Educational theory, including theories of learning and theories of instruction, provides explanations about the underlying mechanisms involved in learning and teaching. What does theory contribute to teaching that goes beyond content knowledge, frequent practice, and talent? First and foremost, educational theory provides a framework from which any motivated teacher can build effective instruction. The Practical Value of Educational Theory in GME Finally, we present a few examples of how educational theory might be applied to learning and teaching in GME.
We also explain some of the limitations of educational theory. To achieve this, we first describe how educational theory can contribute to a teacher's regular instructional practice. The purpose of this editorial is to persuade readers who are educators that educational theory holds practical value for their learning and teaching practices in graduate medical education (GME). Yet educational theory has been underappreciated in health professions education. Content knowledge and frequent practice certainly are essential-and a modicum of natural ability does not hurt either-but in our 30 years of combined experience as educators, we have come to see theory as a critical element of good teaching. From our perspective, this philosophy on what it takes to be a good teacher is shortsighted. We have heard similar versions of this mantra from other front-line medical educators who teach medical students, residents, and fellows at the bedside and in the classroom. Teaching is more art than science, and so all I really need is content knowledge, practice, and a little bit of natural talent, and I can teach anyone almost anything.” During a recent conference hosted by our institution, a respected medical educator told a group of his peers, “I don't need to know anything about educational theory to be a good teacher.
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