Postpositivism in Health Professions Education Scholarship

Dados Bibliográficos

ID21613504
AutoresMeredith 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, autor correspondente), 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:.)
Ano2020
Volume95
Fascículo5
Páginas695-699
Data de publicação2020-05-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoAcademic Medicine (JOURNAL)
Identificadores do periódicoISSN: 1040-2446 • E-ISSN: 1938-808X
EditoraOxford University Press (OUP) (PUBLISHER)
DOI10.1097/acm.0000000000003089
PMID32345881
OpenAlexW2990956365
IdiomaEN
Citações recebidas21
Referências citadas8

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