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Attending to the logics of inquiry

Attending to the logics of inquiry Advances in Health Sciences Education (2021) 26:347–351 https://doi.org/10.1007/s10459-021-10047-w EDITORIAL Rachel H. Ellaway Accepted: 29 March 2021 © The Author(s), under exclusive licence to Springer Nature B.V. 2021 In an earlier editorial I asked that we be more attentive to the dynamics and logics of mixed methods research (MMR) (Ellaway, 2020). Central to my argument then was the need to be explicit about the logics of different MMR designs in terms of their intents, assumptions, and inferences. I return to the issue of logics of inquiry in this editorial to reflect on the logics of scholarly inquiry in general, including, but not limited to, research studies. I use the term ‘logics’ rather than ‘logic’ because there is no one uniform, overarching, or com- mon logic in the frames and practices of inquiry in our field. Indeed, there are often differ - ent logics used in different studies and even within a single study. For instance, different studies might explore medical school admissions but use different logics in how they frame their study goals, in how they conceptualize the problem space, and/or in how they frame their research questions, and so on. Although they have not been particularly visible in health professions education schol- http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Advances in Health Sciences Education Springer Journals

Attending to the logics of inquiry

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References (15)

Publisher
Springer Journals
Copyright
Copyright © The Author(s), under exclusive licence to Springer Nature B.V. 2021
ISSN
1382-4996
eISSN
1573-1677
DOI
10.1007/s10459-021-10047-w
Publisher site
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Abstract

Advances in Health Sciences Education (2021) 26:347–351 https://doi.org/10.1007/s10459-021-10047-w EDITORIAL Rachel H. Ellaway Accepted: 29 March 2021 © The Author(s), under exclusive licence to Springer Nature B.V. 2021 In an earlier editorial I asked that we be more attentive to the dynamics and logics of mixed methods research (MMR) (Ellaway, 2020). Central to my argument then was the need to be explicit about the logics of different MMR designs in terms of their intents, assumptions, and inferences. I return to the issue of logics of inquiry in this editorial to reflect on the logics of scholarly inquiry in general, including, but not limited to, research studies. I use the term ‘logics’ rather than ‘logic’ because there is no one uniform, overarching, or com- mon logic in the frames and practices of inquiry in our field. Indeed, there are often differ - ent logics used in different studies and even within a single study. For instance, different studies might explore medical school admissions but use different logics in how they frame their study goals, in how they conceptualize the problem space, and/or in how they frame their research questions, and so on. Although they have not been particularly visible in health professions education schol-

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Advances in Health Sciences Education – Springer Journals

Published: Apr 12, 2021

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