A review of constructivism: understanding and using a relatively new theory.
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.
Whitman
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Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City.
D003071:Cognition; D004501:Education, Medical; D005194:Family Practice / Q000193:education*; D006126:Group Processes; D006801:Humans; D017145:Models, Educational; D013337:Students, Medical / Q000523:psychology