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Introducing “I wish I knew then ...”

Introducing “I wish I knew then ...” Adv Health Sci Educ Theory Pract (2007) 12:117–119 DOI 10.1007/s10459-006-9052-0 ED ITO R IA L Glenn Regehr Published online: 5 January 2007 The calls for more theory in health professional education research (at least within the medical education research community) are becoming so constant that they are now running the risk of becoming background noise. We read these calls regularly in our journals’ editorial commentaries, and we hear these calls regularly from the icons in our field during the plenary sessions at our various conferences. In fact, in the last issue of AHSE, both the Reflections article by Albert (DOI 10.1007/s10459- 006-9026-2) and the editorial (DOI 10.1007/s10459-006-9047-x) had much to say about the dearth of theory, but little to offer as solutions. It is starting to appear that the need for theory is like the weather: everyone talks about it but nobody does anything about it. So it is time to ask the obvious question(s): If we are serious about the value of adding more theory to our literature, what can we do about it? Wherein lies the problem that has limited the incorporation of theory so far? The current placement of blame appears to be focused around the http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Advances in Health Sciences Education Springer Journals

Introducing “I wish I knew then ...”

Regehr, Glenn
Advances in Health Sciences Education , Volume 12 (2) – Jan 5, 2007
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Publisher
Springer Journals
Copyright
Copyright © 2007 by Springer Science+Business Media, Inc.
Subject
Education; Medical Education
ISSN
1382-4996
eISSN
1573-1677
DOI
10.1007/s10459-006-9052-0
pmid
17205380
Publisher site
See Article on Publisher Site

Abstract

Adv Health Sci Educ Theory Pract (2007) 12:117–119 DOI 10.1007/s10459-006-9052-0 ED ITO R IA L Glenn Regehr Published online: 5 January 2007 The calls for more theory in health professional education research (at least within the medical education research community) are becoming so constant that they are now running the risk of becoming background noise. We read these calls regularly in our journals’ editorial commentaries, and we hear these calls regularly from the icons in our field during the plenary sessions at our various conferences. In fact, in the last issue of AHSE, both the Reflections article by Albert (DOI 10.1007/s10459- 006-9026-2) and the editorial (DOI 10.1007/s10459-006-9047-x) had much to say about the dearth of theory, but little to offer as solutions. It is starting to appear that the need for theory is like the weather: everyone talks about it but nobody does anything about it. So it is time to ask the obvious question(s): If we are serious about the value of adding more theory to our literature, what can we do about it? Wherein lies the problem that has limited the incorporation of theory so far? The current placement of blame appears to be focused around the

Journal

Advances in Health Sciences Education – Springer Journals

Published: Jan 5, 2007

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