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<p>List of Contributors </p> <p>Foreword by Brian Hodges</p> <p>Foreword from ASME</p> <p>Foreword from AMEE</p> <p>Preface</p> <p><b>Part I Developing your practice as a health professions education researcher </b></p> <p>1.  Exploring versus measuring: considering the fundamental differences between qualitative and quantitative research</p> <p>Jennifer Cleland</p> <p>2. Theory in healthcare education research: the importance of worldview</p> <p>Wendy McMillan</p> <p>3. Constructivism: Learning Theories and Approaches to Research </p> <p>Anna MacLeod, Sarah Burm, and Karen Mann</p> <p>4. Widening access to medicine: using mid-range theory to extend knowledge and understanding</p> <p>Sandra Nicholson, Kirsty Alexander, Maeve Coyle, and Jennifer Cleland</p> <p>5. Developing the research question: setting the course for your research travels</p> <p>Jaunita Bezuidenhout, Champion Nyoni, Rhoda Meyer, and Susan van Schalkwyk</p> <p>6. Researching technology use in health professions education: questions, theories, approaches</p> <p>Rachel Ellaway</p> <p>7. Power analyses: planning, conducting and evaluating education research</p> <p>R. Brent Stansfield and Larry Gruppen</p> <p>8. Navigating health professions education research: exploring your researcher identity, topic and community</p> <p>Janneke M. Frambach, Muhammad Zafar Iqbal, Pim Teunissen, and Susan van Schalkwyk</p> <p>9. How to tell compelling scientific stories: tips for artful use of the research manuscript and presentation genres</p> <p>Lorelei Lingard and Erik Driessen</p> <p><b>Part II Methodologies and methods for health professions education research </b></p> <p>10. What is known already: Reviewing evidence in health professions education</p> <p>Morris Gordon</p> <p>11. Qualitative research methodologies: embracing methodological borrowing, shifting and importing</p> <p>Lara Varpio, Maria Athina (Tina) Martimianakis, and Maria Mylopoulos</p> <p>12. Attuning to the social world: Ethnography in health professions education research</p> <p>Simon Kitto, Janet Alexanian, and Joanne Goldman</p> <p>13. Visual methods in health professions research: purpose, challenges and opportunities</p> <p>Sayra Cristancho, Kori LaDonna, and Emily Field</p> <p>14. Critical discourse analysis: questioning what we believe to be ‘true’</p> <p>Morag Paton, Thirusha Naidu, Rene Wong, Cynthia Whitehead, and Ayelet Kuper</p> <p>15. Functional and Corpus Linguistics in health professions education research: The study of language in use</p> <p>Abigail Konopasky and Brett A. Diaz</p> <p>16. Challenging Epistemological Hegemonies:  Researching Inequity and Discrimination in Health Professions Education</p> <p>Saleem Razack, Andrea Jane McKivett, and Marco Antonio de Carvalho Filho</p> <p>17. Educational Neuroscience: current status and future opportunities</p> <p>Anke Sambeth, Steven Durning, Minna Huotilainen, and Anique de Bruin</p> <p><b>Part III Theory informing health professions education research </b></p> <p>18. Sticking with messy realities: complexity</p> <p>Alan Bleakley and Jennifer Cleland  </p> <p>19. Activity theory</p> <p>Jenny Johnston and Helen Reid</p> <p>20. Disentangling humans, technologies and things:  Sociomaterial research in health professions education</p> <p>Rola Ajjawi, Margaret Bearman, and Anna MacLeod</p> <p>21. Social cognitive theory: thinking and learning in social settings</p> <p>Dario Torre and Steven J. Durning</p> <p>22. Learning and participatory practices at work: Understanding and appraising learning through workplace experiences</p> <p>Stephen Billett, Linda Sweet, and Christy Noble</p> <p>23. Health behaviour theories: a conceptual lens to explore behaviour change</p> <p>Francois Cilliers, Christina St-Onge, and Cees van der Vleuten</p> <p>24. Self-regulated learning in HPE: theoretical perspectives and research methods</p> <p>Anthony R. Artino Jr., Adam Gavarkovs, Ryan Brydges, and Larry D. Gruppen</p> <p>25. Emotions and learning: cognitive theoretical and methodological approaches to studying the influence of emotions on learning</p> <p>Meghan McConnell and Kevin Eva</p> <p>26. Research on instructional design in the health professions: from taxonomies of learning to whole-task models</p> <p>Jimmy Frèrejean, Diana H.J.M Dolmans, and Jeroen K. G. van Merrienboer</p> <p> 27. Cognitive load theory: researching and planning teaching to maximise learning</p> <p>Adam Szulewski, Tamara van Gog, Fred Paas, and John Sweller</p> <p>28. Deliberate practice and mastery learning:  origins of expert medical performance</p> <p>William C.l McGaghie and Theresa Kristopaitis</p> <p>29. Closing comments: Building and sustaining capacity</p> <p>David Taylor and Trevor Gibbs</p> <p>30. Conclusion</p> <p>Jennifer Cleland and Steven J. Durnin</p> <p>Index</p>

<p><b>Jennifer Cleland</b> Vice-Dean, Education; Professor of Medical Education Research; and Director of Medical Education Research & Scholarship Unit, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore. <p><b>Steven J. Durning</b> Professor of Medicine and Pathology; and Director of Graduate Programs in Health Professions Education at the Uniformed Services University (USU), USA.

<p><i>Researching Medical Education</i> 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. <p><i>Researching Medical Education</i> includes contributions from experts and emerging researchers from five continents. The text includes information on: <ul><li> Developing yourself and your practice as a health professions education researcher</li> <li> 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 </li> <li> 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)</li> <li> Includes 10 brand new chapters</li></ul> <p><i>Researching Medical Education</i> is the ideal resource for anyone researching health professions education, from medical school to postgraduate training to continuing professional development. <p>“<i>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.</i>”<br> <b>—David M. Irby,</b> Professor Emeritus of Medicine, University of California, San Francisco, USA <p>“<i>Research in health professions education is maturing. This is clearly evidenced by the second edition of </i>Researching Medical Education<i>. 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.</i>”<br> <b>— Cees van der Vleuten,</b> former Director of the School of Health Professions Education, Maastricht University, The Netherlands

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