Commentary: Paradigms, Axiology, and Praxeology in Medical Education Research

Zaidi, Zareen; Larsen, Douglas P.

doi:10.1097/acm.0000000000002384

Cited by 16 publications

(6 citation statements)

References 25 publications

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“…This paradigm helps us to understand and capture our trainee teachers and students' subjective and multiple worldviews, thoughts, realities, and experiences in depth on how they learn and respond to mathematics (Chowdhury, 2014;Kelliher, 2011) through honeycomb patterns. It helps us to evolve and continue to observe their activities very closely, time and again, for the collection of sources of knowledge rather than rigid frameworks (Mukhles & Al-Ababneh, 2020;Zaidi & Larsen, 2018). The ontological stance of this study was that student participants constructed mathematical knowledge from various perspectives.…”

Section: Research Paradigm Methodology and Methodsmentioning

confidence: 97%

“…Literature has suggested that quality qualitative research attends to a research paradigm, methodology, and methods (data collection and data analysis procedures) and should demonstrate internal consistency between them (Mukhles and Al-Ababneh, 2020; Saunders et al, 2009;Zaidi & Larsen, 2018). Therefore, in this paper, we have used an interpretive research paradigm under relativist ontology, subjective epistemology, and naturalist methodological procedures.…”

Section: Research Paradigm Methodology and Methodsmentioning

confidence: 99%

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Reciprocal Learning Mathematics through Honeycomb Patterns

Parajuli,

Koirala,

Sharma Subedi

2023

JMC Res. Jnl

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The purpose of this paper is to examine the mathematical ideas, problems, and solutions from the honeycomb patterns. This is a qualitative research design under an interpretive paradigm. I used interview, participant observation, small group discussions, photos, notes taken, and personal reflection for the data collection tools. The information was analyzed by participants generated text, activities, and experience of learning mathematics through the honeycomb patterns. The major themes that generated were algebra and students knowing of in-depth processes and solutions; algebraic and geometrical interpretation of 2D shapes with formulas; and geometrical knowledge of honeycomb patterns. The study showed that honeycomb patterns are the source for reciprocal learning of multidimensional area contents like algebra (quadratic and arithmetic sequence, hexagonal congruent tessellation, and geometry parallel lines, angles, and similar and congruent shapes together). What the students and the teachers need in reciprocal learning is the skill of observing patterns, redrawing, imagining, estimating, and logically intervening and shearing in them. The findings of the study can be helpful to teachers, students, and educators for reciprocal ways of learning, teaching, and training mathematics, connecting such patterns interestingly and meaningfully.

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Section: Research Paradigm Methodology and Methodsmentioning

confidence: 97%

Section: Research Paradigm Methodology and Methodsmentioning

confidence: 99%

Reciprocal Learning Mathematics through Honeycomb Patterns

Parajuli,

Koirala,

Sharma Subedi

2023

JMC Res. Jnl

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“…5,9 Choosing to accept, question, or resist the terms of a text involves discerning its premises and examining its epistemé (who has been “allowed” to contribute to knowledge creation and how). Prior RIME Forewords, 5,17 RIME commentaries, 22,35 and other resources 36 can assist readers with distinguishing research paradigms and considering how a given piece highlights or shadows particular points of view.…”

Section: Reading With Rigormentioning

confidence: 99%

Picking Up Where the Authors Left Off: Reading Research in Medical Education

Leep Hunderfund,

Schumacher,

Fung

et al. 2023

Academic Medicine

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“…16 Epistemé are politically negotiated rules regarding what methods lead to the uncovering of truth—quantitative or qualitative; and what institutions are sanctioned as knowledge producers—governments or educational institutions. In other spaces, these rules regarding what makes “sound” research have been described as paradigms, 17,18 but the notion of episteme expands paradigms to include the explicit notion of who is “allowed” to contribute to knowledge creation and how (i.e., epistemology), and these distinctions in who and how often shape our metaphors of how we discuss, describe, and conceptualize research practices.…”

Section: The Nature Of the Epistemémentioning

confidence: 99%

Endarkening the Epistemé: Critical Race Theory and Medical Education Scholarship

et al. 2021

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The pervasive violence of racism has been revealed vividly in the past year. The response to the COVID-19 pandemic exacerbated undeniable inequities in health care. Across the globe, people responded to the continual assault on Black life, crystallized by the death of George Floyd and others, by participating in mass uprisings. People have had to reckon, in unanticipated ways, with the unflinching disparities in opportunities, including access to equitable education, health care, and social infrastructure, and the complexity of race in our justice systems. 1 Institutions, especially those of higher learning, also have had to reckon with their means of confronting structural racism within their own systems. Public letters of apology, reading lists, online panels, addenda to curriculum in medical schools, and statue removals have permeated our institutional news. The medical education research community is not immune to a need for reckoning. We too must answer the question: What steps have we taken to advance scholarship that dismantles systems of oppression and brings marginalized voices to the forefront?The Research in Medical Education (RIME) committee members are conscious of the role we play in amplifying voices and drawing attention to systems of oppression, such as policies that result in the overrepresentation of White individuals matriculating to medical schools, 2 who proceed to train in higher-paid specialties, 3 progress faster up the academic ladder, and are more likely to be found in leadership positions. 4 As practical evidence of continued efforts to push against these systems, the committee released a call encouraging both work about underrepresented perspectives and by authors that are underrepresented in medical education literature. Here, to undergird these efforts, we have relied on the definition of underrepresented in medicine put forth by the AAMC, which refers to those racial and ethnic populations that are underrepresented in the medical profession relative to their numbers in the general population. 5 We are pleased to highlight the papers that responded to the call and are included in the RIME supplement: Anderson et al, 6 Bullock et al, 7 Hamza and Regehr, 8 Mickleborough and Martimianakis, 9 Ortega et al, 10 and Wyatt et al. 11 As further evidence, RIME will be recognizing outstanding work in this category through the introduction of an award at the Learn Serve Lead meeting in November 2021. We challenge the RIME community to engage with underrepresented voices and perspectives in medical education and encourage our community to submit work for consideration for the RIME program on these important issues. In this year's Foreword, we-the past, present, and future RIME chairs-highlight the importance of and need to question traditional research practices and provide overarching principles for medical education scholars looking to study equity and inclusion, particularly for those using critical race theory. [12][13][14][15]

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Commentary: Paradigms, Axiology, and Praxeology in Medical Education Research

Cited by 16 publications

References 25 publications

Reciprocal Learning Mathematics through Honeycomb Patterns

Reciprocal Learning Mathematics through Honeycomb Patterns

Picking Up Where the Authors Left Off: Reading Research in Medical Education

Endarkening the Epistemé: Critical Race Theory and Medical Education Scholarship

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