Researching Medical Education

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 Cover Title Page Copyright Page Contents List of contributors Foreword Foreword from ASME Foreword from AMEE Preface Words of Recommendation Part I Developing your practice as a health professions education researcher Chapter 1 Exploring, measuring or both: considering the differences between qualitative, quantitative and mixed methods research Philosophical differences Quantitative research Qualitative research Mixed methods research So what do these differences mean in practice? Comparing research design in quantitative, qualitative and mixed methods research Quantitative research design Qualitative research designs Mixed methods research design Data collection methods Quantitative data collection methods Qualitative data collection methods Data collection in mixed methods Data management Data analysis Quantitative data analysis Qualitative data analysis Judging the quality of research Conclusion Recommended reading References Chapter 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 Positivism Interpretivism Criticalism Being ‘up front’ about worldview The relationship between theory and research Conclusion References Chapter 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 Interviews Observation: Document Analysis The role of the researcher within the constructivist paradigm Approaches to ensure quality and rigour of research Trustworthiness criteria Authenticity criteria Important points and common pitfalls Conclusion References Chapter 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 The first wave: descriptive and local The second wave: outcomes and a little process The third wave: starting to recognise complexity Wave 4: Looking ahead Conclusion References Chapter 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 Identifying a ‘problem’ Establishing a conceptual framework Refining the research question Conclusion Recommended reading References Chapter 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 Chapter 7 Power analyses: planning, conducting and evaluating education research Compute and report effect sizes with confidence intervals Practicalities and pitfalls Conclusion References and resources Chapter 8 Navigating health professions education research: exploring your researcher identity, research area and community Why are you doing research? Adopting the educational scholar identity Crossing identity borders Why are you doing this research? Starting from a practical problem Starting from a paradigm or methodology Exploring scientific, societal, strategic and personal relevance Where are you doing research? Understanding your research environment Participating in professional development Building your research community Interrelated questions and intentional answers Recommended reading References Chapter 9 How to tell compelling scientific stories: tips for artful use of the research manuscript and presentation genres Writing up Entering the conversation Mapping the gap Telling the story Crafting the language Presenting your work Story telling Kill your darlings Using visuals Presenting virtually Communicating science on social media Conclusion Recommended reading References Part II Methodologies and methods for health professions education research Chapter 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 1. What are we asking? 2. Selecting the evidence Specific review traditions Scoping reviews Realist review Rapid reviews Focused reviews Conclusion References Chapter 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 Chapter 12 Attuning to the social world: ethnography in health professions education research History and context of ethnography Focused ethnography Focused ethnography in health professions education research Illustration of the use of focused ethnography Autoethnography Autoethnography in health professions education research Illustration of autoethnography Going online: digital ethnography Digital ethnography in health professions education research Illustration of digital ethnography Conclusion Recommended reading Acknowledgements References Chapter 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 On rich pictures On photo-elicitation and photovoice How to use visual methods Challenges of using visual methods Ethics Dissemination Conclusion – and new frontiers Recommended reading References Chapter 14 Critical discourse analysis: questioning what we believe to be ‘true’ What is a discourse Why is discourse important? Discourse analysis Critical discourse analysis Building an archive Genealogy Opening the can of worms Limitations of and alternatives to foucauldian discourse analysis A return to the curriculum problem Conclusion Recommended reading References Chapter 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 Functional linguistics in Health Professions Education Research (HPER): attending to educators’ choices Conclusion: functional linguistics offers a wealth of tools Corpus linguistics in HPE research: a pragmatic, accommodating approach to language in use Corpus linguistics: a big tent theory Corpus linguistics and HPE Access to corpus linguistics tools Conclusion Recommended reading References Chapter 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 Participatory Action Research (PAR) Back to the case Critical reflexivity and inclusive anti-racist research in health professions education Transformational methodologies for greater social justice in medical education Conclusion References Chapter 17 Educational neuroscience: current status and future opportunities Research methods in educational neuroscience Neuroimaging: (functional) magnetic resonance imaging Neuroimaging: electroencephalography and event-related potentials Computational neuroscience Educational neuroscience in practice Reading Memory Clinical reasoning Conclusion References Part III Theory informing health professions education research Chapter 18 Sticking with messy realities: how ‘thinking with complexity’ can inform health professions education research Part I: Introduction and deliberations Simple, complicated and complex problems/systems Complexity and healthcare management Part II: Application Complexity in health and health professions education research: some key, illustrative examples Part III: Considerations Resistance and the desire for reduction and linearity Conclusion References Chapter 19 Getting active: using activity theory to manage change Philosophical position Position statement Theoretical concepts Mediated action Historicity Dialectical materialism Expansive learning Three generations of AT: origins and evolutions 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 Chapter 20 Attuning to materiality: sociomaterial research in health professions education Why researching matter matters Examples of research and synthesis of underpinning principles Sociomaterial theories Practice theories Actor-Network Theory Agential realism 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 Chapter 21 Social cognitive theory: thinking and learning in social settings Theoretical foundations of SCT Bandura: behaviouralism and triadic reciprocity Bruner: culture is an important element in SCT Lave and Wenger: learning is social and collaborative Situated cognition, distributed cognition, ecological psychology, situated learning and landscapes of practice: theory and principles Situated cognition Distributed cognition Ecological psychology Situated learning Landscapes of practice Examples of applying SCT in healthcare professions education Self-efficacy Communities of practice Landscapes of practice Distributed cognition in group learning, technology and decision-making processes Conclusion References Chapter 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 Case study 1: junior doctors and pharmacists’ co-working and learning Case study 2: midwifery students’ clinical learning Advances, cautions and limitations Conclusion Recommended reading References Chapter 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 Health belief model (HBM) 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 Chapter 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 Social-cognitive model of SRL Social constructivist models of SRL Summary Methods for studying SRL in HPE Questionnaires Case studies SRL microanalysis Trace methods Triangulating multiple methods Future directions in SRL theory, research and practice Conclusion References Chapter 25 Emotions and learning: cognitive theoretical and methodological approaches to studying the influence of emotions on learning Defining the terms Conceptual foundations The structure of emotion Incidental versus integral emotions Theoretical approaches Mechanisms of action Cognitive resources Strategies of learning and problem-solving Memory Self-regulation Interest and motivation Inducing and measuring emotions Emotion induction tactics Challenges associated with inducing emotions Measuring emotions Recent explorations of, and future directions for, emotion in medical education Clinical reasoning Assessment, self-regulation and maintenance of expertise Conclusion References Chapter 26 Research on instructional design in the health professions: from taxonomies of learning to whole-task models The ADDIE model The analysis phase Taxonomies of learning Cognitive task analysis The design and development phases Learning tasks Supportive information Procedural information and part-task practice Development: Instructional media The implementation and evaluation phases Implementation: Preparing staff, students and the organisation Evaluation Conclusion References Chapter 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 Chapter 28 Deliberate practice and mastery learning: origins of expert medical performance Powerful medical education Deliberate practice and mastery learning Deliberate practice Ten essential features of deliberate practice Mastery learning Medical education examples Procedure skill acquisition Readiness for clinical practice Complex clinical care and decision making Patient education The road ahead Research agenda Program implementation and maintenance Conclusion Acknowledgement References Chapter 29 Closing comments: building and sustaining capacity The initial steps Building a sustainable research programme Focus Support Resources Training Strategic leadership Conclusion References Chapter 30 Conclusion References Index EULA