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      A Medical Science Educator’s Guide to Selecting a Research Paradigm: Building a Basis for Better Research

      research-article
      Author(s): ,
      Publication date (Electronic):
      Journal: Medical Science Educator
      Publisher: Springer US
      Keywords: Paradigm, Research approach, Medical education, Methodology

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          Abstract

          A research paradigm, or set of common beliefs about research, should be a key facet of any research project. However, despite its importance, there is a paucity of general understanding in the medical sciences education community regarding what a research paradigm consists of and how to best construct one. With the move within medical sciences education towards greater methodological rigor, it is now more important than ever for all educators to understand simply how to better approach their research via paradigms. In this monograph, a simplified approach to selecting an appropriate research paradigm is outlined. Suggestions are based on broad literature, medical education sources, and the author’s own experiences in solidifying and communicating their research paradigms. By assisting in detailing the philosophical underpinnings of individuals research approaches, this guide aims to help all researchers improve the rigor of their projects and improve upon overall understanding in research communication.

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          Shedding the cobra effect: problematising thematic emergence, triangulation, saturation and member checking.

          Lara Varpio, Rola Ajjawi, Lynn V Monrouxe … (2017)
          Qualitative research is widely accepted as a legitimate approach to inquiry in health professions education (HPE). To secure this status, qualitative researchers have developed a variety of strategies (e.g. reliance on post-positivist qualitative methodologies, use of different rhetorical techniques, etc.) to facilitate the acceptance of their research methodologies and methods by the HPE community. Although these strategies have supported the acceptance of qualitative research in HPE, they have also brought about some unintended consequences. One of these consequences is that some HPE scholars have begun to use terms in qualitative publications without critically reflecting on: (i) their ontological and epistemological roots; (ii) their definitions, or (iii) their implications.
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            Paradigms Lost and Pragmatism Regained: Methodological Implications of Combining Qualitative and Quantitative Methods

            Michael D L Morgan (2007)
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              Theoretical perspectives in medical education: past experience and future possibilities.

              Karen V Mann (2011)
              Pedagogical practices reflect theoretical perspectives and beliefs that people hold about learning. Perspectives on learning are important because they influence almost all decisions about curriculum, teaching and assessment. Since Flexner's 1910 report on medical education, significant changes in perspective have been evident. Yet calls for major reform of medical education may require a broader conceptualisation of the educational process. Medical education has emerged as a complex transformative process of socialisation into the culture and profession of medicine. Theory and research, in medical education and other fields, have contributed important understanding. Learning theories arising from behaviourist, cognitivist, humanist and social learning traditions have guided improvements in curriculum design and instruction, understanding of memory, expertise and clinical decision making, and self-directed learning approaches. Although these remain useful, additional perspectives which recognise the complexity of education that effectively fosters the development of knowledge, skills and professional identity are needed. Socio-cultural learning theories, particularly situated learning, and communities of practice offer a useful theoretical perspective. They view learning as intimately tied to context and occurring through participation and active engagement in the activities of the community. Legitimate peripheral participation describes learners' entry into the community. As learners gain skill, they assume more responsibility and move more centrally. The community, and the people and artefacts within it, are all resources for learning. Learning is both collective and individual. Social cognitive theory offers a complementary perspective on individual learning. Situated learning allows the incorporation of other learning perspectives and includes workplace learning and experiential learning. Viewing medical education through the lens of situated learning suggests teaching and learning approaches that maximise participation and build on community processes to enhance both collective and individual learning. © Blackwell Publishing Ltd 2010.
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                Author and article information

                Contributors
                Megan E.L. Brown:
                ORCID: https://orcid.org/0000-0002-9334-0922
                hymb2@hyms.ac.uk
                Journal
                Journal ID (nlm-ta): Med Sci Educ
                Journal ID (iso-abbrev): Med Sci Educ
                Title: Medical Science Educator
                Publisher: Springer US (New York )
                ISSN (Electronic): 2156-8650
                Publication date (Electronic): 27 December 2019
                Publication date PMC-release: 27 December 2019
                Publication date Collection: March 2020
                Volume: 30
                Issue: 1
                Pages: 545-553
                Affiliations
                GRID grid.413631.2, ISNI 0000 0000 9468 0801, Health Professions Education Unit, , Hull York Medical School, ; John Hughlings Jackson Building, University Road, Heslington, York, YO10 5DD UK
                Author information
                https://orcid.org/0000-0002-9334-0922
                https://orcid.org/0000-0003-0906-0934
                Article
                Publisher ID: 898
                DOI: 10.1007/s40670-019-00898-9
                PMC ID: 8368685
                PubMed ID: 34457699
                SO-VID: 7443c4e4-5745-4234-ab41-310eea6d17a6
                Copyright © © The Author(s) 2019
                License:

                Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

                History
                Funding
                Funded by: University of York
                Categories
                Subject: Monograph
                Custom metadata
                issue-copyright-statement © International Association of Medical Science Educators 2020

                Keywords: paradigm,research approach,medical education,methodology
                Data availability:
                Keywords: paradigm, research approach, medical education, methodology

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