Medical Education From a Theory-Practice-Philosophy Perspective.

Medical schooling, at least as structured in the United States and Canada, is commonly assembled intuitively or empirically to meet concrete goals. Despite a long history of scholarship in educational theory to address how people learn, this is rarely examined during medical curriculum design. We provide a historical perspective on educational theory-practice-philosophy and a tool to aid faculty in learning how to identify and use theory-practice-philosophy for the design of curriculum and instruction.

Working toward equitable opportunities for science students with disabilities: using professional development and technology.

As a result of federal legislation, adolescents with disabilities and other exceptionalities are increasingly included in science and math classes alongside their peers who are typically developing. The effectiveness of this placement option, however, is largely dependent on the skill level of the general educator and the support afforded to this teacher through various channels. Efforts arising from two National Science Foundation grants address both skill and support.