{"id":29862,"date":"2025-12-30T04:56:00","date_gmt":"2025-12-29T20:56:00","guid":{"rendered":"https:\/\/csccm.org.cn\/?p=29862"},"modified":"2025-12-30T06:04:35","modified_gmt":"2025-12-29T22:04:35","slug":"bmj%e5%9c%a3%e8%af%9e%e4%b8%93%e5%88%8a%ef%bc%9a%e5%be%aa%e8%af%81%e5%8c%bb%e5%ad%a6%e6%95%99%e8%82%b2%e7%9a%84%e4%b8%83%e7%a7%8d%e6%9b%bf%e4%bb%a3%e6%96%b9%e5%bc%8f%ef%bc%9a%e6%88%91%e4%bb%ac","status":"publish","type":"post","link":"https:\/\/csccm.org.cn\/?p=29862","title":{"rendered":"[BMJ\u5723\u8bde\u4e13\u520a]\uff1a\u5faa\u8bc1\u533b\u5b66\u6559\u80b2\u7684\u4e03\u79cd\u66ff\u4ee3\u65b9\u5f0f\uff1a\u6211\u4eec\u5982\u4f55\u6559\u5b66"},"content":{"rendered":"\n

Opinion<\/strong> Christmas 2025: Agreeable Disagreement<\/p>\n\n\n\n

Seven alternatives to evidence based medical education: an exploration of how we actually teach<\/h1>\n\n\n\n

Sabine Drossard, Anja H\u00e4rtl, Johanna B\u00fcchel<\/h3>\n\n\n\n

BMJ<\/em>\u00a02025;\u00a0391\u00a0doi:\u00a0https:\/\/doi.org\/10.1136\/bmj.r2551<\/a>\u00a0(Published 15 December 2025)Cite this as:\u00a0BMJ<\/em>\u00a02025;391:r2551<\/h3>\n\n\n\n

While evidence based medical education remains the ideal, Sabine Drossard<\/strong>, Anja H\u00e4rtl<\/strong>, and Johanna B\u00fcchel<\/strong> look at some other \u201cremarkably persistent\u201d methods<\/p>\n\n\n\n

The gold standard of medical education, like clinical practice, is evidence based.1<\/a>2<\/a> Teaching methods should ideally draw from rigorous research and proven pedagogical principles.3<\/a><\/p>\n\n\n\n

But the reality of academic life often pushes educators towards less structured, personality driven methods. Some teaching styles, though unsupported by the literature, are remarkably persistent in shaping tomorrow\u2019s clinicians.<\/p>\n\n\n\n

To understand the gap between the ideal and the real, we sought wisdom from our colleagues on how they navigate teaching in the absence of educational evidence or protected teaching time.<\/p>\n\n\n\n

Based on their insights and our own experiences in academia, we offer a taxonomy of seven teaching methods, highlighting their flaws, merits, and occasional grains of wisdom.<\/p>\n\n\n\n

Tradition based: \u201cThis is how we\u2019ve always done it\u201d<\/h2>\n\n\n\n

The traditional educator has been honing their craft for decades, and no framework can rival their years of experience. Their method of choice is the lecture, where they unleash an uninterrupted monologue, clicking through 200 slides filled with dense text, incomprehensible flowcharts, and the occasional Renaissance painting.<\/p>\n\n\n\n

Anecdote based: \u201cOne time, in my residency . . .\u201d<\/h2>\n\n\n\n

Preferred by seasoned clinicians, anecdote based teaching consists of harrowing tales of mysterious fevers, dramatic resuscitations, and rare zebras that galloped into the emergency department. Spontaneous mid-lecture digressions create a captivating but haphazard learning experience.<\/p>\n\n\n\n

Self-reference based: \u201cLet\u2019s talk about my latest research paper\u201d<\/h2>\n\n\n\n

World class researchers who haven\u2019t touched a stethoscope since the 1990s turn every lecture into an extended journal club on their own work. Clinical knowledge becomes secondary to citation counts. A single figure from a Nature<\/em> paper justifies 60 slides\u2014or they simply read directly from their paper. Their lessons cover research so cutting edge that no one, including them, knows how to apply it in real life.<\/p>\n\n\n\n

Entertainment based: \u201cNever let learner needs get in the way of educational creativity\u201d<\/h2>\n\n\n\n

These educators dazzle with their charisma and overuse of media. Their lessons elevate medical teaching to performance art, complete with props, role play, and, for advanced educators, interpretive dance.<\/p>\n\n\n\n

Satisfaction based: \u201cIt\u2019s good teaching if students like it\u201d<\/h2>\n\n\n\n

Satisfaction based teaching is built around maximising student happiness. Content is tailored to avoid cognitive overload or perceived difficulty, and gullibility is more important than competence. Course quality is measured in pizza slices and glowing evaluations.<\/p>\n\n\n\n

Immersion based: \u201cYou\u2019ll just figure it out in practice\u201d<\/h2>\n\n\n\n

Faculty assume students will absorb knowledge through sheer exposure to clinical environments. Eventually. Students are thrown into clinical settings with minimal guidance, encouraged to observe, absorb, and assist until competence magically emerges.<\/p>\n\n\n\n

Independence based: \u201cThat\u2019s a great question. Why don\u2019t you google it?\u201d<\/h2>\n\n\n\n

With independence based learning, students are encouraged to self-teach, often without foundational research skills, turning medical school into a DIY project. Peer teaching is the default strategy, and blended learning becomes a euphemism for outsourcing education to charismatic TikTok doctors, complete with hashtags and dance routines. Social media and AI tools provide rapid access to an overwhelming quantity of information\u2014and misinformation.<\/p>\n\n\n\n

Overview of seven alternative teaching styles<\/p>\n\n\n\n

<\/th>Advantage<\/th>Disadvantage<\/th>Preferred assessment<\/th><\/tr><\/thead>
Tradition<\/strong><\/td>Perfect for students who love long naps<\/td>Science evolves, traditions don\u2019t<\/td>Multiple choice questions assessing an elusive, completely irrelevant detail from slide number 187<\/td><\/tr>
Anecdote<\/strong><\/td>Students prefer it to textbooks<\/td>Students diagnose 10 cases of Lemierre\u2019s syndrome before spotting strep throat<\/td>Confusing clinical vignettes ending in plot twists<\/td><\/tr>
Self-reference<\/strong><\/td>Educators can save time by reusing last week\u2019s conference keynote slides<\/td>Students can interpret Kaplan-Meier curves but not an ECG<\/td>Journal club presentations where the facilitator shreds every argument<\/td><\/tr>
Entertainment<\/strong><\/td>The lecture is unforgettable<\/td>The content is unremembered<\/td>Pseudo-OSCE using VR goggles<\/td><\/tr>
Satisfaction<\/strong><\/td>Educators will be invited to student parties<\/td>Graduates may feel entitled without being competent<\/td>Oral exam gently affirming every answer, leaving even the most clueless student feeling that they nailed it<\/td><\/tr>
Immersion<\/strong><\/td>Convenient for overworked residents; covers staff shortages<\/td>Learning becomes a high stakes game of medical roulette<\/td>Mini-CEX with a side of existential crisis<\/td><\/tr>
Independence<\/strong><\/td>Saves educators time\u2014they can now finish their coffee, or grant application, uninterrupted<\/td>Wikipedia rabbit holes lead to confusion about whether a patient has diabetes or rabies<\/td>Open book exams that test search strategies instead of medical knowledge<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Conclusion<\/h2>\n\n\n\n

While evidence based medical education remains the ideal, in practice these seven alternatives persist, often because of tradition, convenience, or sheer force of habit. Students may not emerge competent, but they will graduate with great stories and a sixth sense for multiple choice distractors. By acknowledging the existence of these alternatives to evidence based medical education, we aim to encourage educators to reflect on their methods, and perhaps retire a few vintage PowerPoint slides in favour of something more engaging.<\/p>\n","protected":false},"excerpt":{"rendered":"

Opinion Christmas 2025: Agreeable Disagreement Sev […]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":[],"categories":[24,23],"tags":[],"_links":{"self":[{"href":"https:\/\/csccm.org.cn\/index.php?rest_route=\/wp\/v2\/posts\/29862"}],"collection":[{"href":"https:\/\/csccm.org.cn\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/csccm.org.cn\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/csccm.org.cn\/index.php?rest_route=\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/csccm.org.cn\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=29862"}],"version-history":[{"count":1,"href":"https:\/\/csccm.org.cn\/index.php?rest_route=\/wp\/v2\/posts\/29862\/revisions"}],"predecessor-version":[{"id":29863,"href":"https:\/\/csccm.org.cn\/index.php?rest_route=\/wp\/v2\/posts\/29862\/revisions\/29863"}],"wp:attachment":[{"href":"https:\/\/csccm.org.cn\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=29862"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/csccm.org.cn\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=29862"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/csccm.org.cn\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=29862"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}