ArticleAcademic pathology
Medical Education From a Theory-Practice-Philosophy Perspective.
Article in Academic pathology. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
12 citing papers in PubMed.
- Curriculum Innovation: Training the Front Line: A Neurologic Emergencies Curriculum Pilot for First Responders.Neurology. Education · 2026Article
- Future-oriented careers: what social and emotional capabilities do medical students need? A qualitative analysis.Frontiers in medicine · 2026Article
- Teaching Attitude, Ethics and Communication Through the Use of An Online Escape Room for First-Year Medical Students.Advances in medical education and practice · 2026Article
- Revisiting Four Questions for Constructing Teaching Philosophy Statements: A Practical Guide for Teachers in Higher Medical Institutions.Advances in medical education and practice · 2026Article
- An Interactive Workshop to Enhance Teaching Skills Through Understanding Teaching Styles.MedEdPORTAL : the journal of teaching and learning resources · 2026Article
- The role of simulation-based assessments in bridging the gap between theory and practice in medical education.Journal of education and health promotion · 2026Review
- From Brain to Being: Reintegrating Philosophy Into Neurology Education.Neurology. Education · 2025Review
- Beyond Collaborative Learning: a Comparison of Small Groups in Face-to-Face and Online Settings.Medical science educator · 2024Article
- Article
- Teaching Philosophy in a Teaching Portfolio: Domain Knowledge and Guidance.Advances in medical education and practice · 2023Review
- Online anatomy teaching during the COVID-19 pandemic: assessing the perceptions of undergraduate veterinary medical students.Journal of advanced veterinary and animal research · 2022Article
- Understanding medical students' transformative experiences of early preclinical international rural placement over a 20-year period.BMC medical education · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
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.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.