Researching Medical Education

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, Rene 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

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• Medicina interna e clínica
• Estudo médico e guias de revisão e material de referência

hpe; hpe research; medical theory; Ethnography; digital ethnography; neuro-anatomical research; critical discourse analysis; medical case study research; hpe theory; medical research theories; medical education; asme; amee; medical leadership