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Updated: May 23, 2025

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Moving Beyond Simplistic Research Design in Health Professions Education: What a One-Group Pretest-Posttest Design

S Beth Bierer1, Gary Beck Dallaghan2, Nicole J Borges3

  • 1Professor, Department of Medicine, and Director of Assessment and Evaluation, Cleveland Clinic Lerner College of Medicine, Case Western Reserve University School of Medicine.

Mededportal : the Journal of Teaching and Learning Resources
|May 21, 2025
PubMed
Summary
This summary is machine-generated.

Novice health professions education researchers improved their understanding of research design through a workshop. The training clarified limitations of the one-group pretest-posttest design and introduced alternative scholarly approaches.

Keywords:
Editor's ChoiceEducational ScholarshipFaculty DevelopmentPublishing/ScholarshipResearch Design

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Area of Science:

  • Health Professions Education Research
  • Educational Research Methodology

Background:

  • Novice researchers in health professions education (HPE) often struggle with study design, particularly misusing the one-group pretest-posttest design.
  • This highlights a critical need for enhanced training in research design principles within HPE.

Purpose of the Study:

  • To improve novice HPE researchers' understanding of research design principles.
  • To specifically address the limitations of the one-group pretest-posttest design.
  • To introduce and discuss alternative, more rigorous research methodologies.

Main Methods:

  • Experienced HPE researchers developed and facilitated interactive workshops.
  • Workshops were conducted at AAMC Group on Educational Affairs (GEA) regional meetings.
  • Activities included large and small group discussions, case-based scenarios, and critiques of research designs, focusing on internal validity threats and alternative approaches.

Main Results:

  • 74% of attendees completed feedback, with 100% reporting improved ability to identify internal validity threats of the one-group pretest-posttest design.
  • 100% of respondents could discuss alternative approaches for evaluating educational innovations.
  • >95% found the workshop well-organized, interactive, and applicable to their educational scholarship.

Conclusions:

  • The workshop effectively addressed misconceptions about the one-group pretest-posttest design and introduced more robust research methods.
  • Facilitator expertise is crucial for successful knowledge transfer.
  • Future workshops should tailor content based on participant experience and expand methodological offerings.