Theory, a lost character? As presented in general practice education research papers

Abstract

Objectives The use of theory in research is reflected in its presence in research writing. Theory is often an ineffective presence in medical education research papers. To progress the effective use of theory in medical education, we need to understand how theory is presented in research papers. This study aims to elicit how theory is being written into general practice (GP) vocational education research papers in order to elucidate how theory might be more effectively used. This has relevance for the field of GP and for medical education more broadly. Methods This is a scoping review of the presentation of theory in GP vocational education research published between 2013 and 2017. An interpretive approach is taken. We frame research papers as a form of narrative and draw on the theories of Aristotle's poetics and Campbell's monomyth. We seek parallels between the roles of theory in a research story and theories of characterisation. Results A total of 23 papers were selected. Theories of ‘reflective learning’, ‘communities of practice’ and ‘adult learning’ were most used. Six tasks were assigned to theory: to align with a position; to identify a research problem; to serve as a vehicle for an idea; to provide a methodological tool; to interpret findings, and to represent an object of examination. The prominence of theory in the papers ranged from cameo to major roles. Depending on the way theory was used and the audience, theory had different impacts. There were parallels between the tasks assigned to theory and the roles of four of Campbell's archetypal characters. Campbell's typology offers guidance on how theory can be used in research paper ‘stories’. Conclusions Theory can be meaningfully present in the story of a research paper if it is assigned a role in a deliberate way and this is articulated. Attention to the character development of theory and its positioning in the research story is important.

Theories and myths in medical education: What is valued and who is served?

“…This is essentially a socially shared narrative. In our recently published article, “Theory, a lost character?”, we drew on the social function of myth to frame our investigation into the function of educational theory in educational research writing . We drew on Joseph Campbell's work, which positions myths as narrativised social metaphors that have power and persistence because they have resonated with human experience over time .…”

“…Although much has been written questioning the validity of the claims of adult learning theory, it persists as a frame for medical education research and practice. In the medical education lexicon, “adult learning theory” has become a shared vehicle for the idea of learner centredness . This theorising puts high value on individual autonomy and positions education as facilitating the individual's inherent capacity to “self‐actualise”.…”

“…Wenger's theory of communities of practice draws on treatises of social structure and social action that are significantly influenced by socialist thinking . The phrase “communities of practice” has become part of the language of medical education research and practice, to carry the shared idea of groups working together with a common purpose . This theory takes the perspective of the social context of learning, focusing on the interface between the learner and the community of practice in which they are engaged.…”

“…Bordage puts forward that different theoretical perspectives, rather than being more right or wrong in their explanatory function, each provide a different lens on different things. We suggest that as social narratives, theories also serve as different vehicles for different values and different centres of power.…”

Practical wisdom, a dormant character in medical education?

“…The role of theory in practice is a debate that has gone on for centuries. The meaningful role of theory in educational research is the focus of an article by Brown et al . in this issue of Medical Education , in which they highlight the gap in theory presented in published research papers.…”