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

<p>A refreshing scholarly milestone, comprehensively synthesizing the evidence of research in medical education. A true inspiration for innovating our educational practices. (<b>Cees van der Vleuten</b>, Scientific Director of the Graduate School of Health Professions Education, Maastricht University, The Netherlands)</p> <p>This is a book of immense scope and rich in diverse range of topics written by contemporary thought leaders in medical education. It bridges the theory and practice of medical education research from a global perspective. (<b>Zubair Amin,</b> Associate Professor of Pediatrics and Medical Educator, National University of Singapore)</p> <p>Balancing the complexities and practicalities of medical education research is a challenging task. <i>Researching Medical Education</i> strikes that balance by providing theoretical frameworks, practical tips and examples of best research practices; essential reading for anyone engaged in rigorous educational research in the health professions. (<b>David M. Irby</b>, Professor of Medicine at University College San Francisco)</p>

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

<p><i>Researching Medical Education</i> is an authoritative guide to excellence in educational research in the health professions. Presented by the Association for the Study of Medical Education and the Association for Medical Education in Europe, <i>Researching Medical Education</i> includes contributions from a team of international clinicians and non-clinical researchers in health education, representing a range of disciplines and backgrounds.</p> <p>This accessible reference provides readers with the basic building blocks of research, introduces a range of theories and how to use them, illustrates a diversity of methods and their use, and gives guidance on practical researcher development.</p> <p>By linking theory and design and methods across the health profession education research spectrum, this book supports the improvement of quality, capacity building and knowledge generation. <i>Researching Medical Education</i> is the ideal resource for anyone researching health education, from undergraduate, through postgraduate training, to continuing professional development.</p>

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