How to...deconstruct the research paradigm: supporting the non-social scientist researching in medical education

Sarah Allsop*, Sarah M Mclaughlin

*Corresponding author for this work

Research output: Contribution to journalArticle (Academic Journal)peer-review

102 Downloads (Pure)

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 languageEnglish
Article numbere13743
JournalClinical Teacher
Volume21
Issue number4
Early online date9 Feb 2024
DOIs
Publication statusE-pub ahead of print - 9 Feb 2024

Bibliographical note

Joint first authors

Research 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

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