Jennifer Cleland Vice-Dean, Education; Professor of Medical Education Research; and Director of Medical Education Research & Scholarship Unit, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore. Steven J. Durning Professor of Medicine and Pathology; and Director of Graduate Programs in Health Professions Education at the Uniformed Services University (USU), USA.

• List of Contributors, viiForeword, xiForeword From ASME, xiiiForeword from AMEE, xvPreface, xviiWords of Recommendation, xxiPart I Developing your practice as a health professions education researcher1 Exploring, measuring or both: considering the differences between qualitative, quantitative and mixed methods research, 3Jennifer Cleland2 Theory in health professions education research: the importance of worldview, 15Wendy McMillan3 Constructivism: learning theories and approaches to research, 25Anna MacLeod, Sarah Burm and Karen Mann4 Widening access to medicine: using mid- range theory to extend knowledge and understanding, 41Sandra Nicholson, Kirsty Alexander, Maeve Coyle and Jennifer Cleland5 Developing the research question: setting the course for your research travels, 53Juanita Bezuidenhout, Champion N. Nyoni, Rhoda Meyer and Susan C. van Schalkwyk6 Researching technology use in health professions education: questions, theories, approaches, 61Rachel H. Ellaway7 Power analyses: planning, conducting and evaluating education research, 71R. Brent Stansfield and Larry D. Gruppen8 Navigating health professions education research: exploring your researcher identity, research area and community, 77Janneke M. Frambach, Muhammad Zafar Iqbal, Pim W. Teunissen and Susan C. van Schalkwyk9 How to tell compelling scientific stories: tips for artful use of the research manuscript and presentation genres, 87Lorelei Lingard and Erik DriessenPart II Methodologies and methods for health professions education research10 What is known already: reviewing evidence in health professions education, 101Morris Gordon11 Qualitative research methodologies: embracing methodological borrowing, shifting and importing, 115Lara Varpio, Maria Athina Martimianakis (Tina) and Maria Mylopoulos12 Attuning to the social world: ethnography in health professions education research, 127Simon Kitto, Janet Alexanian and Joanne Goldman13 Visual methods in health professions research: purpose, challenges and opportunities, 139Sayra Cristancho, Kori LaDonna and Emily Field14 Critical discourse analysis: questioning what we believe to be ‘true’, 153Morag Paton, Thirusha Naidu, René Wong, Cynthia Whitehead and Ayelet Kuper15 Functional and corpus linguistics in health professions education research: the study of language in use, 163Abigail Konopasky and Brett A. Diaz16 Challenging epistemological hegemonies: researching inequity and discrimination in health professions education, 175Saleem Razack, Andrea McKivett and Marco Antonio de Carvalho Filho17 Educational neuroscience: current status and future opportunities, 187Anke Sambeth, Steven Durning, Minna Huotilainen and Anique de BruinPart III Theory informing health professions education research18 Sticking with messy realities: how ‘thinking with complexity’ can inform health professions education research, 199Alan Bleakley and Jennifer Cleland19 Getting active: using activity theory to manage change, 209Jenny Johnston and Helen Reid20 Attuning to materiality: sociomaterial research in health professions education, 219Rola Ajjawi, Margaret Bearman and Anna MacLeod21 Social cognitive theory: thinking and learning in social settings, 229Dario Torre and Steven J. Durning22 Learning and participatory practices at work: understanding and appraising learning through workplace experiences, 241Stephen Billett, Linda Sweet and Christy Noble23 Health behaviour theories: a conceptual lens to explore behaviour change, 251Francois Cilliers, Christina St- Onge and Cees van der Vleuten24 Self- regulated learning in health profession education: theoretical perspectives and research methods, 267Anthony R. Artino, Jr., Adam Gavarkovs, Ryan Brydges and Larry D. Gruppen25 Emotions and learning: cognitive theoretical and methodological approaches to studying the influence of emotions on learning, 279Meghan McConnell and Kevin W. Eva26 Research on instructional design in the health professions: from taxonomies of learning to whole- task models, 291Jimmy Frerejean, Diana H.J.M. Dolmans and Jeroen J.G. van Merrienboer27 Cognitive load theory: researching and planning teaching to maximise learning, 303Adam Szulewski, Tamara van Gog, Fred Paas and John Sweller28 Deliberate practice and mastery learning: origins of expert medical performance, 315William C. McGaghie and Theresa Kristopaitis29 Closing comments: building and sustaining capacity, 325David Taylor and Trevor Gibbs30 Conclusion, 331Jennifer Cleland and Steven J. DurningIndex, 335

1. 4/5

   Research

   Mycket bra bok, välskriven, pedagogisk och trevlig att läsa. Inget tungt och komplicerat språk, ett måste om man forskar inom medicinsk pedagogik. Tydligt och utförligt förklarande av de teoretiskt filosofiska grunderna som utbildningsforskningen står på.

   Najoua L

   10 januari 2024

Jennifer Cleland Vice-Dean, Education; Professor of Medical Education Research; and Director of Medical Education Research & Scholarship Unit, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore. Steven J. Durning Professor of Medicine and Pathology; and Director of Graduate Programs in Health Professions Education at the Uniformed Services University (USU), USA.

• List of Contributors, viiForeword, xiForeword From ASME, xiiiForeword from AMEE, xvPreface, xviiWords of Recommendation, xxiPart I Developing your practice as a health professions education researcher1 Exploring, measuring or both: considering the differences between qualitative, quantitative and mixed methods research, 3Jennifer Cleland2 Theory in health professions education research: the importance of worldview, 15Wendy McMillan3 Constructivism: learning theories and approaches to research, 25Anna MacLeod, Sarah Burm and Karen Mann4 Widening access to medicine: using mid- range theory to extend knowledge and understanding, 41Sandra Nicholson, Kirsty Alexander, Maeve Coyle and Jennifer Cleland5 Developing the research question: setting the course for your research travels, 53Juanita Bezuidenhout, Champion N. Nyoni, Rhoda Meyer and Susan C. van Schalkwyk6 Researching technology use in health professions education: questions, theories, approaches, 61Rachel H. Ellaway7 Power analyses: planning, conducting and evaluating education research, 71R. Brent Stansfield and Larry D. Gruppen8 Navigating health professions education research: exploring your researcher identity, research area and community, 77Janneke M. Frambach, Muhammad Zafar Iqbal, Pim W. Teunissen and Susan C. van Schalkwyk9 How to tell compelling scientific stories: tips for artful use of the research manuscript and presentation genres, 87Lorelei Lingard and Erik DriessenPart II Methodologies and methods for health professions education research10 What is known already: reviewing evidence in health professions education, 101Morris Gordon11 Qualitative research methodologies: embracing methodological borrowing, shifting and importing, 115Lara Varpio, Maria Athina Martimianakis (Tina) and Maria Mylopoulos12 Attuning to the social world: ethnography in health professions education research, 127Simon Kitto, Janet Alexanian and Joanne Goldman13 Visual methods in health professions research: purpose, challenges and opportunities, 139Sayra Cristancho, Kori LaDonna and Emily Field14 Critical discourse analysis: questioning what we believe to be ‘true’, 153Morag Paton, Thirusha Naidu, René Wong, Cynthia Whitehead and Ayelet Kuper15 Functional and corpus linguistics in health professions education research: the study of language in use, 163Abigail Konopasky and Brett A. Diaz16 Challenging epistemological hegemonies: researching inequity and discrimination in health professions education, 175Saleem Razack, Andrea McKivett and Marco Antonio de Carvalho Filho17 Educational neuroscience: current status and future opportunities, 187Anke Sambeth, Steven Durning, Minna Huotilainen and Anique de BruinPart III Theory informing health professions education research18 Sticking with messy realities: how ‘thinking with complexity’ can inform health professions education research, 199Alan Bleakley and Jennifer Cleland19 Getting active: using activity theory to manage change, 209Jenny Johnston and Helen Reid20 Attuning to materiality: sociomaterial research in health professions education, 219Rola Ajjawi, Margaret Bearman and Anna MacLeod21 Social cognitive theory: thinking and learning in social settings, 229Dario Torre and Steven J. Durning22 Learning and participatory practices at work: understanding and appraising learning through workplace experiences, 241Stephen Billett, Linda Sweet and Christy Noble23 Health behaviour theories: a conceptual lens to explore behaviour change, 251Francois Cilliers, Christina St- Onge and Cees van der Vleuten24 Self- regulated learning in health profession education: theoretical perspectives and research methods, 267Anthony R. Artino, Jr., Adam Gavarkovs, Ryan Brydges and Larry D. Gruppen25 Emotions and learning: cognitive theoretical and methodological approaches to studying the influence of emotions on learning, 279Meghan McConnell and Kevin W. Eva26 Research on instructional design in the health professions: from taxonomies of learning to whole- task models, 291Jimmy Frerejean, Diana H.J.M. Dolmans and Jeroen J.G. van Merrienboer27 Cognitive load theory: researching and planning teaching to maximise learning, 303Adam Szulewski, Tamara van Gog, Fred Paas and John Sweller28 Deliberate practice and mastery learning: origins of expert medical performance, 315William C. McGaghie and Theresa Kristopaitis29 Closing comments: building and sustaining capacity, 325David Taylor and Trevor Gibbs30 Conclusion, 331Jennifer Cleland and Steven J. DurningIndex, 335

1. 4/5

   Research

   Mycket bra bok, välskriven, pedagogisk och trevlig att läsa. Inget tungt och komplicerat språk, ett måste om man forskar inom medicinsk pedagogik. Tydligt och utförligt förklarande av de teoretiskt filosofiska grunderna som utbildningsforskningen står på.

   Najoua L

   10 januari 2024