Teaching medicine upside down - Some educational implications of the theory of cognitive structures

  • J R Kriel University of the Witwatersrand
  • M G Hewson University of Wisconsin-Madison
  • A I Zietsman University of Massachusetts
  • C Coles University of Southampton Medical School
Keywords: Education, medical, Teaching, Philosophy

Abstract

This article explores the implications of the theory of cognitive structuring of information for medical education. It postulates a difference between the classical structuring of knowledge in clinical textbooks and the way that same information is structured in the memories of practising clinicians, the one being the reciprocal of the other. The relation of this postulate to the contextual learning model proposed by Coles as an alternative to the present 'theory first' model of medical education is discussed and it is postulated that if the process of restructuring is taught to medical students, it will improve learning.

Author Biographies

J R Kriel, University of the Witwatersrand
BA (Hons)(Stell), MBChB (Wits), FCP (SA), MMed (Intem)(UOVS) Centre for the Study of Medical Education
M G Hewson, University of Wisconsin-Madison
Wisconsin Center for Education Research
A I Zietsman, University of Massachusetts
Cognitive Processes Group
C Coles, University of Southampton Medical School
Department of Medical Education
Issue
Vol 9 No 2 (1988)
Section
Forum
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