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Related Experiment Video

Updated: Dec 18, 2025

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Navigating complexity: The importance of design-based research for faculty development.

Weichao Chen1, John Sandars2, Thomas C Reeves3

  • 1Office of Medical Education, School of Medicine, University of Virginia, Charlottesville, VA, USA.

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|June 13, 2020
PubMed
Summary
This summary is machine-generated.

Faculty development in Design-Based Research helps medical educators implement evidence-based medical education. This approach expands faculty capabilities to navigate complex educational changes.

Keywords:
Best evidence medical educationEvaluationStaff developmentTeaching & Learning

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Area of Science:

  • Medical Education
  • Educational Psychology
  • Research Methodology

Background:

  • Implementing evidence-based medical education presents significant challenges for educators.
  • Existing faculty development models may not adequately address the complexities of evidence-based practice integration.

Purpose of the Study:

  • To explore the role of Design-Based Research in faculty development for evidence-based medical education.
  • To enhance medical educators' capacity to implement evidence-based practices through targeted development.

Main Methods:

  • Engaging medical educators in Design-Based Research (DBR) initiatives.
  • Focusing faculty development on expanding the 'Zone of Generativity'.

Main Results:

  • Design-Based Research fosters a supportive environment for faculty engagement.
  • Development efforts successfully expanded educators' capabilities in navigating implementation complexities.

Conclusions:

  • Faculty development integrating Design-Based Research is a viable strategy for improving evidence-based medical education.
  • Enhancing the Zone of Generativity empowers educators to lead and sustain educational innovations.