (Ng et al, 2015). Therefore, knowledge of paradigms and aligned practices of education matters.
- Baker L, Wright S, Mylopoulos M, Kulasegaram M, Ng S. Aligning and applying the paradigms and practices of education. Academic Medicine; 2019 (epub ahead of print). doi: 10.1097/ACM.0000000000002693
- Ng SL, Kinsella EA, Friesen F, Hodges B. Reclaiming a theoretical orientation to reflection in medical education research: a critical narrative review. Medical Education. 2015;49(5):461-75.
Paradigms of Education OS is brought to you in partnership by the Centre for Faculty Development and the Centre for Advancing Collaborative Healthcare & Education, extra-departmental units of the University of Toronto, hosted at Unity Health Toronto and University Health Network, respectively.