No, I don,t believe. In fact, today we can teach many subjects with methods of many epistemologic origins.  Our Med school has a curriculum design to be problem based learning and classic teaching. We teach about  classical debates regarding the nature of science and knowledge and try to prepare the students to deal with it in a dialetic way. Some subjects like human physiology need to be studied first in a more classic way to improve the student skills to be more interactive with problem based learning. Two epistemological diverse form of teaching working together. Concerning to money power interacting with our teachings in my humble opinion most useful action is work for our students became aware of this bias. 

It is a revolution or failed coup?  Most medical educational systems are working with inadequate materials... and inadequate resources.  The ones who take a mere child of 18 and pretend they are ready to choose a lifetime in medicine are fraught with the immaturity of adolescence and concepts like epistemology well beyond their baseline capacity to grasp let alone use. Learning takes time.... real learning takes time to make mistakes ...and hopefully the time to learn from those mistakes... In most Western medical schools we do not reward nor value the student teacher dyad in any classic sense.  We expect faculty to teach for free yet we charge students exorbitant fees. Some schools use student tuition as part of their business model and pay too little attention to the size of their classes and the quality of teaching.  All of this is justified due to an alleged "doctor shortage."  Of course the real reason there is a doctor shortage has more to do with governments and payers valuing the services of auto mechanics and plumbers over physicians.  Sometimes you get what you pay for... And quality costs time and money... in education and in practice.

I think that we have to look for the meaning of the truth in science, in medicine, human science. Is it the medium results of observations?

This is not quite on your point, but we have raised concerns about the understanding of the judiciary of epistemological issues in relation to expert 'knowledge' in a recent article in the Journal of Medical Ethics. You can read it on researchgate at https://www.researchgate.net/publication/291950944_Montgomery_on_informed_consent_an_inexpert_decision

Article Montgomery on informed consent: An inexpert decision?

Thank you for contributions.

To date the real problem is the fact that Medicine is taught with a schyzophrenic curriculum that is not based on the irrefutable great interactionist and teleonomic changes of basic science leading to the Person Centered Medicine Paradigm (1999)that in Medical Education has overcame PBL. an approach that risks to close persons in a disease sematic (Diagnosis) non activating the person resources for his/her recovery.  Medical Education is addressed to students really ignorant in human science, admitting all the persons to medicine for business.as  Gregory underlined. These young persons if they don't come from classic studies (Greek-Latin) are not able to comprehend also the word. "Meaning". and it is shared by many teachers. The absence in Medicine  of  a shared epistemological and ethical meaning ( a Paradigm) like that I have introduced  in Medicine in 1998 fragmentizes clinics, research  and medical education far form its center: the person who is more than a biochemical mechanism but a subject who builds his health or disease piloting an interaction between three orders of variables according a meaning given to experience.

To date I see that the first problem in Medical Education and in Medcine is not only epistemological, but also the affective, cognitive, maturity of students, basis of  ethics, that requests a formal thinking and  teachers and physicians who interpret Medicine like an application of knowledge on an "individual" (like a mouse) , a  mechanic tool of knowledge, scientific theory, technical application  and business .

I take the occasion to invite you to our summer Institute in Viareggio.

Please write to the secretariat for knowing the partcular fee reserved to Research Gate members and discussion on the future of Medicine.

http://www.unambro.it/html/manifesto.htm

http://www.unambro.it/html/pdf/smistamento.pdf

The problem of Medicine, Psychology as well as the Human Sciences is more a problem of biopsycoanthropological knowledge than of epistemological theories. Nor the universities neither the research projects, consider the Man as a factual biopsycoanthropological reality. Western medicine, its methods and techniques do not take care of the man as a concrete reality of biosociopsychic nature. In its concrete practice Western medicine is still dominated by the dualism of Plato and René Descartes. So therefore, is dominated by lavish enrichments of pharmaceutical laboratories. The Man, patient, remains being a "miracle" of nature: endures with the most varied drugs and toxics injected into his body by the medical and pharmaceutical laboratories.