CRADLE 2018 publications round-up – Part 2: Research practice / Health professions education

11 December 2018

As 2018 draws to a close, we asked the CRADLE team to look over their impressive list of publications for the year and pick some highlights for a special four-part publications round-up. Today – if you’re looking for new perspectives or some inspiration around your research practice or for health professions education, read on! And if you’re looking for more ideas and food for thought, why not check out our full 2018 publications round-up?

Part 1: Assessment
Part 3: Evaluative judgement / Contract cheating
Part 4: Feedback

Research practice

Sharing successes and hiding failures: ‘Reporting bias’ in learning and teaching research
P. Dawson and S. L. Dawson (2018) Studies in Higher Education 43(8), pp. 1405-1416
When educators publish their teaching and learning successes but keep quiet about things that didn’t work, it introduces ‘reporting bias’. A literature full of success stories can make us think that some educational approaches are more effective than they actually are. This paper explores some reasons why we don’t share our fails, and proposes some potential remedies to this problem. Cite this paper when publishing lessons you’ve learnt from teaching approaches that didn’t quite work!

What really matters for successful research environments? A realist synthesis
R. Ajjawi, P. E. S. Crampton and C. E. Rees (2018) Medical Education 52(9), pp. 936-950
This realist review identifies that interventions to improve research environments should prioritise enculturating research identities, developing collaborative relationships, and providing protected time. When this paper was featured in the Key Literature in Medical Education (KeyLIME) podcast, they said: “It’s rare but Linda, Jon and Jason all agree and give this paper triple 5 points for Methods!”

Health professions education

Embracing the tension between vulnerability and credibility: ‘Intellectual candour’ in health professions education
E. Molloy and M. Bearman (2018) Medical Education
‘Intellectual candour’ (a.k.a. ‘intellectual streaking’) helps learners manage ambiguity, complexity and doubt. What Twitter said: “Your paper on intellectual candor is my favourite of the year …”

The power of simulation: A large-scale narrative analysis of learners’ experiences
M. Bearman, J. Greenhill and D. Nestel (2018) Medical Education
Simulations shape practice long into the future. What Twitter said: “Shifting from failure to fallibility as a part of professional practice. Love this paper”.

Actor-network theory and the OSCE: Formulating a new research agenda for a post-psychometric era
M. Bearman and R. Ajjawi (2018), Advances in Health Science Education 23(5), pp. 1037-1049
A new perspective on an often taken-for-granted assessment format. What Twitter said:

https://twitter.com/LaraVarpio/status/1064919690722582533