Toward a collective understanding of medical education research: The DIMER dialogue instrument
- Published
- Accepted
- Subject Areas
- Science and Medical Education
- Keywords
- interdisciplinary research, medical education, health professions education, collective knowledge building, dialogue instrument
- Copyright
- © 2017 Zary et al.
- Licence
- This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, reproduction and adaptation in any medium and for any purpose provided that it is properly attributed. For attribution, the original author(s), title, publication source (PeerJ Preprints) and either DOI or URL of the article must be cited.
- Cite this article
- 2017. Toward a collective understanding of medical education research: The DIMER dialogue instrument. PeerJ Preprints 5:e2835v1 https://doi.org/10.7287/peerj.preprints.2835v1
Abstract
Medical education research embraces theoretical and methodological diversities. Researchers are motivated by the quest for deepening knowledge as well as attracting funding for new educational initiatives and technologies. However, it remains a daunting endeavour to locate and aggregate findings into consistent themes. Reasons are at least twofold. The discourse of a discipline provides the language for representing its work and crossing between disciplines is challenging. Secondly, medical education is understood as an idiosyncratic collection of concepts appropriated from other educational field and the medical education community is unsure about whether to construe medical education as a medical or a social science. To overcome these challenges, we propose a dialogue instrument that draws together cross cutting research perspectives, stakeholders & learning domains to build bridges within medical curriculum, methods, assessment and experiences research. Consequently, this dialogue instrument advocates a nuance understanding of medical education research as a means for building collective knowledge for impacting education and health outcomes.
Author Comment
We proposed a dialogue instrument for collective understanding of medical education research.
