医学专业教育中的前卫性：科学哲学系列的结论。

Being Edgy in Health Professions Education: Concluding the Philosophy of Science Series.

机构信息

A. MacLeod is professor and director of education research in continuing professional development, Faculty of Medicine, Dalhousie University, Halifax, Canada. R.H. Ellaway is professor, Department of Community Health Sciences, and director, Office of Health and Medical Education Scholarship, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada. E. Paradis is assistant professor, status-only, University of Toronto, and a scientist, Wilson Centre, Toronto, Ontario, Canada. Y.S. Park is associate professor and associate head, Department of Medical Education and Director of Research, Office of Educational Affairs, University of Illinois College of Medicine, Chicago, Illinois. M. Young is associate professor, Institute of Health Sciences Education, McGill University, Montreal, Quebec, Canada. L. Varpio is professor, Department of Pediatrics, Uniformed Services University of the Health Sciences, Bethesda, Maryland.

出版信息

Acad Med. 2020 Jul;95(7):995-998. doi: 10.1097/ACM.0000000000003250.

DOI:10.1097/ACM.0000000000003250

PMID:32101927

Abstract

The philosophy of science is concerned with what science is, its conceptual framing and underlying logic, and its ability to generate meaningful and useful knowledge. To that end, concepts such as ontology (what exists and in what way), epistemology (the knowledge we use or generate), and axiology (the value of things) are important if somewhat neglected topics in health professions education scholarship. In an attempt to address this gap, Academic Medicine has published a series of Invited Commentaries on topics in the philosophy of science germane to health professions educational science. This Invited Commentary concludes the Philosophy of Science series by providing a summary of the key concepts that were elucidated over the course of the series, highlighting the intent of the series and the principles of ontology, epistemology, axiology, and methodology. The authors conclude the series with a discussion of the benefits and challenges of cross-paradigmatic research.

摘要

科学哲学关注的是科学是什么、它的概念框架和基本逻辑，以及它生成有意义和有用知识的能力。为此，如果健康专业教育学术研究中有些概念被忽视了，那么本体论（存在的事物及其存在方式）、认识论（我们使用或生成的知识）和价值论（事物的价值）等概念就很重要。为了弥补这一空白，《学术医学》发表了一系列特邀评论，讨论与健康专业教育科学相关的科学哲学主题。本特邀评论通过总结系列中阐述的关键概念，为科学哲学系列画上了句号，突出了该系列的意图以及本体论、认识论、价值论和方法论的原则。作者还讨论了跨范式研究的好处和挑战。