Researching Medical Education 2nd Edition By Jennifer Cleland, Steven Durning ISBN 9781119839439 1119839432

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ISBN 10: 1119839432
ISBN 13: 9781119839439
Author: Jennifer Cleland, Steven Durning

Researching Medical Education is an authoritative guide to excellence in educational research within the healthcare professions presented by the Association for the Study of Medical Education and AMEE. This text provides readers with key foundational knowledge, while introducing a range of theories and how to use them, illustrating a diversity of methods and their use, and giving guidance on practical researcher development. By linking theory, design, and methods across the spectrum of health professions education research, the text supports the improvement of quality, capacity building, and knowledge generation.

Researching Medical Education includes contributions from experts and emerging researchers from five continents. The text includes information on:

• Developing yourself and your practice as a health professions education researcher
• Methods and methodologies including ethnography/digital ethnography, visual methods, critical discourse analysis, functional and corpus linguistics, critical pedagogy, critical race theory and participatory action research, and educational neuroscience methods
• Theories including those where relationships between context, environment, people and things matter (e.g., complexity theory, activity theory, sociomateriality, social cognitive theories and participatory practice) and those which are more individually focused (e.g., health behaviour theories, emotions in learning, instructional design, cognitive load theory and deliberate practice)
• Includes 10 brand new chapters

Researching Medical Education is the ideal resource for anyone researching health professions education, from medical school to postgraduate training to continuing professional development.

“This is an extraordinary text that combines theory and practice in medical education research. The authors represent the who’s who of medical education research, and their wisdom and insights will help guide novice and experienced researchers alike.”
—David M. Irby, Professor Emeritus of Medicine, University of California, San Francisco, USA

“Research in health professions education is maturing. This is clearly evidenced by the second edition of Researching Medical Education. In 30 chapters this book takes you on an exciting voyage on research theories and research methodologies. This book is a comprehensive resource for anyone engaging in research in health professions education.”
— Cees van der Vleuten, former Director of the School of Health Professions Education, Maastricht University, The Netherlands

Researching Medical Education 2nd Edition Table of contents:

PART I: Developing your practice as a health professions education researcher

1 Exploring, measuring or both: considering the differences between qualitative, quantitative and mixed methods research

Philosophical differences

Comparing research design in quantitative, qualitative and mixed methods research

Data collection methods

Data management

Data analysis

Judging the quality of research

Conclusion

Recommended reading

References

2 Theory in health professions education research: the importance of worldview

The purpose of education research

The importance of worldview to study design

Personal assumptions and worldview

The relationship between theory and research

Conclusion

References

3 Constructivism: learning theories and approaches to research

Distinguishing constructivism from positivism: a review of important terminology

Constructivist theories of learning

Constructivist approaches to research

Five research examples of constructivist research traditions

Methods commonly used within constructivist research approaches

The role of the researcher within the constructivist paradigm

Approaches to ensure quality and rigour of research

Important points and common pitfalls

Conclusion

References

4 Widening access to medicine: using mid‐range theory to extend knowledge and understanding

Increasing diversity in medical schools

There is nothing as practical as a good theory43

Theoretical trends in widening access research

Wave 4: Looking ahead

Conclusion

References

5 Developing the research question: setting the course for your research travels

Why a research question?

The research question under the microscope

The ‘good’ research question

Developing the research question

Refining the research question

Conclusion

Recommended reading

References

6 Researching technology use in health professions education: questions, theories, approaches

What?

Who?

Where, when, how?

Why?

Theorising technology use

Methodologies

Study designs and methods

Conclusion

Recommended reading

References

7 Power analyses: planning, conducting and evaluating education research

Compute and report effect sizes with confidence intervals

Practicalities and pitfalls

Conclusion

References and resources

8 Navigating health professions education research: exploring your researcher identity, research area and community

Why are you doing research?

Why are you doing this research?

Where are you doing research?

Interrelated questions and intentional answers

Recommended reading

References

9 How to tell compelling scientific stories: tips for artful use of the research manuscript and presentation genres

Writing up

Presenting your work

Presenting virtually

Communicating science on social media

Conclusion

Recommended reading

References

PART II: Methodologies and methods for health professions education research

10 What is known already: reviewing evidence in health professions education

Introduction

Evidence‐based and best evidence

‘Systematic review’ vs reviews that are ‘systematic’

The methodological pillars of ‘systematic’ reviews in health professions education

Specific review traditions

Conclusion

References

11 Qualitative research methodologies: embracing methodological borrowing, shifting and importing

Methodological borrowing

Qualitative description

Methodological shifting

Grounded theory

Methodological importing

Discourse analysis

Conclusion

Recommended reading

References

12 Attuning to the social world: ethnography in health professions education research

History and context of ethnography

Focused ethnography

Autoethnography

Going online: digital ethnography

Conclusion

Recommended reading

Acknowledgements

References

13 Visual methods in health professions research: purpose, challenges and opportunities

Using visuals in health professions education research

When to use visual methods and why

What do visual methods look like? Epistemological roots and key features

How to use visual methods

Challenges of using visual methods

Conclusion – and new frontiers

Recommended reading

References

14 Critical discourse analysis: questioning what we believe to be ‘true’

What is a discourse

Why is discourse important?

Discourse analysis

Opening the can of worms

Limitations of and alternatives to foucauldian discourse analysis

A return to the curriculum problem

Conclusion

Recommended reading

References

15 Functional and corpus linguistics in health professions education research: the study of language in use

Functional linguistics in health professions education research: making choices to make meaning

Corpus linguistics in HPE research: a pragmatic, accommodating approach to language in use

Conclusion

Recommended reading

References

16 Challenging epistemological hegemonies: researching inequity and discrimination in health professions education

Moving from numbers to words: a plea for theory–praxis linkage

Equity seeking versus sovereignty seeking groups: indigeneity and decolonising health professions education research

Critical pedagogy – researching praxis towards social justice

Critical reflexivity and inclusive anti‐racist research in health professions education

Transformational methodologies for greater social justice in medical education

Conclusion

References

17 Educational neuroscience: current status and future opportunities

Research methods in educational neuroscience

Educational neuroscience in practice

Conclusion

References

PART III: Theory informing health professions education research

18 Sticking with messy realities: how ‘thinking with complexity’ can inform health professions education research

Part I: Introduction and deliberations

Part II: Application

Part III: Considerations

References

19 Getting active: using activity theory to manage change

Philosophical position

Theoretical concepts

Expansive learning

Case study 1: pandemic‐induced change in primary healthcare activity

Getting practical: change laboratory

Case study 2: OSCEs as activity system

Where AT fits with other theories

Strengths and limitations of AT

Conclusion

Recommended reading

References

20 Attuning to materiality: sociomaterial research in health professions education

Why researching matter matters

Examples of research and synthesis of underpinning principles

Sociomaterial theories

Research approaches

Post‐qualitative research

Sociomaterial ethnography

What is the role of interviews?

Document analysis and interview‐adjacent methods

Analytic methods

The role of the researcher in sociomaterial research

Conclusion

Recommended reading

References

21 Social cognitive theory: thinking and learning in social settings

Theoretical foundations of SCT

Situated cognition, distributed cognition, ecological psychology, situated learning and landscapes of practice: theory and principles

Examples of applying SCT in healthcare professions education

Conclusion

References

22 Learning and participatory practices at work: understanding and appraising learning through workplace experiences

Key conceps, definitions and distinctions

Learning through clinical practice

Investigating participatory practices in healthcare

Advances, cautions and limitations

Conclusion

Recommended reading

References

23 Health behaviour theories: a conceptual lens to explore behaviour change

What health behaviour theories offer to HPE research

The origins of health behaviour theories

How HBT has informed HPE research

Theory of reasoned action (TRA), theory of planned behaviour (TPB), integrated behavioural model (IBM) and reasoned action approach (RAA)

Transtheoretical model (TTM)

PRECEDE‐PROCEED model

Theoretical domains framework

Eclectic approaches

Practical and research implications of using HBTs

Conclusion

Recommended reading

References

24 Self‐regulated learning in health profession education: theoretical perspectives and research methods

Defining self‐regulation and self‐regulated learning

Core assumptions and common features of SRL theories

Related concepts in HPE

Two influential SRL perspectives

Methods for studying SRL in HPE

Future directions in SRL theory, research and practice

Conclusion

References

25 Emotions and learning: cognitive theoretical and methodological approaches to studying the influence of emotions on learning

Defining the terms

Conceptual foundations

Theoretical approaches

Mechanisms of action

Inducing and measuring emotions

Recent explorations of, and future directions for, emotion in medical education

Conclusion

References

26 Research on instructional design in the health professions: from taxonomies of learning to whole‐task models

The ADDIE model

The analysis phase

The design and development phases

The implementation and evaluation phases

Conclusion

References

27 Cognitive load theory: researching and planning teaching to maximise learning

Introduction

Cognitive architecture

Cognitive load: the basics

Cognitive load: recent developments

On the measurement of cognitive load

Cognitive load effects

Conclusion

Acknowledgement

References

28 Deliberate practice and mastery learning: origins of expert medical performance

Powerful medical education

Deliberate practice and mastery learning

Deliberate practice

Mastery learning

Medical education examples

The road ahead

Conclusion

Acknowledgement

References

29 Closing comments: building and sustaining capacity

The initial steps

Building a sustainable research programme

Conclusion

References

30 Conclusion

References

Index

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