Medical students′ epistemological beliefs: Implications for curriculum

Assenheimer, Dwight; Knox, Katherine; Nadarajah, Vishna Devi; Zimitat, Craig

doi:10.4103/1357-6283.188748

Cited by 4 publications

(1 citation statement)

References 19 publications

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“…This work has been expanded extensively (Hofer, 2001; West, 2004), for example, in developing “women's ways of knowing” (Belenky et al., 1986) and considering how critical thinking and epistemic development intersect (King & Kitchener, 1994). Research regarding health professions learners’ epistemic beliefs is limited (Knight & Mattick, 2006) and is ripe for additional study (Assenheimer et al., 2016).…”

Section: Personal Epistemologymentioning

confidence: 99%

What you think you know shapes what you see: How epistemology shapes curriculum, teaching, and learning

Teal,

Tucker,

Hanson

2024

New Drctns for Teach & Learn

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Section: Personal Epistemologymentioning

confidence: 99%

What you think you know shapes what you see: How epistemology shapes curriculum, teaching, and learning

Teal,

Tucker,

Hanson

2024

New Drctns for Teach & Learn

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Argumentation-based learning with digital concept mapping and college students’ epistemic beliefs

Alt¹,

Kapshuk²

2021

Learning Environ Res

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‘There shouldn't be anything wrong with not knowing’: epistemologies in simulation

Kangasjarvi

Lorello

et al. 2019

Medical Education

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Context Medical education embraces simulation‐based education (SBE). However, key SBE features purported to support learning, such as learner safety and learning through experience and error, may not align with the dominant culture of medicine, in which portraying confidence and certainty about one's knowledge prevails. Misaligned conceptions about knowledge and learning may produce unintended negative effects, including the suboptimal implementation of SBE, which could consequently compromise SBE and its outcomes. Methods To uncover the epistemological beliefs of students experiencing SBE, we conducted a theory‐informed analysis of interviews with 24 pre‐clerkship medical students following their participation in an SBE training study. Our analysis borrowed from coding methods common in constructivist grounded theory and used Hofer and Pintrich's four dimensions of epistemology as sensitising concepts. Results Participants subscribed to a dominant view of knowledge as consisting of concrete facts, derived from external sources. By contrast, they described but did not prioritise a conception of building their own knowledge through different learning experiences. Participants positioned experts (i.e. teaching faculty members) as the ultimate knowledge validators through their presence and feedback. Participants also noted that faculty staff could counter medicine's pressures to perform with certainty and confidence at all times by instead embodying and modelling an authentic appreciation of learning through experiences, errors and discovery. Conclusions Medicine's tendency to idealise the objective pursuit of singular truths may compromise the purported culture of SBE as a space for learning many wide‐ranging aspects of medicine, including how and when to innovate and deviate from norms. Explicit attempts to bridge the epistemological beliefs of medicine and SBE may better enable the realisation of safe experiential learning. Faculty members are positioned to play key roles in enabling this bridging.

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Medical students′ epistemological beliefs: Implications for curriculum

Cited by 4 publications

References 19 publications

What you think you know shapes what you see: How epistemology shapes curriculum, teaching, and learning

What you think you know shapes what you see: How epistemology shapes curriculum, teaching, and learning

Argumentation-based learning with digital concept mapping and college students’ epistemic beliefs

‘There shouldn't be anything wrong with not knowing’: epistemologies in simulation

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