ERIC Number: ED289452
Record Type: RIE
Publication Date: 1988-Jan
Reference Count: N/A
Reconceptualizing Inquiry in Medical Education.
Pearsol, James A.
Professions Education Researcher Notes, v9 n3 p5-7 Jan 10 1988
Perspectives concerning a field-based inquiry approach to medical education are offered. This approach requires that inquiry tactics more closely match educational and clinical processes. Assumptions about naturalistic and quasi-experimental educational research are considered that indicate a common field-based approach to inquiry. Parallel processes linking conceptions of medical education, clinical practice, and inquiry are also considered. It is concluded that understanding of social and educational phenomena has too long been determined by research and evaluation frameworks that define concepts of what is good and what is bad in medical education and that have limited those concepts. The processes of medical education and clinical practice are seen as complex, nonlinear social processes appropriate for applying a field-based inquiry approach. Most medical education research has been organized by constructs, typically psychological or behavioral, that are used to explain or predict certain patterns of human behavior. Rethinking of medical education inquiry is advocated, along with less reliance on the experimental design framework of scientific inquiry. (SW)
Descriptors: Clinical Experience, Educational Research, Field Studies, Higher Education, Medical Education, Naturalistic Observation, Qualitative Research, Quasiexperimental Design, Research Design, Research Methodology, Scientific Methodology
Southern Illinois University, School of Medicine, Department of Medical Education, P.O. Box 3926, Springfield, IL 62708.
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Authoring Institution: N/A