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Ideology and health professional education scholarship

Ideology and health professional education scholarship Adv in Health Sci Educ (2016) 21:501–503 DOI 10.1007/s10459-016-9684-7 EDITORIAL Rachel H. Ellaway Published online: 2 May 2016 Springer Science+Business Media Dordrecht 2016 As health professional education scholars we place great store in objectivity, rigour, and accountability in all aspects of scholarly activity. However, the field of health professional education marks the intersection of many scientific and social paradigms, and as a result, the theoretical and procedural basis for scholarship in this field is often contested (Regehr 2010). The irrepressible and divisive categorization of scholarship as ‘quantitative’ or ‘qualitative’ is perhaps the most overt expression of this intersection; it is far from being the only one. Quite what expressions of objectivity, rigour, and accountability mean to scholars in the field often differ according to their individual and collective values and beliefs. It is no wonder then that the many values and beliefs of healthcare and health professional education are also to be found infusing the studies and publications of scholars in our field. An ideology is a system of values and beliefs. How then do we (or should we) respond to the presence of different ideologies in scholarship in our field? This is not a simple matter of linguistics; http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Advances in Health Sciences Education Springer Journals

Ideology and health professional education scholarship

Advances in Health Sciences Education , Volume 21 (3) – May 2, 2016

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Publisher
Springer Journals
Copyright
Copyright © 2016 by Springer Science+Business Media Dordrecht
Subject
Education; Medical Education
ISSN
1382-4996
eISSN
1573-1677
DOI
10.1007/s10459-016-9684-7
pmid
27138693
Publisher site
See Article on Publisher Site

Abstract

Adv in Health Sci Educ (2016) 21:501–503 DOI 10.1007/s10459-016-9684-7 EDITORIAL Rachel H. Ellaway Published online: 2 May 2016 Springer Science+Business Media Dordrecht 2016 As health professional education scholars we place great store in objectivity, rigour, and accountability in all aspects of scholarly activity. However, the field of health professional education marks the intersection of many scientific and social paradigms, and as a result, the theoretical and procedural basis for scholarship in this field is often contested (Regehr 2010). The irrepressible and divisive categorization of scholarship as ‘quantitative’ or ‘qualitative’ is perhaps the most overt expression of this intersection; it is far from being the only one. Quite what expressions of objectivity, rigour, and accountability mean to scholars in the field often differ according to their individual and collective values and beliefs. It is no wonder then that the many values and beliefs of healthcare and health professional education are also to be found infusing the studies and publications of scholars in our field. An ideology is a system of values and beliefs. How then do we (or should we) respond to the presence of different ideologies in scholarship in our field? This is not a simple matter of linguistics;

Journal

Advances in Health Sciences EducationSpringer Journals

Published: May 2, 2016

References