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Theoriaphobia, theoriaphilia, theoriamania

Theoriaphobia, theoriaphilia, theoriamania Advances in Health Sciences Education (2021) 26:1–3 https://doi.org/10.1007/s10459-021-10035-0 EDITORIAL Rachel H. Ellaway Accepted: 1 February 2021 © The Author(s), under exclusive licence to Springer Nature B.V. part of Springer Nature 2021 All brontosauruses are thin at one end, much, much thicker in the middle, and then thin again at the far end. (Chapman et al. 1989) This Monty Python perspective on theory is illuminative on a number of levels, not least the pomposity of the researcher and the bemusement of her audience. Perhaps the most important point, at least in this context, is that this theory is patently true and yet risibly pointless. The example provides a starting point for this editorial. The full name of this Journal is Advances in Health Sciences Education: Theory and Practice, which rather unambiguously positions theory as a key concern of the Journal. In this issue, the first in volume 26, we launch a new column dedicated to articles that con- sider the role, position, and articulation of theory in health professions education in all its many expressions and contexts. The first article in this column (Varpio and Ellaway 2021) considers theory as being in a dyadic and cyclical relationship with empiricism; theory guides action, action http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Advances in Health Sciences Education Springer Journals

Theoriaphobia, theoriaphilia, theoriamania

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Publisher
Springer Journals
Copyright
Copyright © The Author(s), under exclusive licence to Springer Nature B.V. part of Springer Nature 2021
ISSN
1382-4996
eISSN
1573-1677
DOI
10.1007/s10459-021-10035-0
Publisher site
See Article on Publisher Site

Abstract

Advances in Health Sciences Education (2021) 26:1–3 https://doi.org/10.1007/s10459-021-10035-0 EDITORIAL Rachel H. Ellaway Accepted: 1 February 2021 © The Author(s), under exclusive licence to Springer Nature B.V. part of Springer Nature 2021 All brontosauruses are thin at one end, much, much thicker in the middle, and then thin again at the far end. (Chapman et al. 1989) This Monty Python perspective on theory is illuminative on a number of levels, not least the pomposity of the researcher and the bemusement of her audience. Perhaps the most important point, at least in this context, is that this theory is patently true and yet risibly pointless. The example provides a starting point for this editorial. The full name of this Journal is Advances in Health Sciences Education: Theory and Practice, which rather unambiguously positions theory as a key concern of the Journal. In this issue, the first in volume 26, we launch a new column dedicated to articles that con- sider the role, position, and articulation of theory in health professions education in all its many expressions and contexts. The first article in this column (Varpio and Ellaway 2021) considers theory as being in a dyadic and cyclical relationship with empiricism; theory guides action, action

Journal

Advances in Health Sciences EducationSpringer Journals

Published: Feb 22, 2021

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