Wed, Nov 11, 2026
[Archive]
Volume 19, Issue 1 (2026)
J Med Edu Dev 2026, 19(1): 4-11 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Abdi M. Basic concepts in medical education within the teaching-learning domain: a first guide. , J Med Edu Dev. 2026; 19 (1) :4-11
URL: http://edujournal.zums.ac.ir/article-1-2755-en.html
URL: http://edujournal.zums.ac.ir/article-1-2755-en.html
Department of Medical Education, Social Determinants of Health Research Center & Education Development Center (EDC), Zanjan University of Medical Sciences, Zanjan, Iran , M.abdi252@yahoo.com
Abstract: (860 Views)
Understanding the specialized concepts and terminology of medical education is essential for medical sciences educators and researchers. This article is the first in a series of commentary articles aimed at outlining a conceptual map of the main domains in medical education and clarifying basic terminology for experts in the field. In this issue, the core domain of teaching-learning is examined, highlighting its central role in shaping effective educational processes and outcomes. Foundational concepts such as instruction, teaching, learning, and bildung are differentiated. Various levels of academic intervention, including teaching methods, strategies, and techniques, along with concrete examples in medical education, are explained. Corresponding concepts on the learner's side, such as learning strategies and techniques, are also addressed. Finally, key educational paradigms such as behaviorism, cognitivism, and constructivism, along with prominent learning theories like situated learning and self-determination theory, are introduced. Their applications in medical education are then elaborated. By providing a common language and a coherent framework, this conceptual framework enables medical educators to design and implement educational interventions based on clearer theoretical distinctions.
Keywords: education, medical, teaching, learning, educational methods, strategies, models, educational, theories, terminology
Editorial: Letter to Editor |
Subject:
Medical Education
Received: 2025/12/14 | Accepted: 2025/12/27 | Published: 2026/01/1
Received: 2025/12/14 | Accepted: 2025/12/27 | Published: 2026/01/1
References
1. Swanwick T. Understanding medical education. In: Swanwick T, Forrest K, O'Brien BC, editors. Understanding medical education: evidence, theory, and practice. 3rd ed. Oxford: Wiley Blackwell; 2018. p. 1-6. [DOI:10.1002/9781119373780.ch1]
2. Thomas PA, Kern DE, Hughes MT, Tackett SA, Chen BY. Curriculum development for medical education: a six-step approach. 4th ed. Baltimore: Johns Hopkins University Press; 2022.
3. Harden RM. Curriculum planning and development. In: Dent JA, Harden RM, Hunt D, editors. A practical guide for medical teachers. 6th ed. Edinburgh: Elsevier; 2020. p. 8-15.
4. Smith PL, Ragan TJ. Instructional design. 3rd ed. Hoboken: John Wiley & Sons; 2004.
5. Harden RM, Laidlaw JM. Essential skills for a medical teacher: an introduction to teaching and learning in medicine. 3rd ed. Edinburgh: Elsevier; 2021.
6. Schunk DH. Learning theories: an educational perspective. 6th ed. Boston: Pearson; 2012.
7. Huggett KN, Jeffries WB, editors. An introduction to medical teaching: the foundations of curriculum design, delivery, and assessment. 2nd ed. Dordrecht: Springer; 2014.
8. Cruess RL, Cruess SR, Steinert Y, editors. Teaching medical professionalism: supporting the development of a professional identity. 2nd ed. Cambridge: Cambridge University Press; 2016. [DOI:10.1017/CBO9781316178485]
9. Wibowo J, Krieger C, Gaum C, Dyson B. Bildung: a German student-centered approach to health and physical education. Eur Phys Educ Rev.2023;29(2):233-50. [DOI:10.1177/1356336X221133060]
10. Jacobs GM. Collaborative learning or cooperative learning? the name is not important; flexibility is. Beyond Words. 2015;3(1):32-52. Available from: [DOI:10.33508/bw.v3i1.676 [cited 2025 Feb 23].]
11. Pashler H, McDaniel M, Rohrer D, Bjork R. Learning styles: concepts and evidence. Psychol Sci Public Interest. 2008;9(3):105-19. [DOI:10.1111/j.1539-6053.2009.01038.x] [PMID]
12. Entwistle N. Promoting deep learning through teaching and assessment: conceptual frameworks and educational contexts. In: Proceedings of the Teaching and Learning Research Programme (TLRP) Conference; 2000 Nov; Leicester, UK. Leicester: TLRP; 2000.
13. Dunlosky J, Rawson KA, Marsh EJ, Nathan MJ, Willingham DT. Improving students' learning with effective learning techniques: promising directions from cognitive and educational psychology. Psychol Sci Public Interest. 2013;14(1):4-58. [DOI:10.1177/1529100612453266] [PMID] [PMCID]
14. Kuhn TS. The structure of scientific revolutions. 4th ed. Chicago: University of Chicago Press; 2012.
15. Loughran J. What expert teachers do: enhancing professional knowledge for classroom practice. London: Routledge; 2012. [DOI:10.4324/9780203851470]
16. Akpan B. Classical and operant conditioning-Ivan Pavlov; Burrhus Skinner. In: Akpan B, Kennedy TJ, editors. Science education in theory and practice: an introductory guide to learning theory. Cham: Springer; 2020. p. 71-84. [DOI:10.1007/978-3-030-43620-9_6]
17. Lave J, Wenger E. Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press; 1991. [DOI:10.1017/CBO9780511815355]
18. Ryan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol. 2000;55(1):68-78. [DOI:10.1037/0003-066X.55.1.68] [PMID]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
