The author seeks to demonstrate that the constructivist approach can bring considerable uniformity to the activity of teaching and learning by examining the linkages between various educational, communicative, and psychological processes. He undertakes his study in medical institutions, including medical staff and students. According to the constructivist theory of learning, learning is predicated on a dynamic that links emerging understanding to prior knowledge. According to the writer, the constructivist model is based on the idea that humans instinctually try to derive interpretation from their surroundings by construing their experiences through their prior understanding, then creating and expounding scientific understanding including hypothetico-deductive thinking or science-based inquiry.
The study is concetrated on observing the existing theories on the learning process ar schools and universities. The is no specific population on which the research was based, since the authors touched upon the group of students of medical educational institutions. One of the critical mental abilities that physicians must master and that medical institutions must teach is diagnostic thinking. It is related to the constructivist model since it shares many traits with scientific thinking. A lack of previous information and expertise will impede the integrationist induction process and limit the generation of speculative hypotheses. The author concludes that constructivism underlies both scientific methodology and diagnostic thinking. The unique idea of the study is that constructivism is the foundation for numerous engagements between people. It is crucial to address and acknowledge a person’s preexisting understanding and personal conceptions, such as during primary education, medical discussion, and various forms of psychotherapy. Thus, all healthcare and wellness science teachers must be mindful of constructivism’s core ideas and how much it has influenced both therapeutic interventions and educational philosophy. This statement by the author need to be retained and practiced by those in the medical field.
Good pedagogy indicates how educators must commit to attempting to comprehend the student’s vantage point because the learner is at the forefront of being educated. Educators must provide opportunities to engage that inspire pupils to express their opinions. The therapeutic efficacy of the doctor-patient interaction is significantly influenced by the actual and prospective gap across lay perceptions and medical science. For ease of work, practitioners should recall that doctors must comprehend their patients’ mental constructs and talk to them in a manner they can grasp.
Reference
Dennick, R. (2016). Constructivism: Reflections on twenty-five years teaching the constructivist approach in medical education. International journal of medical education, 7, 200–205. doi.org/10.5116/ijme.5763.de11