Making theory explicit - An analysis of how medical education research(ers) describe how they connect to theory

BMC Medical Education

Research Article

Tim Dornan¹  Klara Bolander Laksov²  Pim W. Teunissen³ 

[1] Dentistry and Biomedical Sciences, School of Medicine, Queen’s University Belfast, Belfast, UK;School of Health Professions Education (SHE), Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, NL, Netherlands;Department of Learning, Informatics, Management and Ethics (LIME), Karolinska Institutet, Stockholm, Sweden;Department of Education, Centre for the Advancement of University Teaching, Stockholm University, Stockholm, Sweden;School of Health Professions Education (SHE), Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, NL, Netherlands;Department of Obstetrics & Gynecology, Gynaecologist at VU University Medical Center, Amsterdam, The Netherlands;

关键词: Medical Education;    High Level Theory;    Medical Education Research;    Specific Perspective;    Future Research Agenda;   

DOI  :  10.1186/s12909-016-0848-1

 received in 2016-05-06, accepted in 2016-12-15,  发布年份 2017

来源: Springer

【 摘 要 】

BackgroundAs medical education develops into a varied and well-developed field of research, the issue of quality research anchored in or generating theory has gained increasing importance. Medical education researchers have been criticized of not connecting their work to relevant theory. This paper set out to analyse how researchers can connect to theory in medical education. The goal of this paper is to provide an accessible framework for those entering medical education research, regarding how theory may become an integral part of one's work.MethodsFifteen purposefully selected researchers in medical education were asked to nominate papers they considered influential in medical education. Through this process 41 papers were identified and included in the study.ResultsThe papers were analysed with thematic content analysis, which resulted in three approaches to the use of theory: as close-up exploration; as a specific perspective; and as an overview. The approaches are exemplified by quotes from the papers included in our dataset and further illuminated by a metaphoric story.ConclusionsWe conclude by pointing at the importance of making explicit how theory is used in medical education as a way to collaboratively take responsibility for the quality of medical education research.

【 授权许可】

CC BY   
© The Author(s). 2017