What divides us and what unites us?
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What divides us and what unites us? Rachel Ellaway1 · Martin Tolsgaard2 · Maria Athina Martimianakis3 Accepted: 4 November 2020 © Springer Nature B.V. 2020
There are so many things that divide us as a scholarly community. We come from different health professions and hold different views of how health professionals should be trained. We work in different research paradigms and promote different views on what education research should focus on. We are influenced by and have influence on the different participants in these working contexts. We work in different contexts (educational, healthcare, regional, and national) that are further delimited by the cultures, languages, resources, regulations, and values they encompass. This diversity can be challenging to accommodate, not least because of the perennial tensions between attending to specific contextual issues and building a common scientific discourse—the idiographic-nomothetic dialectic is always with us. In some ways this reflects some of the paradoxes of identity politics: we want to defend and even celebrate those things that make us different, and yet, without collective action and a commitment to scholarly collaboration and mutual respect we have nothing. In this special anniversary issue of Advances we present a collection of commissioned and invited papers (alongside our usual fare) to mark the 25 years since Henk van Berkel, Henk Schmidt, and Geoff Norman founded the Journal. This collection of papers reflects a rich diversity of topics and approaches that characterize the broadening theoretical, methodological and thematic diversity in the health education sciences. Some of the papers provide a historic overview of the most important scientific disciplines that have been instrumental to shaping the HPE over the past 50 years, while other contributions take stock of how new technologies and theories may contribute to the development of HPE practice and science. Looking back, Schmidt and Mamede (2020) reflect on the contributions of cognitive psychology to our understanding of knowledge acquisition and expertise development in medicine, and Schuwirth and van der Vleuten (2020) discuss how thinking in our field about what constitutes “good assessment” has changed over time. Looking forward, Tolsgaard et al. (2020) explore the potential for machine learning and data science to change the nature of the science we do, Rachul and Varpio (2020) make a compelling * Rachel Ellaway [email protected] 1
Department of Community Health Sciences, and Office of Health and Medical Education Scholarship, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada
2
Copenhagen Academy for Medical Education and Simulation, and Centre for Fetal Medicine, Rigshospitalet, University of Copenhagen, Copenhagen, Denmark
3
Department of Paediatrics, and Wilson Centre, University of Toronto, Toronto, ON, Canada
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case for expanding the study of communication in healthcare to include gestures, images and sound
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