Postpositivism in Health Professions Education Scholarship
Bibliographic Data
| ID | 21613504 |
|---|---|
| Authors | Meredith E Young (is associate professor, Institute of Health Sciences Education and Department of Medicine, McGill University, Montreal, Quebec, Canada; ORCID:.), Meredith Young (0000-0002-2036-2119, McGill University Health Centre, corresponding author), Anna Ryan (0000-0001-7458-027X, is associate professor and director of assessment, Department of Medical Education, Melbourne Medical School, University of Melbourne, Melbourne, Australia; ORCID:.) |
| Year | 2020 |
| Volume | 95 |
| Issue | 5 |
| Pages | 695-699 |
| Publication date | 2020-05-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Academic Medicine (JOURNAL) |
| Journal identifiers | ISSN: 1040-2446 • E-ISSN: 1938-808X |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1097/acm.0000000000003089 |
| PMID | 32345881 |
| OpenAlex | W2990956365 |
| Language | EN |
| Citations received | 21 |
| References cited | 8 |
An understanding of the diversity of perspectives within the research paradigms of health professions education (HPE) is essential for rigorous research design and more purposeful engagement with the contributions of others. In this article, the authors explicitly discuss the underlying assumptions, notions of good scholarship, and shortcomings of the postpositivism research paradigm. While postpositivism is likely one of the more familiar paradigms within HPE research, it is rarely formally or explicitly described. Drawing on key literature and contemporary examples, the authors describe the ontology, epistemology, methodologies, axiology, signs of rigor, and common critiques of postpositivism. A case study provides the focus for a practical illustration of how a postpositivist approach to education research could be applied. Suggestions for further reading are provided for those who are keen to delve deeper into the history and key tenants of the postpositivist stance
Axiology · Engineering ethics · Epistemology · Ontology · Political science · Scholarship · Sociology · Computer Science · Empathy and Medical Education · Innovations in Medical Education · Interprofessional Education and Collaboration · Law · Philosophy
The Distinctions Between Theory, Theoretical Framework, and Conceptual Framework
Concept analysis
Positionality using the lens of social identity complexity theory
Quantitative Research
A Journey Through Philosophy and Medicine
Being Edgy in Health Professions Education
Education Scholarship Assessment Reconsidered
Reconstructing Neurath’s Ship
Philosophy of Science Series
The applicability of generalisability and bias to health professions education's research
How do validity experts conceptualise argumentation? It's a rhetorical question
How argumentation theory can inform assessment validity
Navigating the research landscape
Why impaired wellness may be inevitable in medicine, and why that may not be a bad thing
Twelve tips on finding a research orientation
In experts’ words
Paradigm compatibility within school consultation
Insurgents’ legitimisation strategies
A practical guide to reflexivity in qualitative research
Taking the Long View on Digital Culture and Mental Health
Community sharing
| Unique citing works | 21 |
|---|---|
| Citations per year | 3,5 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 21 |