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The text argues that evidence-based practice in teaching should be treated with the same seriousness as research-driven medicine, using comparisons to medical education and citing scholars on the overlap and divergence between research use in the two fields. It traces historical influence from the Flexner report and outlines evidence-based teaching levels, emphasizing educators’ need to critically read research and conduct action research to make classroom practice more valid, relevant, and effective.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/evidence-based-teaching-in-the-21st-century-the-missing-link/595668/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/evidence-based-teaching-in-the-21st-century-the-missing-link/595668.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why does the author say teacher preparation programs should include research education?","Question",{"text":111,"@type":112},"The author argues that teacher candidates need research knowledge and skills to critically read education and social science literature and to make teaching practice informed by evidence, not just opinion.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How does the text compare teaching with medical education?",{"text":116,"@type":112},"It parallels the development of evidence-based practice in medicine and health care with the need for similar research-based approaches in teaching, noting similarities and differences described by scholars.",{"name":118,"@type":109,"acceptedAnswer":119},"What role does the Flexner report play in the argument?",{"text":120,"@type":112},"The text presents Flexner’s 1910 findings as a major catalyst for changes in medical education and the expansion of research-based practices, using that historical shift to support evidence-based teaching as a serious goal.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},595668,1792081599,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":142},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","Evidence-Based Teaching in the 21st Century: The Missing Link  \nWilliam J. Hunter Faculty of Education  \nThe University of Ontario Institute of Technology  \nThroughout my career, I have struggled with the fact that teacher preparation programs do not include a course in educational research. When I mention this to colleagues (or students), a highly predictable response is “Why should teacher candidates learn about research?” After years of trying to give a calm and rational response to that question, I have recently begun to answer with some questions of my own:  \n• Why should medical students learn about medical research?  \n• Why should nursing students learn about health science research?  \n• Why should law students learn about legal research?  \n• Why should engineering students learn about engineering research?  \nI think Homer Simpson may have given us the best possible answer to all of these questions (including the teacher education question): “Doh!” Still, I think we should take seriously the question regarding research-based or evidence-based practice in teaching. I am not alone in this observation. After examining teacher education documents in several countries, Munthe and Rogne (2015) observed: “The terms ‘research’  \nCanadian Journal of Education / Revue canadienne de l’éducation 40:2 (2017)©2017 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nand ‘inquiry’ are either not used when describing teacher education programs or appear to be used interchangeably in the brief presentation of program goal”(p. 18) . Indeed, Hargreaves (1997) laid out a variety of similarities and differences between the place of research in medical practice and in teaching.  \nSo, let me try the rational approach again. I would like to start by talking a bit about medical education. As noted, others have made comparisons between medical education and teacher education (e.g., Hargreaves, 1997). Davies (1999), identifying what counts as evidence and how to apply it, explained: “Education seems to be in a position remarkably similar to that of medicine and health care five or ten years ago”(p. 117). Taking that as a point of departure, I argue that a useful comparison of the use of research-based evidence in teaching and in medicine is closer to a century old.  \nIn 1910, Abraham Flexner, who had founded a private secondary school in Kentucky and written a critical report on higher education, was commissioned by the Carnegie Foundation for the Advancement of Teaching to conduct a study of medical education in the United States and Canada. Flexner (1910) found, in part, that there was an oversupply of medical doctors, a plethora of low-quality commercial medical schools, and a disturbing lack of standards in medical education. At the same time, he argued, medical practice was changing: “Progress in chemical, biologic, and physical sciences was increasing the physician’s resources, both diagnostic and remedial”(p. 8) . He recommended that medical schools be housed in universities, affiliated with teaching hospitals, and have demanding admission standards. He also noted that a small number of aspiring doctors went to Edinburgh, London, and Paris for their schooling. There, they were exposed to the “statistical and analytical study of disease, which is the discriminating mark of modern scientific medicine”(p. 9). After reviewing the emergence of new tools and new knowledge, Flexner noted that the field of medicine lent itself to “quick, intelligent, and effective action”(p. 20). However, he immediately qualified that observation: “Provided, of course, the physician is himself competent to use the instrumentalities that have been developed! There is just now the rub”(p. 20) .  \nThe Flexner report was massively influential, leading to dramatic changes in medical education (Cooke, Irby, Sullivan, & Ludmerer, 2006) . One of the most enduring impacts was the way in which medic","cbCaigSlm8m6nHSg","https://ap.wps.com/l/cbCaigSlm8m6nHSg","pdf",223925,"English","# Evidence-Based Teaching in the 21st Century\n## Why teacher candidates should learn research\n## Comparisons with medical education\n## Flexner report and research-based practice\n## Evidence-based teaching levels and action research","[{\"question\":\"Why does the author say teacher preparation programs should include research education?\",\"answer\":\"The author argues that teacher candidates need research knowledge and skills to critically read education and social science literature and to make teaching practice informed by evidence, not just opinion.\"},{\"question\":\"How does the text compare teaching with medical education?\",\"answer\":\"It parallels the development of evidence-based practice in medicine and health care with the need for similar research-based approaches in teaching, noting similarities and differences described by scholars.\"},{\"question\":\"What role does the Flexner report play in the argument?\",\"answer\":\"The text presents Flexner’s 1910 findings as a major catalyst for changes in medical education and the expansion of research-based practices, using that historical shift to support evidence-based teaching as a serious goal.\"}]","Evidence-Based Teaching in the 21st Century - The Missing Link | PDF",15]