Whitman N
Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City.
Fam Med. 1993 Sep;25(8):517-21.
The purpose of this review paper is to familiarize family medicine educators with a relatively new educational theory, "constructivism." This theory is derived from the philosophical proposition that reality is constructed by the individual. According to the more traditional theory of "objectivism," knowledge exists in the world external to personal experience. Constructivist theory postulates that personal experience cannot be separated from knowledge. In analyzing the literature, the author found that constructivism can be viewed at the cognitive (individual) and social (community) levels. Cognitive constructivism maintains that individuals develop their own models of reality using personal experience and research-based data. Two key elements of cognitive constructivism with implications for family medicine educators are promoting student independence and active learning. Social constructivism maintains that individuals use their membership in a community to continually refine and shape their models of reality. By communicating with each other (for physicians, in the "conversation of medicine"), we test our constructs. Two key elements of social constructivism with implications for application by family medicine educators are promoting collaboration and peer teaching.
这篇综述文章的目的是让家庭医学教育工作者熟悉一种相对较新的教育理论——“建构主义”。该理论源自这样一个哲学命题，即现实是由个体构建的。根据更为传统的“客观主义”理论，知识存在于个人经验之外的世界中。建构主义理论假定个人经验与知识不可分离。在分析文献时，作者发现建构主义可以在认知（个体）和社会（群体）层面上进行审视。认知建构主义认为，个体利用个人经验和基于研究的数据来构建自己的现实模型。认知建构主义对家庭医学教育工作者有影响的两个关键要素是促进学生的独立性和主动学习。社会建构主义认为，个体利用其在群体中的成员身份来不断完善和塑造自己的现实模型。通过相互交流（对于医生来说，是在“医学对话”中），我们检验自己的建构。社会建构主义对家庭医学教育工作者的应用有影响的两个关键要素是促进合作和同伴教学。
