Researching Medical Education

Professor Jennifer Cleland is John Simpson Chair of Medical Education, University of Aberdeen, and Chair, Association for the Study of Medical Education (ASME) Professor Steven J. Durning is Professor of Medicine and Pathology, Uniformed Services University, Bethesda, and Chair, Association for Medical Education Europe (AMEE) Research Group

Contributors vii Foreword xi Foreword from ASME xiii Foreword from AMEE xv Preface xvii Acknowledgements xxi Part 1: A primer of healthcare education research 1 Exploring versus measuring: considering the fundamental differences between qualitative and quantitative research 3 Jennifer Cleland 2 Theory in healthcare education research: the importance of worldview 15 Wendy McMillan 3 Literature reviews: who is the audience? 25 Geoff Wong 4 Developing the research question: setting the course for your research travels 35 Juanita Bezuidenhout and Susan van Schalkwyk 5 Power analyses: planning conducting and evaluating education research 43 R. Brent Stansfield and Larry Gruppen Part 2: Theory informing educational research 6 Constructivism: learning theories and approaches to research 51 Karen Mann and Anna MacLeod 7 Making visible what matters: sociomaterial approaches for research and practice in healthcare education 67 Tara Fenwick and Graham R. Nimmo 8 Sticking with messy realities: how thinking with complexity can inform healthcare education research 81 Alan Bleakley and Jennifer Cleland 9 Activity theory: mediating research in medical education 93 Jenny Johnston and Tim Dornan 10 Social cognitive theory: thinking and learning in social settings 105 Dario Torre and Steven J. Durning 11 Participatory practices at work: Understanding and appraising healthcare students learning through workplace experiences 117 Stephen Billett and Linda Sweet 12 Theoretical perspectives on identity: researching identities in healthcare education 129 Lynn V. Monrouxe and Charlotte E. Rees 13 Health behaviour theories: a conceptual lens to explore behaviour change 141 Francois Cilliers Lambert Schuwirth and Cees van der Vleuten 14 Self-regulated learning in healthcare profession education: theoretical perspectives and research methods 155 Anthony R. Artino Jr. Ryan Brydges and Larry D. Gruppen 15 What are values and how can we assess them? Implications for values-based recruitment in healthcare 167 Fiona Patterson Maire Kerrin Marise Ph. Born Janneke K. Oostrom and Linda Prescott-Clements 16 Emotions and learning: cognitive theoretical and methodological approaches to studying the influence of emotions on learning 181 Meghan McConnell and Kevin Eva 17 Research on instructional design in the health sciences: from taxonomies of learning to whole-task models 193 Jeroen J. G. van Merrienboer and Diana H. J. M. Dolmans 18 Cognitive load theory: researching and planning teaching to maximise learning 207 Jimmie Leppink Tamara van Gog Fred Paas and John Sweller 19 Deliberate practice and mastery learning: origins of expert medical performance 219 William C. McGaghie and Theresa Kristopaitis 20 Reframing research on widening participation in medical education: using theory to inform practice 231 Sandra Nicholson and Jennifer Cleland 21 Qualitative research methodologies: embracing methodological borrowing shifting and importing 245 Lara Varpio Maria Athina (Tina) Martimianakis and Maria Mylopoulos Part 3: Developing your practice as an educational researcher 22 How to tell compelling scientific stories: tips for artful use of the research manuscript and presentation genres 259 Lorelei Lingard and Erik Driessen 23 Leadership management and mentoring: applying theory to practice 269 Judy McKimm and Helen O Sullivan 24 Programmatic research: building and sustaining capacity 281 David Taylor and Trevor Gibbs 25 Conclusion 289 Jennifer Cleland and Steven J. Durning Index 293