Authentic learning and theoretical-clinical dissonance in contemporary medical education

Abstract

This letter to the editor reflects on the article “Rethinking Theoretical Teaching in Undergraduate Medical Education,” recently published in this journal. The study is acknowledged for highlighting increasing student dissatisfaction with traditional lecture-based teaching formats and a growing preference for hybrid, interactive, and clinically contextualized learning models. The letter emphasizes the study’s strengths in identifying information overload, monotony, and limited practical relevance as major barriers to meaningful learning. Furthermore, it proposes expanding the interpretation of these findings through concepts such as “theoretical-clinical dissonance” and “early cognitive authenticity,” referring to students’ need to perceive clinical meaning and applicability from the early stages of medical training. The letter also suggests the incorporation of mixed-methods approaches to explore students’ subjective experiences and underlying educational mechanisms in greater depth. This reflection is framed within current international discussions on hybrid learning, curriculum modernization, student well-being, and learner-centered medical education.