Evidence-based practice, in a form which draws predominantly on quantitative research and privile... more Evidence-based practice, in a form which draws predominantly on quantitative research and privileges randomised controlled trials as research methods, has been translated from medicine into education. It follows that combining understanding of both disciplines may contribute to insights into the costs and benefits of this project. This article shares findings from a small study initiated by a medical doctor and teacher educator to compare versions of practice and professionalism offered by two texts from our respective disciplines. These texts advocate evidence-based practice for patients and students with disability and/or special needs. We describe our methodology and methods for interdisciplinary comparative textual analysis and share how this comparison contributes to understanding ways evidence-based practice is performed in education. In particular, we compare the versions of professionalism imagined in these cases and ask questions for policy and practice about motivations fo...
Canadian family physician Médecin de famille canadien, 2016
To assess the effectiveness of an educational intervention on test-ordering attitudes and intende... more To assess the effectiveness of an educational intervention on test-ordering attitudes and intended practice of GP trainees, and any associations between changes in test ordering and trainee characteristics. Preworkshop and postworkshop survey of attitudes to test ordering, intended test-ordering practices for 3 clinical scenarios (fatigue, screening, and shoulder pain), and tolerance for uncertainty. Three Australian regional general practice training providers. General practice trainees (N = 167). A 2-hour workshop session and an online module. Proportion of trainees who agreed with attitudinal statements before and after the workshop; proportion of trainees who would order tests, mean number of tests ordered, and number of appropriate and inappropriate tests ordered for each scenario before and after the workshop. Of 167 trainees, 132 (79.0%) completed both the preworkshop and postworkshop questionnaires. A total of 122 trainees attended the workshop. At baseline, 88.6% thought th...
ABSTRACT The term ‘clinical’ is increasingly used to define the kind of teaching initial teacher ... more ABSTRACT The term ‘clinical’ is increasingly used to define the kind of teaching initial teacher education will produce. While affordances of this metaphor have been claimed, it has been less widely critiqued. As a teacher and a medical doctor, we bring our interdisciplinary understandings of curriculum studies and medicine to this analysis, to theorise what this discursive construct puts to work for education. In considering how ‘clinical teaching’ is used across the literatures of education and medicine, we find that claims made in relation to these affordances, such as novelty, and detachment from medical entailments, are flawed, and that instead, the word ‘clinical’ does political work as a hierarchical, gendered, normalising and de-professionalising force.
The term ‘clinical’ is increasingly used to define the kind of teaching initial teacher education... more The term ‘clinical’ is increasingly used to define the kind of teaching initial teacher education will produce. While affordances of this metaphor have been claimed, it has been less widely critiqued. As a teacher and a doctor, we bring our interdisciplinary understandings of curriculum studies and medicine to this analysis, to theorise what this discursive construct puts to work for education. In considering how ‘clinical teaching’ is used across the literatures of education and medicine, we find that claims made in relation to these affordances, such as novelty, and detachment from medical entailments, are flawed, and that instead, the word ‘clinical’ does political work as a hierarchical, gendered, normalising and de-professionalising force.
The paradigm of evidence-based education continues to inform the development of policy in a numbe... more The paradigm of evidence-based education continues to inform the development of policy in a number of countries. At its simplest level, evidence-based education incorporates evidence, often that provided by randomised controlled trials, into classroom practice. England’s Education Endowment Foundation is in the process of exporting evidence-based school education, promoted as a medical approach, to other countries, including Australia. Australia is in the process of establishing an Education Evidence Base, informed by the government’s 2016 Productivity Commission report. While the literature around evidence-based education is explicit in identifying its basis in medicine, there has been little medical input into its development. Interdisciplinary examination of the medical literature reveals the contested nature and troubled state of evidence-based medicine and what policymakers need to consider to maximise the benefits of this translation into education.
Evidence-based practice, in a form which draws predominantly on quantitative research and privile... more Evidence-based practice, in a form which draws predominantly on quantitative research and privileges randomised controlled trials as research methods, has been translated from medicine into education. It follows that combining understanding of both disciplines may contribute to insights into the costs and benefits of this project. This article shares findings from a small study initiated by a medical doctor and teacher educator to compare versions of practice and professionalism offered by two texts from our respective disciplines. These texts advocate evidence-based practice for patients and students with disability and/or special needs. We describe our methodology and methods for interdisciplinary comparative textual analysis and share how this comparison contributes to understanding ways evidence-based practice is performed in education. In particular, we compare the versions of professionalism imagined in these cases and ask questions for policy and practice about motivations fo...
Canadian family physician Médecin de famille canadien, 2016
To assess the effectiveness of an educational intervention on test-ordering attitudes and intende... more To assess the effectiveness of an educational intervention on test-ordering attitudes and intended practice of GP trainees, and any associations between changes in test ordering and trainee characteristics. Preworkshop and postworkshop survey of attitudes to test ordering, intended test-ordering practices for 3 clinical scenarios (fatigue, screening, and shoulder pain), and tolerance for uncertainty. Three Australian regional general practice training providers. General practice trainees (N = 167). A 2-hour workshop session and an online module. Proportion of trainees who agreed with attitudinal statements before and after the workshop; proportion of trainees who would order tests, mean number of tests ordered, and number of appropriate and inappropriate tests ordered for each scenario before and after the workshop. Of 167 trainees, 132 (79.0%) completed both the preworkshop and postworkshop questionnaires. A total of 122 trainees attended the workshop. At baseline, 88.6% thought th...
ABSTRACT The term ‘clinical’ is increasingly used to define the kind of teaching initial teacher ... more ABSTRACT The term ‘clinical’ is increasingly used to define the kind of teaching initial teacher education will produce. While affordances of this metaphor have been claimed, it has been less widely critiqued. As a teacher and a medical doctor, we bring our interdisciplinary understandings of curriculum studies and medicine to this analysis, to theorise what this discursive construct puts to work for education. In considering how ‘clinical teaching’ is used across the literatures of education and medicine, we find that claims made in relation to these affordances, such as novelty, and detachment from medical entailments, are flawed, and that instead, the word ‘clinical’ does political work as a hierarchical, gendered, normalising and de-professionalising force.
The term ‘clinical’ is increasingly used to define the kind of teaching initial teacher education... more The term ‘clinical’ is increasingly used to define the kind of teaching initial teacher education will produce. While affordances of this metaphor have been claimed, it has been less widely critiqued. As a teacher and a doctor, we bring our interdisciplinary understandings of curriculum studies and medicine to this analysis, to theorise what this discursive construct puts to work for education. In considering how ‘clinical teaching’ is used across the literatures of education and medicine, we find that claims made in relation to these affordances, such as novelty, and detachment from medical entailments, are flawed, and that instead, the word ‘clinical’ does political work as a hierarchical, gendered, normalising and de-professionalising force.
The paradigm of evidence-based education continues to inform the development of policy in a numbe... more The paradigm of evidence-based education continues to inform the development of policy in a number of countries. At its simplest level, evidence-based education incorporates evidence, often that provided by randomised controlled trials, into classroom practice. England’s Education Endowment Foundation is in the process of exporting evidence-based school education, promoted as a medical approach, to other countries, including Australia. Australia is in the process of establishing an Education Evidence Base, informed by the government’s 2016 Productivity Commission report. While the literature around evidence-based education is explicit in identifying its basis in medicine, there has been little medical input into its development. Interdisciplinary examination of the medical literature reveals the contested nature and troubled state of evidence-based medicine and what policymakers need to consider to maximise the benefits of this translation into education.
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Papers by Andy Morgan