What would happen to education if we take education evidence seriously?

Cees van der Vleuten, Erik Driessen

    Research output: Contribution to journalArticle

    43 Citations (Scopus)

    Abstract

    Educational practice and educational research are not aligned with each other. Current educational practice heavily relies on information transmission or content delivery to learners. Yet evidence shows that delivery is only a minor part of learning. To illustrate the directions we might take to find better educational strategies, six areas of educational evidence are briefly reviewed. The flipped classroom idea is proposed to shift our expenditure and focus in education. All information delivery could be web distributed, thus creating more time for other more expensive educational strategies to support the learner. In research our focus should shift from comparing one curriculum to the other, to research that explains why things work in education and under which conditions. This may generate ideas for creative designers to develop new educational strategies. These best practices should be shared and further researched. At the same time attention should be paid to implementation and the realization that teachers learn in a way very similar to the people they teach. If we take the evidence seriously, our educational practice will look quite different to the way it does now.

    Original languageEnglish
    Pages (from-to)222-232
    Number of pages11
    JournalPerspectives on Medical Education
    Volume3
    Issue number3
    DOIs
    Publication statusPublished - 1 Jun 2014

    Keywords

    • Education evidence
    • Education practice
    • Education research

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