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Postpositivism in Health Professions Education Scholarship.
1M.E. Young is associate professor, Institute of Health Sciences Education and Department of Medicine, McGill University, Montreal, Quebec, Canada; ORCID: http://orcid.org/0000-0002-2036-2119. A. Ryan is associate professor and director of assessment, Department of Medical Education, Melbourne Medical School, University of Melbourne, Melbourne, Australia; ORCID: https://orcid.org/0000-0002-0480-5522.
Summary
This study clarifies the postpositivism research paradigm, crucial for health professions education (HPE). Understanding its assumptions and rigor enhances research design and collaboration in HPE.
Area of Science:
- Health Professions Education Research
- Philosophy of Science
Background:
- Health professions education (HPE) research benefits from understanding diverse research paradigms.
- The postpositivism paradigm, common in HPE, is often implicitly used without explicit definition.
Purpose of the Study:
- To explicitly describe the postpositivism research paradigm for HPE.
- To detail its assumptions, scholarship notions, rigor, and critiques.
- To provide a practical illustration through a case study.
Main Methods:
- Literature review of key texts on postpositivism.
- Analysis of ontological, epistemological, methodological, and axiological tenets.
- Application of a case study for practical illustration.
Main Results:
- Detailed exposition of postpositivism's core components (ontology, epistemology, axiology, etc.).
- Identification of common critiques and signs of rigor within this paradigm.
- A case study demonstrating the application of postpositivism in HPE research.
Conclusions:
- Explicit understanding of postpositivism enhances HPE research rigor and collaboration.
- The article provides a foundational resource for researchers engaging with this paradigm.
- Further reading suggestions are offered for deeper exploration.
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