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Theory and research in audiology education: understanding and representing complexity through informed methodological
Journal of the American Academy of Audiology
|June 7, 2013
Summary
Audiology can advance health professional education (HPE) research by embracing diverse theories and methodologies. Rigorous qualitative inquiry is crucial for audiology education to establish its academic footing.
Area of Science:
- Health Professional Education
- Audiology Research
Background:
- Audiology is poised to engage in educational research, drawing lessons from established professions.
- This article aims to position audiology within the academic field of health professional education (HPE).
Purpose of the Study:
- To highlight the necessity of theoretical frameworks for HPE research.
- To advocate for a balance between research goals and appropriate methodologies, respecting the complexity of social processes in HPE.
Main Methods:
- Illustrates the need for alternative methodologies and re-evaluation of evidence hierarchies with research questions.
- Details the design of an educational study using constructivist grounded theory methodology.
Main Results:
- Emphasizes the need for audiology to adopt broader conceptions of academic writing, research questions, and evidence.
- Stresses the importance of a strong understanding of theories and methodologies for qualitative inquiry in audiology.
Conclusions:
- Audiology must integrate knowledge from HPE to enhance its scholarly contributions.
- High-quality, rigorous qualitative research is essential for advancing audiology education theory and its place in HPE.
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