Torre Dario, Groce Victoria, Gunderman Richard, Kanter John, Durning Steven, Kanter Steven
Uniformed Services University of the Health Sciences.
University of Pittsburgh School of Medicine.
MedEdPublish (2016). 2017 Jul 3;6:119. doi: 10.15694/mep.2017.000119. eCollection 2017.
This article was migrated. The article was marked as recommended. Brazilian educator Paulo Freire argues that the purpose of education is to liberate human potential and, thus, is much more than a teacher simply depositing information into the mind of a learner. His ideas are important to medical education because 1) they strengthen the philosophical underpinning of practices in medical education (for example, Freire's dialogical approach to learning vis-à-vis the banking model of education adds philosophic strength to the use of problem-based learning as a primary learning modality); 2) they encourage medical educators to confront directly the tension between teaching for conformity, which many would argue is key to performing a good and reliable physical examination, and teaching to liberate human potential, which is critical to preparing physicians to question current assumptions, practices, and knowledge; and 3) they encourage expanded thought about approaches to medical education, for example in the choice of pedagogical method, defining the role of the educator, and the use of experiences like service learning.
本文已迁移。该文章被标记为推荐文章。巴西教育家保罗·弗莱雷认为，教育的目的是解放人类潜能，因此，教育远不止是教师简单地向学习者头脑中灌输信息。他的思想对医学教育很重要，原因如下：1）这些思想强化了医学教育实践的哲学基础（例如，弗莱雷的对话式学习方法相对于教育的储蓄模式，为将基于问题的学习作为主要学习方式的应用增添了哲学力量）；2）它们鼓励医学教育工作者直接面对两种教学之间的矛盾，一种是为培养一致性而进行的教学，许多人认为这是进行良好且可靠的体格检查的关键，另一种是为解放人类潜能而进行的教学，这对于培养医生质疑当前假设、实践和知识的能力至关重要；3）它们鼓励拓展对医学教育方法的思考，例如在教学方法的选择、界定教育者的角色以及使用服务学习等体验方面。
