Charlotte E. Rees, PhD, is Professor and Head of School of Health Sciences, College of Health, Medicine and Wellbeing, The University of Newcastle, Callaghan, New South Wales, Australia. Lynn V. Monrouxe, PhD, is Professor and Academic Lead of Health Professions Education Research, and Convenor of Waranara (Sydney Health Professions Education Research Network), Faculty of Medicine and Health, The University of Sydney, New South Wales, Australia. Bridget C. O'Brien, PhD, is Professor in the Department of Medicine, and Education Scientist at the Center for Faculty Educators in the School of Medicine, University of California, San Francisco, California, USA. Lisi J. Gordon, PhD, is Senior Lecturer in Postgraduate Medical Education, Centre for Medical Education, and Head of Doctoral Studies, School of Medicine, University of Dundee, Dundee, UK. Claire Palermo, PhD, is Professor and Associate Dean of Learning & Teaching, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia.

One of the first things that struck me before even starting to read this textbook was the inherent difficulty in successfully explaining the somewhat nebulous concepts that underpin so much of health professionals education research. However, the book is structured in such a way that it successfully takes you from the conception of a study through to its completion and application. The authors made topics that can be considered dry (theory), interesting, and included topics (ethics) that other books take for granted.What I most enjoyed about this book is its broad appeal to early and mid-career researchers, as well as more senior researchers new to educational research from diverse healthcare professions. The book manages to strike a nice (but very hard to attain) balance in focus between targeting early career researchers, who may still be struggling with many of these ideas, and the more experienced researchers, who are also probably still struggling with many of these ideas.I particularly liked the diverse case studies, and many of the pause-and-reflect boxes resonated with my experiences of doing research. This is an ambitious book; well done! There is something in here for everyone - and I will be returning to it to deepen my learning. Professor Stuart Wark, Professor of Rural Medicine, University of New England, AustraliaWhat I wouldn’t have given to have this book a decade before.  This book operates around what I will describe as the spirit and soul of HPER [health professions education research].  The terms and definitions are there, but with the nuance and context typically missing from ‘how to’ books on educational research. This book excels at not assuming anything, while walking the tightrope of not oversimplifying but still guiding both the novice and the experienced researcher on their journey.  The result is the room for us all to consider a wide range of diverse perspectives and views before we, the readers, select what is best for us and our research context. With each turn of the page, the reader is guided towards learning more about the journey, and exploring how the travel experiences applies to an individual’s HPER hike.  It is for this reason that I add a fourth ‘p’ to the book’s support of HPER – Purpose. Principles, perspectives, practices and purpose.  This book helps you find your purpose in executing your research project, and the purpose in the theory and methods you choose. This book doesn’t just focus on when things go right, but also when they can go wrong. This book will make you think.  It will provide you options, it will arm you with knowledge and prompt you to reconsider what you do and why are you are doing it. One of the biggest challenges in academic life is finding the opportunity to be creative and to be reflective. So many of us recognise the value of these skills, and lack the resources to undertake this activity. This book creates the landscape, the space, the guideposts to truly and deeply engage in the HPER journey unlike any other book out there. For this reason, I encourage everyone; beginner, developing, and experienced researcher to pick up a copy of this book and give yourself the joy of seeing, naming, and understanding the subtlety, variation, intricacies, and beauty of HPER.- Associate Professor Michelle Lazarus, Director of the Centre for Human Anatomy Education, Monash University, Australia

• Foreword: Foundations? ixAbout the Editors xiiAuthor Contributions xivAcknowledgements xixChapter 1 Introducing Foundations of Health Professions Education Research 1Charlotte E. Rees, and Lynn V. MonrouxePart I Principles 11Chapter 2 Theory in Health Professions Education Research 13Charlotte E. Rees, Lulu Alwazzan, and Lisi J. GordonChapter 3 Ethics in Health Professions Education Research 36Lynn V. Monrouxe, Ghufran Jassim, and Bridget C. O’BrienChapter 4 Quality in Health Professions Education Research 58Bridget C. O’Brien, Eliot L. Rees, and Claire PalermoPart II Perspectives 83Chapter 5 Introducing Scientific Approaches in Health Professions Education Research 85Charlotte E. Rees, Jeffrey J.H. Cheung, Jonathan Foo, and Claire PalermoChapter 6 Introducing Realist Approaches in Health Professions Education Research 102Charlotte E. Rees, Paul E.S. Crampton, Van N.B. Nguyen, and Lynn V. MonrouxeChapter 7 Introducing Interpretivist Approaches in Health Professions Education Research 122Lynn V. Monrouxe, Megan E.L. Brown, Ella Ottrey, and Lisi J. GordonChapter 8 Introducing Critical Approaches in Health Professions Education Research 145Claire Palermo, Nicole Redvers, Gabrielle Brand, and Lisi J. GordonChapter 9 Introducing Pragmatic Approaches in Health Professions Education Research 164Bridget C. O’Brien, Louise Allen, Ahsan Sethi, Marieke van der Schaaf, and Claire PalermoPart III Practices 189Chapter 10 Proposals in Health Professions Education Research 191Maria A. Blanco, Mahbub Sarkar, and Claire PalermoChapter 11 Publishing in Health Professions Education Research 211Lisi J. Gordon, Anique Atherley, Anna T. Cianciolo, and Bridget C. O’BrienChapter 12 Impact in Health Professions Education Research 233Charlotte E. Rees, Olivia A. King, and Lynn V. MonrouxeChapter 13 Concluding Foundations of Health Professions Education Research 254Lynn V. Monrouxe and Charlotte E. ReesAfterword: Inspiring Early Career Researcher-led Developments in Health Professions Education Research into the Future 268Book Glossary 271Index 288

Charlotte E. Rees, PhD, is Professor and Head of School of Health Sciences, College of Health, Medicine and Wellbeing, The University of Newcastle, Callaghan, New South Wales, Australia. Lynn V. Monrouxe, PhD, is Professor and Academic Lead of Health Professions Education Research, and Convenor of Waranara (Sydney Health Professions Education Research Network), Faculty of Medicine and Health, The University of Sydney, New South Wales, Australia. Bridget C. O'Brien, PhD, is Professor in the Department of Medicine, and Education Scientist at the Center for Faculty Educators in the School of Medicine, University of California, San Francisco, California, USA. Lisi J. Gordon, PhD, is Senior Lecturer in Postgraduate Medical Education, Centre for Medical Education, and Head of Doctoral Studies, School of Medicine, University of Dundee, Dundee, UK. Claire Palermo, PhD, is Professor and Associate Dean of Learning & Teaching, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia.

One of the first things that struck me before even starting to read this textbook was the inherent difficulty in successfully explaining the somewhat nebulous concepts that underpin so much of health professionals education research. However, the book is structured in such a way that it successfully takes you from the conception of a study through to its completion and application. The authors made topics that can be considered dry (theory), interesting, and included topics (ethics) that other books take for granted.What I most enjoyed about this book is its broad appeal to early and mid-career researchers, as well as more senior researchers new to educational research from diverse healthcare professions. The book manages to strike a nice (but very hard to attain) balance in focus between targeting early career researchers, who may still be struggling with many of these ideas, and the more experienced researchers, who are also probably still struggling with many of these ideas.I particularly liked the diverse case studies, and many of the pause-and-reflect boxes resonated with my experiences of doing research. This is an ambitious book; well done! There is something in here for everyone - and I will be returning to it to deepen my learning. Professor Stuart Wark, Professor of Rural Medicine, University of New England, AustraliaWhat I wouldn’t have given to have this book a decade before.  This book operates around what I will describe as the spirit and soul of HPER [health professions education research].  The terms and definitions are there, but with the nuance and context typically missing from ‘how to’ books on educational research. This book excels at not assuming anything, while walking the tightrope of not oversimplifying but still guiding both the novice and the experienced researcher on their journey.  The result is the room for us all to consider a wide range of diverse perspectives and views before we, the readers, select what is best for us and our research context. With each turn of the page, the reader is guided towards learning more about the journey, and exploring how the travel experiences applies to an individual’s HPER hike.  It is for this reason that I add a fourth ‘p’ to the book’s support of HPER – Purpose. Principles, perspectives, practices and purpose.  This book helps you find your purpose in executing your research project, and the purpose in the theory and methods you choose. This book doesn’t just focus on when things go right, but also when they can go wrong. This book will make you think.  It will provide you options, it will arm you with knowledge and prompt you to reconsider what you do and why are you are doing it. One of the biggest challenges in academic life is finding the opportunity to be creative and to be reflective. So many of us recognise the value of these skills, and lack the resources to undertake this activity. This book creates the landscape, the space, the guideposts to truly and deeply engage in the HPER journey unlike any other book out there. For this reason, I encourage everyone; beginner, developing, and experienced researcher to pick up a copy of this book and give yourself the joy of seeing, naming, and understanding the subtlety, variation, intricacies, and beauty of HPER.- Associate Professor Michelle Lazarus, Director of the Centre for Human Anatomy Education, Monash University, Australia

• Foreword: Foundations? ixAbout the Editors xiiAuthor Contributions xivAcknowledgements xixChapter 1 Introducing Foundations of Health Professions Education Research 1Charlotte E. Rees, and Lynn V. MonrouxePart I Principles 11Chapter 2 Theory in Health Professions Education Research 13Charlotte E. Rees, Lulu Alwazzan, and Lisi J. GordonChapter 3 Ethics in Health Professions Education Research 36Lynn V. Monrouxe, Ghufran Jassim, and Bridget C. O’BrienChapter 4 Quality in Health Professions Education Research 58Bridget C. O’Brien, Eliot L. Rees, and Claire PalermoPart II Perspectives 83Chapter 5 Introducing Scientific Approaches in Health Professions Education Research 85Charlotte E. Rees, Jeffrey J.H. Cheung, Jonathan Foo, and Claire PalermoChapter 6 Introducing Realist Approaches in Health Professions Education Research 102Charlotte E. Rees, Paul E.S. Crampton, Van N.B. Nguyen, and Lynn V. MonrouxeChapter 7 Introducing Interpretivist Approaches in Health Professions Education Research 122Lynn V. Monrouxe, Megan E.L. Brown, Ella Ottrey, and Lisi J. GordonChapter 8 Introducing Critical Approaches in Health Professions Education Research 145Claire Palermo, Nicole Redvers, Gabrielle Brand, and Lisi J. GordonChapter 9 Introducing Pragmatic Approaches in Health Professions Education Research 164Bridget C. O’Brien, Louise Allen, Ahsan Sethi, Marieke van der Schaaf, and Claire PalermoPart III Practices 189Chapter 10 Proposals in Health Professions Education Research 191Maria A. Blanco, Mahbub Sarkar, and Claire PalermoChapter 11 Publishing in Health Professions Education Research 211Lisi J. Gordon, Anique Atherley, Anna T. Cianciolo, and Bridget C. O’BrienChapter 12 Impact in Health Professions Education Research 233Charlotte E. Rees, Olivia A. King, and Lynn V. MonrouxeChapter 13 Concluding Foundations of Health Professions Education Research 254Lynn V. Monrouxe and Charlotte E. ReesAfterword: Inspiring Early Career Researcher-led Developments in Health Professions Education Research into the Future 268Book Glossary 271Index 288

Charlotte E. Rees, PhD, is Professor and Head of School of Health Sciences, College of Health, Medicine and Wellbeing, The University of Newcastle, Callaghan, New South Wales, Australia. Lynn V. Monrouxe, PhD, is Professor and Academic Lead of Health Professions Education Research, and Convenor of Waranara (Sydney Health Professions Education Research Network), Faculty of Medicine and Health, The University of Sydney, New South Wales, Australia. Bridget C. O'Brien, PhD, is Professor in the Department of Medicine, and Education Scientist at the Center for Faculty Educators in the School of Medicine, University of California, San Francisco, California, USA. Lisi J. Gordon, PhD, is Senior Lecturer in Postgraduate Medical Education, Centre for Medical Education, and Head of Doctoral Studies, School of Medicine, University of Dundee, Dundee, UK. Claire Palermo, PhD, is Professor and Associate Dean of Learning & Teaching, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia.

One of the first things that struck me before even starting to read this textbook was the inherent difficulty in successfully explaining the somewhat nebulous concepts that underpin so much of health professionals education research. However, the book is structured in such a way that it successfully takes you from the conception of a study through to its completion and application. The authors made topics that can be considered dry (theory), interesting, and included topics (ethics) that other books take for granted.What I most enjoyed about this book is its broad appeal to early and mid-career researchers, as well as more senior researchers new to educational research from diverse healthcare professions. The book manages to strike a nice (but very hard to attain) balance in focus between targeting early career researchers, who may still be struggling with many of these ideas, and the more experienced researchers, who are also probably still struggling with many of these ideas.I particularly liked the diverse case studies, and many of the pause-and-reflect boxes resonated with my experiences of doing research. This is an ambitious book; well done! There is something in here for everyone - and I will be returning to it to deepen my learning. Professor Stuart Wark, Professor of Rural Medicine, University of New England, AustraliaWhat I wouldn’t have given to have this book a decade before.  This book operates around what I will describe as the spirit and soul of HPER [health professions education research].  The terms and definitions are there, but with the nuance and context typically missing from ‘how to’ books on educational research. This book excels at not assuming anything, while walking the tightrope of not oversimplifying but still guiding both the novice and the experienced researcher on their journey.  The result is the room for us all to consider a wide range of diverse perspectives and views before we, the readers, select what is best for us and our research context. With each turn of the page, the reader is guided towards learning more about the journey, and exploring how the travel experiences applies to an individual’s HPER hike.  It is for this reason that I add a fourth ‘p’ to the book’s support of HPER – Purpose. Principles, perspectives, practices and purpose.  This book helps you find your purpose in executing your research project, and the purpose in the theory and methods you choose. This book doesn’t just focus on when things go right, but also when they can go wrong. This book will make you think.  It will provide you options, it will arm you with knowledge and prompt you to reconsider what you do and why are you are doing it. One of the biggest challenges in academic life is finding the opportunity to be creative and to be reflective. So many of us recognise the value of these skills, and lack the resources to undertake this activity. This book creates the landscape, the space, the guideposts to truly and deeply engage in the HPER journey unlike any other book out there. For this reason, I encourage everyone; beginner, developing, and experienced researcher to pick up a copy of this book and give yourself the joy of seeing, naming, and understanding the subtlety, variation, intricacies, and beauty of HPER.- Associate Professor Michelle Lazarus, Director of the Centre for Human Anatomy Education, Monash University, Australia

• Foreword: Foundations? ixAbout the Editors xiiAuthor Contributions xivAcknowledgements xixChapter 1 Introducing Foundations of Health Professions Education Research 1Charlotte E. Rees, and Lynn V. MonrouxePart I Principles 11Chapter 2 Theory in Health Professions Education Research 13Charlotte E. Rees, Lulu Alwazzan, and Lisi J. GordonChapter 3 Ethics in Health Professions Education Research 36Lynn V. Monrouxe, Ghufran Jassim, and Bridget C. O’BrienChapter 4 Quality in Health Professions Education Research 58Bridget C. O’Brien, Eliot L. Rees, and Claire PalermoPart II Perspectives 83Chapter 5 Introducing Scientific Approaches in Health Professions Education Research 85Charlotte E. Rees, Jeffrey J.H. Cheung, Jonathan Foo, and Claire PalermoChapter 6 Introducing Realist Approaches in Health Professions Education Research 102Charlotte E. Rees, Paul E.S. Crampton, Van N.B. Nguyen, and Lynn V. MonrouxeChapter 7 Introducing Interpretivist Approaches in Health Professions Education Research 122Lynn V. Monrouxe, Megan E.L. Brown, Ella Ottrey, and Lisi J. GordonChapter 8 Introducing Critical Approaches in Health Professions Education Research 145Claire Palermo, Nicole Redvers, Gabrielle Brand, and Lisi J. GordonChapter 9 Introducing Pragmatic Approaches in Health Professions Education Research 164Bridget C. O’Brien, Louise Allen, Ahsan Sethi, Marieke van der Schaaf, and Claire PalermoPart III Practices 189Chapter 10 Proposals in Health Professions Education Research 191Maria A. Blanco, Mahbub Sarkar, and Claire PalermoChapter 11 Publishing in Health Professions Education Research 211Lisi J. Gordon, Anique Atherley, Anna T. Cianciolo, and Bridget C. O’BrienChapter 12 Impact in Health Professions Education Research 233Charlotte E. Rees, Olivia A. King, and Lynn V. MonrouxeChapter 13 Concluding Foundations of Health Professions Education Research 254Lynn V. Monrouxe and Charlotte E. ReesAfterword: Inspiring Early Career Researcher-led Developments in Health Professions Education Research into the Future 268Book Glossary 271Index 288