On concepts, constructs, measures, metrics, and the variable necessity of definitions

Area of Science:

• Health Professions Education
• Educational Research
• Academic Discourse

Background:

• The importance of defining key notions in Health Professions Education (HPE) is debated.
• Existing literature shows variable approaches to conceptualization and definition.
• Conflation of related terms complicates understanding and application in HPE.

Purpose of the Study:

• To analyze the necessity and utility of definitions for key notions in HPE.
• To differentiate between concepts, constructs, measures, and metrics.
• To address the fragmentation and misattributions in HPE literature.

Main Methods:

• This is a commentary, responding to existing literature (Merkebu et al., 2024; Ellaway and Patocka, 2024).
• It employs conceptual analysis to differentiate key epistemological and methodological terms.
• The argument is contextualized by the intended use of definitions in HPE.

Main Results:

• Definitions of key notions in HPE are not universally necessary or possible.
• Utility and necessity of definitions vary based on their application in research, teaching, and assessment.
• Distinguishing between concepts, constructs, measures, and metrics is crucial.

Conclusions:

• Clear differentiation of terms like concepts, constructs, measures, and metrics enhances clarity in HPE.
• Avoiding conflation prevents fragmented literature, problematic assumptions, and misattributions.
• Context-dependent definitions are essential for robust HPE scholarship and practice.