Abstract
Finding effective methods to guide novice clinical education researchers to interrogate their beliefs about paradigms can be a challenge for education practitioners leading training in this area. We share why we believe it is important for healthcare educators to build an understanding of research paradigms and how we demystified the teaching of philosophy and the ‘-ologies’ of research, to support novice researchers in their development. Through our use of gamification techniques based on Socratic questioning, we show how educators may be supported in the process of deconstructing their research project’s paradigm into its component parts. This comprises key questions about coherent alignment of their ontologies, epistemologies, and methods, and encouraging researchers to think openly about their assumptions to improve the conduct of research, particularly in the qualitative field.
Original language | English |
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Article number | e13743 |
Journal | Clinical Teacher |
Volume | 21 |
Issue number | 4 |
Early online date | 9 Feb 2024 |
DOIs | |
Publication status | E-pub ahead of print - 9 Feb 2024 |
Bibliographical note
Joint first authorsResearch Groups and Themes
- Bristol Medical Education Research Group
Keywords
- Qualitative research methods
- quantitative research methods
- Continuing professional development
- professional development qualities/skills/values/attitudes
- academic writing