Is There a Problem With Evidence in Health Professions Education?

Area of Science:

• Health Professions Education Research
• Knowledge Translation
• Evidence-Informed Practice

Background:

• The definition, value, and alignment of evidence with knowledge producers and consumers remain persistent challenges in health sciences.
• Debates regarding evidence in health professions education (HPE) have historically lacked resolution or clear progress.

Purpose of the Study:

• To explore potential problems with evidence in HPE.
• To utilize thought experiments based on Argyris' learning loops framework to analyze these issues.

Main Methods:

• Analysis through single-loop learning (evaluating current practices).
• Analysis through double-loop learning (questioning existing assumptions and seeking improvement).
• Analysis through triple-loop learning (re-evaluating fundamental questions and the nature of inquiry itself).

Main Results:

• Single-loop perspective reveals limited understanding of how research evidence is used in HPE practice and policy.
• Double-loop perspective suggests that high expectations for knowledge producers and consumers necessitate system-wide approaches to evidence-informed practice.
• Triple-loop perspective highlights misalignments between research dynamics and decision-making, suggesting scholarly inquiry should foster broader conversations.

Conclusions:

• Knowledge producers and consumers must be more attentive to the translation of knowledge into evidence.
• Systematic tracking and auditing of research knowledge utilization are advocated.
• The relationship between knowledge and evidence should be viewed through the lens of evolving conversations and influencing decisions, rather than solely practical application.