Full Description
RESEARCHING MEDICAL EDUCATION 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
Contents
List of Contributors, vii
Foreword, xi
Foreword From ASME, xiii
Foreword from AMEE, xv
Preface, xvii
Words of Recommendation, xxi
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, 3
Jennifer Cleland
2 Theory in health professions education research: the importance of worldview, 15
Wendy McMillan
3 Constructivism: learning theories and approaches to research, 25
Anna MacLeod, Sarah Burm and Karen Mann
4 Widening access to medicine: using mid- range theory to extend knowledge and understanding, 41
Sandra Nicholson, Kirsty Alexander, Maeve Coyle and Jennifer Cleland
5 Developing the research question: setting the course for your research travels, 53
Juanita Bezuidenhout, Champion N. Nyoni, Rhoda Meyer and Susan C. van Schalkwyk
6 Researching technology use in health professions education: questions, theories, approaches, 61
Rachel H. Ellaway
7 Power analyses: planning, conducting and evaluating education research, 71
R. Brent Stansfield and Larry D. Gruppen
8 Navigating health professions education research: exploring your researcher identity, research area and community, 77
Janneke M. Frambach, Muhammad Zafar Iqbal, Pim W. Teunissen and Susan C. van Schalkwyk
9 How to tell compelling scientific stories: tips for artful use of the research manuscript and presentation genres, 87
Lorelei Lingard and Erik Driessen
Part II Methodologies and methods for health professions education research
10 What is known already: reviewing evidence in health professions education, 101
Morris Gordon
11 Qualitative research methodologies: embracing methodological borrowing, shifting and importing, 115
Lara Varpio, Maria Athina Martimianakis (Tina) and Maria Mylopoulos
12 Attuning to the social world: ethnography in health professions education research, 127
Simon Kitto, Janet Alexanian and Joanne Goldman
13 Visual methods in health professions research: purpose, challenges and opportunities, 139
Sayra Cristancho, Kori LaDonna and Emily Field
14 Critical discourse analysis: questioning what we believe to be 'true', 153
Morag Paton, Thirusha Naidu, René Wong, Cynthia Whitehead and Ayelet Kuper
15 Functional and corpus linguistics in health professions education research: the study of language in use, 163
Abigail Konopasky and Brett A. Diaz
16 Challenging epistemological hegemonies: researching inequity and discrimination in health professions education, 175
Saleem Razack, Andrea McKivett and Marco Antonio de Carvalho Filho
17 Educational neuroscience: current status and future opportunities, 187
Anke Sambeth, Steven Durning, Minna Huotilainen and Anique de Bruin
Part III Theory informing health professions education research
18 Sticking with messy realities: how 'thinking with complexity' can inform health professions education research, 199
Alan Bleakley and Jennifer Cleland
19 Getting active: using activity theory to manage change, 209
Jenny Johnston and Helen Reid
20 Attuning to materiality: sociomaterial research in health professions education, 219
Rola Ajjawi, Margaret Bearman and Anna MacLeod
21 Social cognitive theory: thinking and learning in social settings, 229
Dario Torre and Steven J. Durning
22 Learning and participatory practices at work: understanding and appraising learning through workplace experiences, 241
Stephen Billett, Linda Sweet and Christy Noble
23 Health behaviour theories: a conceptual lens to explore behaviour change, 251
Francois Cilliers, Christina St- Onge and Cees van der Vleuten
24 Self- regulated learning in health profession education: theoretical perspectives and research methods, 267
Anthony R. Artino, Jr., Adam Gavarkovs, Ryan Brydges and Larry D. Gruppen
25 Emotions and learning: cognitive theoretical and methodological approaches to studying the influence of emotions on learning, 279
Meghan McConnell and Kevin W. Eva
26 Research on instructional design in the health professions: from taxonomies of learning to whole- task models, 291
Jimmy Frerejean, Diana H.J.M. Dolmans and Jeroen J.G. van Merrienboer
27 Cognitive load theory: researching and planning teaching to maximise learning, 303
Adam Szulewski, Tamara van Gog, Fred Paas and John Sweller
28 Deliberate practice and mastery learning: origins of expert medical performance, 315
William C. McGaghie and Theresa Kristopaitis
29 Closing comments: building and sustaining capacity, 325
David Taylor and Trevor Gibbs
30 Conclusion, 331
Jennifer Cleland and Steven J. Durning
Index, 335
