How to… get started with theory in education

Johnston, Jenny; Bennett, Deirdre; Kajamaa, Anu

doi:10.1111/tct.12918

Cited by 8 publications

(7 citation statements)

References 16 publications

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“…As a ground rule, our underlying assumptions should always to be explicated to the reader, as part of making our position clear. If we are using a particular theory (see our previous paper on how to get started with theory in education research [13]) then we need to introduce this in simple terms. Different lenses and positions will give a different set of data, different analytic procedures, and different interpretations of results.…”

Section: What Should I Be Reflexive About?mentioning

confidence: 99%

How to … be reflexive when conducting qualitative research

Barrett¹,

Kajamaa

Johnston

2020

The Clinical Teacher

Self Cite

122

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Reflexivity can be a complex concept to grasp when entering the world of qualitative research. In this paper, we aim to encourage new qualitative researchers to become reflexive as they develop their critical research skills, differentiating between the familiar concept of reflection and reflective practice and that of reflexivity. While reflection is, to all intents and purposes, a goal-oriented action with the aim of improving practice, reflexivity is a continual process of engaging with and articulating the place of the researcher and the context of the research. It also involves challenging and articulating social and cultural influences and dynamics that affect that context. As a hallmark of high quality qualitative research, reflexivity is not only an individual process, but one that needs to be considered a collective process within a research team and communicated throughout the research process. In keeping with our previous papers in this series, we have illustrated the theoretical concept of reflexivity using practical examples of published research As a group of researchers, clinicians and academics, we are drawn together to support and further the development of qualitative research in medical and health professions education.Bringing together our diverse disciplinary backgrounds, research experiences and positions, in writing a series of 'How to….'papers for The Clinical Teacher, we hope to support qualitative researchers, students and teachers. We have challenged ourselves to collaborate not solely on areas of common interest, but to explore issues in qualitative research that allow us also to learn from each other.

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Section: What Should I Be Reflexive About?mentioning

confidence: 99%

How to … be reflexive when conducting qualitative research

Barrett¹,

Kajamaa

Johnston

2020

The Clinical Teacher

Self Cite

122

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“…Use of appropriate theory can greatly enhance the quality of research, sharpening research questions, shaping the data collected and adding depth, meaning and transferability to findings 183,184 . Although researchers have applied sociological theories concerned with regulation and the processes of change to MPC, the lack of use of theories of learning to understand doctors' attitudes to MPC is a striking gap in the literature.…”

Section: Discussionmentioning

confidence: 99%

Doctors' attitudes to maintenance of professional competence: A scoping review

et al. 2021

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Context Recent decades have seen the international implementation of programmes aimed at assuring the continuing competence of doctors. Maintenance of Professional Competence (MPC) programmes aim to encourage doctors' lifelong learning and ensure high‐quality, safe patient care; however, programme requirements can be perceived as bureaucratic and irrelevant to practice, leading to disengagement. Doctors' attitudes and beliefs about MPC are critical to translating regulatory requirements into committed and effective lifelong learning. We aimed to summarise knowledge about doctors' attitudes to MPC to inform the development of MPC programmes and identify under‐researched areas. Methods We undertook a scoping review following Arksey and O'Malley, including sources of evidence about doctors' attitudes to MPC in the United States, the United Kingdom, Canada, Australia, New Zealand and Ireland, and using the Preferred Reporting Items for Systematic reviews and Meta‐Analyses extension for Scoping Reviews (PRISMA‐ScR) as a guide. Results One hundred and twenty‐five sources of evidence were included in the review. One hundred and two were peer‐reviewed publications, and 23 were reports. Most were from the United Kingdom or the United States and used quantitative or mixed methods. There was agreement across jurisdictions that MPC is a good idea in theory but doubt that it achieves its objectives in practice. Attitudes to the processes of MPC, and their impact on learning and practice were mixed. The lack of connection between MPC and practice was a recurrent theme. Barriers to participation were lack of time and resources, complexity of the requirements and a lack of flexibility in addressing doctors' personal and professional circumstances. Conclusions Overall, the picture that emerged is that doctors are supportive of the concept of MPC but have mixed views on its processes. We highlight implications for research and practice arising from these findings.

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“…The culture at academic medical centers tends to support and reward basic science and clinical research more so than education research (Irby and O'Sullivan, 2018). Some of the needs faced by faculty doing education scholarship include finding local networks of support for this work (Peterson et al, 2019), learning to apply education theory to curriculum development and other scholarship projects (Johnston, Bennett and Kajamaa 2018;Laksov, Doman and Teunissen, 2017), navigating Institutional Review Boards (DeMeo, Nagler and Heflin, 2016), and using education research literature in meaningful ways (Wilson and Brame, 2018). Many medical schools have developed campus-wide offices to support medical education research and scholarship and address these needs (Humphrey-Murto et al, 2020;Thammasitboon et al, 2017;Cofrancesco et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Developing a Center for Education Research and Scholarship in a Department of Pediatrics

Nicklas¹,

Treitz²,

Daniels³

et al. 2020

MedEdPublish

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Background The skills needed to engage in scholarship in medical education are not part of the training that all physicians acquire. To build skills and promote scholarship, we developed a Center for Education Research and Scholarship (CERS) in the Department of Pediatrics at the University of Colorado. In this paper, we offer recommendations for others who seek to establish departmental-level efforts to support education. Approach and Lessons Learned CERS provides an "education home" for those interested in education scholarship, supplementing campus-wide efforts such as an Academy of Medical Educators. Mentorship from two experienced leaders in medical education provided a foundation for other faculty in the department and helped to build scholarship efforts more broadly. Through a weekly meeting and an annual departmental retreat, CERS provides opportunities for community among educators, faculty development in the skills needed to engage in education research, and a forum for generating ideas and planning projects. Essential resources for success include at least one leader with expertise in educational research, an administrative and/or research assistant, and some funding for faculty time and initiation of projects. Mentors with experience in education research and scholarship are also needed, although a group of mentors quickly grows as more individuals engage. Results Benefits to the department include peer-reviewed presentations and publications in medical education, with regional, national, and international recognition. Faculty members can focus on medical education as a key component of their careers, and the quality of education programs is enhanced. Conclusions

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How to… get started with theory in education

Cited by 8 publications

References 16 publications

How to … be reflexive when conducting qualitative research

How to … be reflexive when conducting qualitative research

Doctors' attitudes to maintenance of professional competence: A scoping review

Developing a Center for Education Research and Scholarship in a Department of Pediatrics

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