{"product_id":"researching-medical-education-isbn-9781119839415","title":"Researching Medical Education","description":"\u003cb\u003eRESEARCHING MEDICAL EDUCATION\u003c\/b\u003e \u003cp\u003e\u003ci\u003eResearching Medical Education\u003c\/i\u003e is an authoritative guide to excellence in educational research within the healthcare professions presented by the Association for the Study of Medical Education and AMEE. This text provides readers with key foundational knowledge, while introducing a range of theories and how to use them, illustrating a diversity of methods and their use, and giving guidance on practical researcher development. By linking theory, design, and methods across the spectrum of health professions education research, the text supports the improvement of quality, capacity building, and knowledge generation.  \u003c\/p\u003e\u003cp\u003e\u003ci\u003eResearching Medical Education\u003c\/i\u003e includes contributions from experts and emerging researchers from five continents. The text includes information on: \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003e Developing yourself and your practice as a health professions education researcher\u003c\/li\u003e \u003cli\u003e Methods and methodologies including ethnography\/digital ethnography, visual methods, critical discourse analysis, functional and corpus linguistics, critical pedagogy, critical race theory and participatory action research, and educational neuroscience methods \u003c\/li\u003e \u003cli\u003e Theories including those where relationships between context, environment, people and things matter (e.g., complexity theory, activity theory, sociomateriality, social cognitive theories and participatory practice) and those which are more individually focused (e.g., health behaviour theories, emotions in learning, instructional design, cognitive load theory and deliberate practice)\u003c\/li\u003e \u003cli\u003e Includes 10 brand new chapters\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003e\u003ci\u003eResearching Medical Education\u003c\/i\u003e is the ideal resource for anyone researching health professions education, from medical school to postgraduate training to continuing professional development. \u003c\/p\u003e\u003cp\u003e“\u003ci\u003eThis is an extraordinary text that combines theory and practice in medical education research. The authors represent the who’s who of medical education research, and their wisdom and insights will help guide novice and experienced researchers alike.\u003c\/i\u003e”\u003cbr\u003e \u003cb\u003e—David M. Irby,\u003c\/b\u003e Professor Emeritus of Medicine, University of California, San Francisco, USA \u003c\/p\u003e\u003cp\u003e“\u003ci\u003eResearch in health professions education is maturing. This is clearly evidenced by the second edition of \u003c\/i\u003eResearching Medical Education\u003ci\u003e. In 30 chapters this book takes you on an exciting voyage on research theories and research methodologies. This book is a comprehensive resource for anyone engaging in research in health professions education.\u003c\/i\u003e”\u003cbr\u003e \u003cb\u003e— Cees van der Vleuten,\u003c\/b\u003e former Director of the School of Health Professions Education, Maastricht University, The Netherlands \u003c\/p\u003e\u003cp\u003eList of Contributors, vii\u003c\/p\u003e \u003cp\u003eForeword, xi\u003c\/p\u003e \u003cp\u003eForeword From ASME, xiii\u003c\/p\u003e \u003cp\u003eForeword from AMEE, xv\u003c\/p\u003e \u003cp\u003ePreface, xvii\u003c\/p\u003e \u003cp\u003eWords of Recommendation, xxi\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I Developing your practice as a health professions education researcher\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1 Exploring, measuring or both: considering the differences between qualitative, quantitative and mixed methods research, 3\u003cbr\u003e \u003ci\u003eJennifer Cleland\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e2 Theory in health professions education research: the importance of worldview, 15\u003cbr\u003e \u003ci\u003eWendy McMillan\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e3 Constructivism: learning theories and approaches to research, 25\u003cbr\u003e \u003ci\u003eAnna MacLeod, Sarah Burm and Karen Mann\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e4 Widening access to medicine: using mid- range theory to extend knowledge and understanding, 41\u003cbr\u003e \u003ci\u003eSandra Nicholson, Kirsty Alexander, Maeve Coyle and Jennifer Cleland\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e5 Developing the research question: setting the course for your research travels, 53\u003cbr\u003e \u003ci\u003eJuanita Bezuidenhout, Champion N. Nyoni, Rhoda Meyer and Susan C. van Schalkwyk\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e6 Researching technology use in health professions education: questions, theories, approaches, 61\u003cbr\u003e \u003ci\u003eRachel H. Ellaway\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e7 Power analyses: planning, conducting and evaluating education research, 71\u003cbr\u003e \u003ci\u003eR. Brent Stansfield and Larry D. Gruppen\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e8 Navigating health professions education research: exploring your researcher identity, research area and community, 77\u003cbr\u003e \u003ci\u003eJanneke M. Frambach, Muhammad Zafar Iqbal, Pim W. Teunissen and Susan C. van Schalkwyk\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e9 How to tell compelling scientific stories: tips for artful use of the research manuscript and presentation genres, 87\u003cbr\u003e \u003ci\u003eLorelei Lingard and Erik Driessen\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II Methodologies and methods for health professions education research\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e10 What is known already: reviewing evidence in health professions education, 101\u003cbr\u003e \u003ci\u003eMorris Gordon\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e11 Qualitative research methodologies: embracing methodological borrowing, shifting and importing, 115\u003cbr\u003e \u003ci\u003eLara Varpio, Maria Athina Martimianakis (Tina) and Maria Mylopoulos\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e12 Attuning to the social world: ethnography in health professions education research, 127\u003cbr\u003e \u003ci\u003eSimon Kitto, Janet Alexanian and Joanne Goldman\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e13 Visual methods in health professions research: purpose, challenges and opportunities, 139\u003cbr\u003e \u003ci\u003eSayra Cristancho, Kori LaDonna and Emily Field\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e14 Critical discourse analysis: questioning what we believe to be ‘true’, 153\u003cbr\u003e \u003ci\u003eMorag Paton, Thirusha Naidu, René Wong, Cynthia Whitehead and Ayelet Kuper\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e15 Functional and corpus linguistics in health professions education research: the study of language in use, 163\u003cbr\u003e \u003ci\u003eAbigail Konopasky and Brett A. Diaz\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e16 Challenging epistemological hegemonies: researching inequity and discrimination in health professions education, 175\u003cbr\u003e \u003ci\u003eSaleem Razack, Andrea McKivett and Marco Antonio de Carvalho Filho\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e17 Educational neuroscience: current status and future opportunities, 187\u003cbr\u003e \u003ci\u003eAnke Sambeth, Steven Durning, Minna Huotilainen and Anique de Bruin\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III Theory informing health professions education research\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e18 Sticking with messy realities: how ‘thinking with complexity’ can inform health professions education research, 199\u003cbr\u003e \u003ci\u003eAlan Bleakley and Jennifer Cleland\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e19 Getting active: using activity theory to manage change, 209\u003cbr\u003e \u003ci\u003eJenny Johnston and Helen Reid\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e20 Attuning to materiality: sociomaterial research in health professions education, 219\u003cbr\u003e \u003ci\u003eRola Ajjawi, Margaret Bearman and Anna MacLeod\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e21 Social cognitive theory: thinking and learning in social settings, 229\u003cbr\u003e \u003ci\u003eDario Torre and Steven J. Durning\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e22 Learning and participatory practices at work: understanding and appraising learning through workplace experiences, 241\u003cbr\u003e \u003ci\u003eStephen Billett, Linda Sweet and Christy Noble\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e23 Health behaviour theories: a conceptual lens to explore behaviour change, 251\u003cbr\u003e \u003ci\u003eFrancois Cilliers, Christina St- Onge and Cees van der Vleuten\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e24 Self- regulated learning in health profession education: theoretical perspectives and research methods, 267\u003cbr\u003e \u003ci\u003eAnthony R. Artino, Jr., Adam Gavarkovs, Ryan Brydges and Larry D. Gruppen\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e25 Emotions and learning: cognitive theoretical and methodological approaches to studying the influence of emotions on learning, 279\u003cbr\u003e \u003ci\u003eMeghan McConnell and Kevin W. Eva\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e26 Research on instructional design in the health professions: from taxonomies of learning to whole- task models, 291\u003cbr\u003e \u003ci\u003eJimmy Frerejean, Diana H.J.M. Dolmans and Jeroen J.G. van Merrienboer\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e27 Cognitive load theory: researching and planning teaching to maximise learning, 303\u003cbr\u003e \u003ci\u003eAdam Szulewski, Tamara van Gog, Fred Paas and John Sweller\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e28 Deliberate practice and mastery learning: origins of expert medical performance, 315\u003cbr\u003e \u003ci\u003eWilliam C. McGaghie and Theresa Kristopaitis\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e29 Closing comments: building and sustaining capacity, 325\u003cbr\u003e \u003ci\u003eDavid Taylor and Trevor Gibbs\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e30 Conclusion, 331\u003cbr\u003e \u003ci\u003eJennifer Cleland and Steven J. Durning\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIndex, 335\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eJennifer Cleland\u003c\/b\u003e Vice-Dean, Education; Professor of Medical Education Research; and Director of Medical Education Research \u0026amp; Scholarship Unit, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore.  \u003c\/p\u003e\u003cp\u003e\u003cb\u003eSteven J. Durning\u003c\/b\u003e Professor of Medicine and Pathology; and Director of Graduate Programs in Health Professions Education at the Uniformed Services University (USU), USA.   \u003c\/p\u003e\u003cp\u003e\u003ci\u003eResearching Medical Education\u003c\/i\u003e is an authoritative guide to excellence in educational research within the healthcare professions presented by the Association for the Study of Medical Education and AMEE. This text provides readers with key foundational knowledge, while introducing a range of theories and how to use them, illustrating a diversity of methods and their use, and giving guidance on practical researcher development. By linking theory, design, and methods across the spectrum of health professions education research, the text supports the improvement of quality, capacity building, and knowledge generation.  \u003c\/p\u003e\u003cp\u003e\u003ci\u003eResearching Medical Education\u003c\/i\u003e includes contributions from experts and emerging researchers from five continents. The text includes information on: \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003e Developing yourself and your practice as a health professions education researcher\u003c\/li\u003e \u003cli\u003e Methods and methodologies including ethnography\/digital ethnography, visual methods, critical discourse analysis, functional and corpus linguistics, critical pedagogy, critical race theory and participatory action research, and educational neuroscience methods \u003c\/li\u003e \u003cli\u003e Theories including those where relationships between context, environment, people and things matter (e.g., complexity theory, activity theory, sociomateriality, social cognitive theories and participatory practice) and those which are more individually focused (e.g., health behaviour theories, emotions in learning, instructional design, cognitive load theory and deliberate practice)\u003c\/li\u003e \u003cli\u003e Includes 10 brand new chapters\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003e\u003ci\u003eResearching Medical Education\u003c\/i\u003e is the ideal resource for anyone researching health professions education, from medical school to postgraduate training to continuing professional development. \u003c\/p\u003e\u003cp\u003e“\u003ci\u003eThis is an extraordinary text that combines theory and practice in medical education research. The authors represent the who’s who of medical education research, and their wisdom and insights will help guide novice and experienced researchers alike.\u003c\/i\u003e”\u003cbr\u003e \u003cb\u003e—David M. Irby,\u003c\/b\u003e Professor Emeritus of Medicine, University of California, San Francisco, USA \u003c\/p\u003e\u003cp\u003e“\u003ci\u003eResearch in health professions education is maturing. This is clearly evidenced by the second edition of \u003c\/i\u003eResearching Medical Education\u003ci\u003e. In 30 chapters this book takes you on an exciting voyage on research theories and research methodologies. This book is a comprehensive resource for anyone engaging in research in health professions education.\u003c\/i\u003e”\u003cbr\u003e \u003cb\u003e— Cees van der Vleuten,\u003c\/b\u003e former Director of the School of Health Professions Education, Maastricht University, The Netherlands\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47989948252389,"sku":"NP9781119839415","price":65.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119839415.jpg?v=1761786003","url":"https:\/\/k12savings.com\/es\/products\/researching-medical-education-isbn-9781119839415","provider":"K12savings","version":"1.0","type":"link"}