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Penman M, Tai J, Evans G, Brentnall J, Judd B. Designing near-peer mentoring for work integrated learning outcomes: a systematic review. BMC MEDICAL EDUCATION 2024; 24:937. [PMID: 39198885 PMCID: PMC11351336 DOI: 10.1186/s12909-024-05900-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/08/2023] [Accepted: 08/13/2024] [Indexed: 09/01/2024]
Abstract
BACKGROUND Work-integrated learning (WIL) is a core aspect of allied health education. WIL placements typically focus on developing clinical skills, with broader conceptions of work readiness a secondary consideration. Near-peer mentoring (NPM), where senior students mentor junior students, is one WIL placement model that holds promise for developing students' work readiness, along with additional benefits for educators and service users. While there is emerging evidence of the benefits of NPM in allied health, a more comprehensive understanding of the design and outcomes of NPM WIL placements for allied health students, their educators and service users is needed. METHODS A systematic search of seven electronic databases (CINAHL, ERIC, ProQuest Education, Medline, PsychInfo, EMBASE and Scopus) from 2003 to 2022 was conducted with 4195 records reviewed. Included studies reported on near-peer mentoring between at least one of the identified 11 allied health professionals providing services to real people (i.e. not simulation). Data extracted included pedagogical approaches, type of service model and relationship of peers to each other and educator, objectives for implementing the NPM, and effects for students. Quality appraisal was undertaken using the Standards for Reporting of Qualitative Research (SRQR). RESULTS Fourteen studies met the inclusion criteria. The majority were North American in origin, from the disciplines of pharmacy, physiotherapy, psychology and occupational therapy, and used a range of research designs. Four types of placement design were observed from incidental co-location of students and observing outcomes through to deliberate preparation of students and/or educators for their roles in a NPM placement. Outcomes for junior students included lowered anxiety leading to increased confidence and motivation to learn and thus enhanced clinical skills. Senior student outcomes included development of educator skills, increased confidence, and enhanced professional reasoning. Service users and educators also benefited from NPM; however, evidence was sparse in these areas. CONCLUSION The evidence supports near-peer mentoring as a valuable WIL model to support work readiness, and several general pedagogical designs are evident. Future research should design NPM WIL with a greater integration of educational theory and evaluate outcomes beyond satisfaction and self-reported experiences.
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Affiliation(s)
- Merrolee Penman
- Faculty of Health Sciences, Curtin School of Allied Health, Curtin University, Bentley, 6102, Australia.
- School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Camperdown, 2006, Australia.
| | - Joanna Tai
- Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Melbourne, 3008, Australia
| | - Gretel Evans
- School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Camperdown, 2006, Australia
- Westmead Hospital, Western Sydney Local Health District, Sydney, 2145, Australia
| | - Jennie Brentnall
- School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Camperdown, 2006, Australia
| | - Belinda Judd
- School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Camperdown, 2006, Australia
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Thomas SL, Pitt H, McCarthy S, Arnot G, Hennessy M. Methodological and practical guidance for designing and conducting online qualitative surveys in public health. Health Promot Int 2024; 39:daae061. [PMID: 38920273 PMCID: PMC11200187 DOI: 10.1093/heapro/daae061] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/27/2024] Open
Abstract
Online qualitative surveys-those surveys that prioritise qualitative questions and interpretivist values-have rich potential for researchers, particularly in new or emerging areas of public health. However, there is limited discussion about the practical development and methodological implications of such surveys, particularly for public health researchers. This poses challenges for researchers, funders, ethics committees, and peer reviewers in assessing the rigour and robustness of such research, and in deciding the appropriateness of the method for answering different research questions. Drawing and extending on the work of other researchers, as well as our own experiences of conducting online qualitative surveys with young people and adults, we describe the processes associated with developing and implementing online qualitative surveys and writing up online qualitative survey data. We provide practical examples and lessons learned about question development, the importance of rigorous piloting strategies, use of novel techniques to prompt detailed responses from participants, and decisions that are made about data preparation and interpretation. We consider reviewer comments, and some ethical considerations of this type of qualitative research for both participants and researchers. We provide a range of practical strategies to improve trustworthiness in decision-making and data interpretation-including the importance of using theory. Rigorous online qualitative surveys that are grounded in qualitative interpretivist values offer a range of unique benefits for public health researchers, knowledge users, and research participants.
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Affiliation(s)
- Samantha L Thomas
- Faculty of Health, Institute for Health Transformation, Deakin University, 1 Geringhap Street, Geelong, Victoria 3220, Australia
- Faculty of Health Sciences, School of Population Health, Curtin University, Australia
| | - Hannah Pitt
- Faculty of Health, Institute for Health Transformation, Deakin University, 1 Geringhap Street, Geelong, Victoria 3220, Australia
| | - Simone McCarthy
- Faculty of Health, Institute for Health Transformation, Deakin University, 1 Geringhap Street, Geelong, Victoria 3220, Australia
| | - Grace Arnot
- Faculty of Health, Institute for Health Transformation, Deakin University, 1 Geringhap Street, Geelong, Victoria 3220, Australia
| | - Marita Hennessy
- College of Medicine and Health, University College Cork, Cork, Ireland
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Conway C, McKeague H, Harney S. The missing ingredient: Medical student insights to inform and enhance learner handover. CLINICAL TEACHER 2024; 21:e13659. [PMID: 37766481 DOI: 10.1111/tct.13659] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2023] [Accepted: 08/26/2023] [Indexed: 09/29/2023]
Abstract
BACKGROUND Learner handover (LH) is the passing on of information about students between educators. In light of broad acceptance that LH can improve learner support experiences and performance outcomes, those involved are seeking greater governance to achieve practical, effective handover implementation. Stakeholder consultation can inform and enable the co-creation of meaningful, robust practice guidance. This study sought to address the gap in literature around in-depth learner opinion, a key element so far overlooked. METHODS This qualitative study (2022) investigated undergraduate medical student perspectives on appropriate tutor information-sharing at the University of Limerick School of Medicine (ULSoM). The findings build upon an educator focus group study published by the authors (2021). Eleven participants were recruited to represent the typical graduate-entry medical school programme population across years 1-4 of study. Their understanding and expectations of "learner handover" were explored qualitatively, using online, individual, semi-structured interviews. Inductive transcript coding and thematic data analysis were applied to illustrate learner insights. FINDINGS Emergent themes included shared values, individual context and collaborative process, with ideas proposed for specific action around student education, staff training, mental health support, and documented procedures. DISCUSSION Consent, system transparency, data security and the development of positive handover culture were revealed as current needs. Student perspectives, together existing LH literature and highlighted aspects of educational theory, allowed the creation a new conceptual LH framework as a foundation for practice improvement. CONCLUSION These findings provide clarity and contextual understanding, mainly from a pre-clinical phase learner standpoint, with pragmatic suggestions to enhance LH appeal.
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Affiliation(s)
- Clare Conway
- University of Limerick School of Medicine, Limerick, Ireland
| | - Helena McKeague
- University of Limerick School of Medicine, Limerick, Ireland
| | - Sarah Harney
- University of Limerick School of Medicine, Limerick, Ireland
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Duong QH, Pham TN, Reynolds L, Yeap Y, Walker S, Lyons K. A scoping review of therapeutic reasoning process research. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2023; 28:1289-1310. [PMID: 37043070 PMCID: PMC10624714 DOI: 10.1007/s10459-022-10187-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/20/2021] [Accepted: 11/09/2022] [Indexed: 06/19/2023]
Abstract
Therapeutic reasoning is when the purpose, task, or goal for engaging in reasoning is to determine the patient's management plan. As the field's understanding of the process of therapeutic reasoning is less well understood, we focused on studies that collected data on the process of therapeutic reasoning. To synthesize previous studies of therapeutic reasoning characteristics, methodological approaches, theoretical underpinnings, and results. We conducted a scoping review with systematic searching for English language articles with no date limits. Databases included MEDLINE, CINAHL Plus, Scopus, Embase, Proquest Dissertations and Theses Global, and ERIC. Search terms captured therapeutic reasoning in health professions education research. Initial search yielded 5450 articles. The title and abstract screening yielded 180 articles. After full-text review, 87 studies were included in this review. Articles were excluded if they were outside health professions education, did not collect data on the process of therapeutic reasoning, were not empirical studies, or not focused on therapeutic reasoning. We analyzed the included articles according to scoping questions using qualitative content analysis. 87 articles dated from 1987 to 2019 were included. Several study designs were employed including think-aloud protocol, interview and written documentation. More than half of the articles analyzed the data using qualitative coding. Authors often utilized several middle-range theories to explain therapeutic reasoning processes. The hypothetico-deductive model was most frequently mentioned. The included articles rarely built off the results from previous studies. Six key result categories were found: identifying themes, characterizing and testing previous local theory, exploring factors, developing new local theory, testing tools, and testing hypothesis. Despite the cast body of therapeutic reasoning research, individual study results remain isolated from previous studies. Our future recommendations include synthesizing pre-existing models, developing novel methodologies, and investigating other aspects of therapeutic reasoning.
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Affiliation(s)
- Quang Hung Duong
- Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, 381 Royal Pde, Parkville, 3052, Australia
| | - To Nhu Pham
- Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, 381 Royal Pde, Parkville, 3052, Australia
| | - Lorenna Reynolds
- Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, 381 Royal Pde, Parkville, 3052, Australia
| | - Yan Yeap
- Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, 381 Royal Pde, Parkville, 3052, Australia
| | - Steven Walker
- Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, 381 Royal Pde, Parkville, 3052, Australia
| | - Kayley Lyons
- Centre for Digital Transformation of Health, University of Melbourne, 700 Swanston St, Carlton, 3053, Australia.
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Penman M, Raymond J, Kumar A, Liang RYR, Sundar K, Thomas Y. Allied Health Professions Accreditation Standards for Work Integrated Learning: A Document Analysis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6478. [PMID: 37569019 PMCID: PMC10418477 DOI: 10.3390/ijerph20156478] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/31/2023] [Revised: 07/25/2023] [Accepted: 07/26/2023] [Indexed: 08/13/2023]
Abstract
A key role of allied health (AH) professional regulatory and professional bodies is to ensure that AH education programs provide work-integrated learning (WIL) opportunities for students. The requirements are outlined via the respective profession's educational accreditation standards. Although a significant component of the AH professional degrees, researchers have not explored how standards specific to WIL are developed, nor how WIL might be conceptualised through the standards. This study explored how WIL is conceptualised through comparing the WIL education standards across Australian AH professions. Using a non-experimental explanatory mixed-methods research design, a document analysis of Australian education program accreditation standards (and associated documents) for 15 AH professions was undertaken. Data analysis included inductive textual and thematic analyses to compare AH professionals' conceptualisation of WIL. This study found a high degree of variation in how AH professions describe WIL. While there was a common requirement for students to demonstrate competency in WIL, requirements for WIL quantity, assessment and supervision varied. Four key themes were identified regarding the contribution of WIL to curriculum and student learning: (1) the relationship between WIL and the program curriculum; (2) WIL as a learning process; (3) learning from diverse WIL contexts; and (4) developing competence through WIL. Overall, the diversity in the standards reflected differing understandings of what WIL is. Thus, in the absence of frameworks for designing accreditation standards, the risk is that some AH professions will continue to perpetuate the myth that the primary purpose of WIL is to provide a bridge between theory and practice.
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Affiliation(s)
- Merrolee Penman
- Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Bentley, WA 6102, Australia
- School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Sydney, NSW 2006, Australia;
| | - Jacqueline Raymond
- School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Sydney, NSW 2006, Australia;
| | - Annora Kumar
- Medical School, Health and Biomedical Sciences, The University of Western Australia, Crawley, WA 6009, Australia;
| | - Renae Y. R. Liang
- School of Medicine, The University of Notre Dame, Fremantle, WA 6160, Australia;
| | - Karen Sundar
- Curtin Medical School, Faculty of Health Sciences, Curtin University, Bentley, WA 6102, Australia;
| | - Yvonne Thomas
- School of Occupational Therapy, Otago Polytechnic, Te Pūkenga, Dunedin 9054, New Zealand;
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Ogden K, Kilpatrick S, Elmer S. Examining the nexus between medical education and complexity: a systematic review to inform practice and research. BMC MEDICAL EDUCATION 2023; 23:494. [PMID: 37408005 PMCID: PMC10320888 DOI: 10.1186/s12909-023-04471-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/21/2022] [Accepted: 06/23/2023] [Indexed: 07/07/2023]
Abstract
BACKGROUND Medical education is a multifarious endeavour integrating a range of pedagogies and philosophies. Complexity as a science or theory ('complexity') signals a move away from a reductionist paradigm to one which appreciates that interactions in multi-component systems, such as healthcare systems, can result in adaptive and emergent outcomes. This examination of the nexus between medical education and complexity theory aims to discover ways that complexity theory can inform medical education and medical education research. METHODS A structured literature review was conducted to examine the nexus between medical education and complexity; 5 databases were searched using relevant terms. Papers were included if they engaged fully with complexity as a science or theory and were significantly focused on medical education. All types of papers were included, including conceptual papers (e.g. opinion and theoretical discussions), case studies, program evaluations and empirical research. A narrative and thematic synthesis was undertaken to create a deep understanding of the use of complexity in medical education. RESULTS Eighty-three papers were included; the majority were conceptual papers. The context and theoretical underpinnings of complexity as a relevant theory for medical education were identified. Bibliographic and temporal observations were noted regarding the entry of complexity into medical education. Complexity was relied upon as a theoretical framework for empirical studies covering a variety of elements within medical education including: knowledge and learning theories; curricular, program and faculty development; program evaluation and medical education research; assessment and admissions; professionalism and leadership; and learning for systems, about systems and in systems. DISCUSSION There is a call for greater use of theory by medical educators. Complexity within medical education is established, although not widespread. Individualistic cultures of medicine and comfort with reductionist epistemologies challenges its introduction. However, complexity was found to be a useful theory across a range of areas by a limited number of authors and is increasingly used by medical educators and medical education researchers. This review has further conceptualized how complexity is being used to support medical education and medical education research. CONCLUSION This literature review can assist in understanding how complexity can be useful in medical educationalists' practice.
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Affiliation(s)
- Kathryn Ogden
- Tasmanian School of Medicine, University of Tasmania, Launceston, TAS, Australia.
- Launceston Clinical School, Locked Bag 1377, Launceston, 7250, Australia.
| | - Sue Kilpatrick
- School of Education, University of Tasmania, Launceston, TAS, Australia
| | - Shandell Elmer
- School of Nursing, University of Tasmania, Launceston, TAS, Australia
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Yardley S. 'Theory and practice': Why does it matter? Palliat Med 2023; 37:4-6. [PMID: 36540038 DOI: 10.1177/02692163221144644] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Affiliation(s)
- Sarah Yardley
- Marie Curie Palliative Care Research Department, Division of Psychiatry, University College London, London, UK
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Melvin A, Patel RS. Applying educational theory to medical education research. Clin Exp Dermatol 2022; 47:2085-2089. [PMID: 35656791 PMCID: PMC10086834 DOI: 10.1111/ced.15287] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/31/2022] [Indexed: 11/26/2022]
Abstract
Applying educational theory to medical education research is no different to the way theory drives research and practice in other domains. However, the practical application of theory to research in medical education can often be challenging for many different reasons. This article seeks to help researchers by exploring some important questions about educational theory, including what theory is, why it is important, and how it can be used in medical education research.
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Affiliation(s)
- Anna Melvin
- School of Medicine, University of Nottingham, UK
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9
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Balmer DF, Richards BF. Conducting qualitative research through time: how might theory be useful in longitudinal qualitative research? ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2022; 27:277-288. [PMID: 34460054 DOI: 10.1007/s10459-021-10068-5] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/19/2021] [Accepted: 08/22/2021] [Indexed: 06/13/2023]
Abstract
This paper explores the use of theory in longitudinal qualitative research, an approach to research which explores lived experiences as they unfold. The authors illustrate how the complexity of conducting qualitative research through time drives an understanding and use of theory that differs from other research approaches. Longitudinal qualitative research considers time as fluid, subjective, and unbounded-in contrast to the more common taken-for-granted understanding of time as fixed, objective, and linear. Furthermore, longitudinal qualitative research is predicated on a premise of trust in the context of enduring research relationships. Therefore, while subject-matter theories used to investigate topics of interest to health professions educators may be useful frameworks for other types of research, longitudinal qualitative research needs theories that accommodate the myriad of changes in lived experiences through time. The authors share their decade-long, longitudinal qualitative research story, highlighting their decision points and insights. In doing so, they foreground issues such as time as fluid as an important contribution to health professions education literature.
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Affiliation(s)
- Dorene F Balmer
- Department of Pediatrics, Perelman School of Medicine, University of Pennsylvania, The Children's Hospital of Philadelphia, 3401 Civic Center Boulevard, 9NW 72, Philadelphia, PA, 19104, USA.
| | - Boyd F Richards
- Department of Pediatrics, University of Utah School of Medicine, Salt Lake City, UT, USA
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Wozniak H, Philip RL. Imagining the future: Social connections and new methodologies. MEDICAL EDUCATION 2022; 56:10-13. [PMID: 34761416 DOI: 10.1111/medu.14690] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Revised: 10/17/2021] [Accepted: 10/21/2021] [Indexed: 06/13/2023]
Affiliation(s)
- Helen Wozniak
- Faculty of Medicine, University of Queensland, Brisbane, Queensland, Australia
| | - Robyn L Philip
- College of Medicine and Public Health, Flinders University, Adelaide, South Australia, Australia
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Nimmon L, Atherley A. Qualitative ego networks in health professions education: Capturing the self in relation to others. MEDICAL EDUCATION 2022; 56:71-81. [PMID: 34490649 DOI: 10.1111/medu.14663] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/14/2021] [Revised: 08/30/2021] [Accepted: 09/01/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Our very sense of self emerges through interactions with others. As part of this State of the Science series on Self, Society, and Situation, we introduce a qualitative ego network research approach. This research approach offers insights into the self's (the ego's) interpretation of and relation to named others in the social network in question. PURPOSE Visual mapping of participants' social networks is gaining traction, yet this research approach has received no focused attention in the health professions education (HPE) literature. A qualitative ego network approach is a compelling research approach because it uniquely maps participants' perceptions of the complex social world they are embedded in. Although many methodologies can explore participants' social world, ego networks can enhance expression of tacit knowledge of one's social environment and encourage reflection. This approach, combined with other qualitative data, can also reveal hidden relational data that the researcher may not observe or consider. To demonstrate its value as a visual methodology, we will showcase two examples of qualitative ego network studies. We then balance the paper with some critical reflections of this research approach. CONCLUSIONS A qualitative ego network approach holds potential for deepening understanding of the self in relation to society and situation in future HPE research. We look forward to intentional, impactful and invigorated research using a qualitative ego network approach as we tackle unknowns about how self and society in specific HPE situations interact.
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Affiliation(s)
- Laura Nimmon
- Centre for Health Education Scholarship, University of British Columbia Faculty of Medicine, Vancouver, British Columbia, Canada
| | - Anique Atherley
- Academy of Teaching and Learning, Ross University School of Medicine, Barbados Campus, Bridgetown, Barbados
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Veen M. Creative leaps in theory: the might of abduction. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2021; 26:1173-1183. [PMID: 34142300 PMCID: PMC8338823 DOI: 10.1007/s10459-021-10057-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/29/2021] [Accepted: 06/12/2021] [Indexed: 05/21/2023]
Abstract
This paper argues that abductive reasoning has a central place in theorizing Health Professions Education. At the root of abduction lies a fundamental debate: How do we connect practice, which is always singular and unique, with theory, which describes the world in terms of rules, generalizations, and universals? While abduction was initially seen as the 'poor cousin' of deduction and induction, ultimately it has something important to tell us about the role of imagination and humility in theorizing Health Professions Education. It is that which makes theory possible, because it allows us to ask what might be the case and calls attention to the role of creative leaps in theory. Becoming aware of the abductive reasoning we already perform in our research allows us to take the role of imagination-something rarely associated with theory-seriously.
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Affiliation(s)
- Mario Veen
- Department of General Practice, Erasmus Medical Center Rotterdam, Postbus 2040, 3000, Rotterdam, CA, The Netherlands.
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Ellaway RH. Theoriaphobia, theoriaphilia, theoriamania. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2021; 26:1-3. [PMID: 33616804 PMCID: PMC7898012 DOI: 10.1007/s10459-021-10035-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/01/2021] [Indexed: 06/12/2023]
Affiliation(s)
- Rachel H Ellaway
- Department of Community Health Sciences and Office of Health and Medical Education Scholarship, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada.
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