Disrupting Health Professions Education Research: A Guide to Critical Reflexive Praxis during Research Planning

Area of Science:

• Health Professions Education Research
• Critical Theory
• Social Equity in Science

Background:

• Research is inherently subjective, influenced by researcher biases and systemic structures.
• Traditional reflexivity in Health Professions Education (HPE) research often fails to address deep-seated inequities.
• HPE research can perpetuate global power imbalances, favoring Western viewpoints and marginalizing Global South knowledge.

Purpose of the Study:

• To advocate for Critical Reflexive Praxis (CRP) as a robust approach to research in Health Professions Education.
• To extend traditional reflexivity by integrating critical self-reflection with concrete actions.
• To challenge and transform the structural determinants of knowledge production in HPE.

Main Methods:

• Grounded in Critical Theory, CRP combines introspective analysis with proactive intervention.
• CRP encourages interrogation of the underlying systems shaping research practices and knowledge dissemination.
• Practical guidelines are offered for implementing CRP at various levels of HPE research planning.

Main Results:

• CRP offers a framework to disrupt power dynamics and challenge research hierarchies.
• Adoption of CRP can lead to the inclusion and amplification of marginalized perspectives.
• This approach facilitates the creation of research that fosters significant social transformation.

Conclusions:

• Critical Reflexive Praxis (CRP) is essential for achieving genuine equity in Health Professions Education research.
• Implementing CRP can dismantle systemic barriers and promote more inclusive and impactful scholarly contributions.
• Moving beyond superficiality, CRP enables research to actively contribute to social justice and equitable knowledge creation.