Developing experts in health professions education research: knowledge politics and adaptive expertise
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Developing experts in health professions education research: knowledge politics and adaptive expertise M. A. Martimianakis1,3,4 · M. Mylopoulos1,3,4 · N. N. Woods2,3,4 Received: 1 September 2020 / Accepted: 30 October 2020 / Published online: 11 November 2020 © Springer Nature B.V. 2020
Abstract The field of health professions education research draws inspiration from many disciplines, creating a dynamic socio-cultural context that is replete with contests over research rigour and quality. These knowledge politics are never definitively resolved. Thus, an important question that any graduate program established within the field has to contend with is what should constitute expertise in HPER. In this paper we explore interrelated contextual, conceptual and procedural dimensions of expertise to substantiate our suggestions for a core curriculum for graduate students in health professions education. We argue that an expert in health professions education research should have both an appreciation of when knowledge politics are relevant to their research process as part of their procedural knowledge and also an awareness of why these politics can affect their work as part of their conceptual knowledge. Keywords Knowledge politics · Adaptive expertise · Health professions education research · Knowledge classifications · Cognitive integration · Integration of scientists in clinical disciplines · Health professions education training Over the past 25 years, Advances in Health Sciences Education has generated a multidisciplinary epistemic community interested in advancing the science of health professional education. Not a small achievement. Open to research derived from both the practice of health professional training and theoretically conceptualized by scholars from different disciplines, the journal remains at the vanguard of debates related to rigour and relevance. We attribute this, in part, to the founding editor in chief, Geoff Norman, who shook his head a lot at presentations. This shaking of his head, like the early tremor warnings of
* M. A. Martimianakis [email protected] 1
Department of Paediatrics, University of Toronto, 555 University Ave., Room 7292, Toronto, ON M5G 1X8, Canada
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Department of Family and Community Medicine, University of Toronto, Toronto, Canada
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Wilson Centre for Research in Health Professions Education, University of Toronto, Toronto, Canada
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Faculty of Medicine, University of Toronto, Toronto, Canada
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an impending earthquake, often preceded a difficult question, impassioned critique or an outright call to a duel of minds. Indeed, an important legacy of Geoff Norman (in a list of many), is that scholars in the field can never take for granted what exactly constitutes “health professions education research”; they have to demonstrate it, and they have to do it well. We thus open with one of Geoff’s ‘favourite’ philosophers, Michel Foucault who also liked to challenge. Foucault prefaces his book The Order of
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