It is commonly assumed in health professions education that knowledge and skills are discrete, objective, and quantifiable and that faculty should control the choice of what is to be learned, how it is taught, and decisions about whether students have mastered the material. Evidence is presented from education, psychology, decision science, and management challenging the assumption that faculty can completely control the learning process, When learning is viewed as an open-ended dialogue, it follows that substituting faculty control and effort for student control and effort will be effective only to a point. Twelve propositions are presented showing the effects, some of them negative, of faculty control of learning on student effort to learn.
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