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Is experimental research passé

Is experimental research passé Adv in Health Sci Educ (2010) 15:297–301 DOI 10.1007/s10459-010-9243-6 EDITORIAL Is experimental research passe ´ Geoff Norman Received: 11 August 2010 / Accepted: 11 August 2010 / Published online: 7 September 2010 Springer Science+Business Media B.V. 2010 In perusing the contents of this issue, I discovered that, once again, the majority of the papers are not experimental. There are several qualitative studies—of teachers’ attitudes to student feedback, reflective learning for continuing education, residents’ perceptions of outpatient teaching, and assessment expert’s view of the framework for assessments, cohort study looking at predictors of motivation for medicine, a survey of teachers’ per- ceptions of student feedback, a correlational study of concurrent validity of a personality test, a review paper on the issue of whether Asian students are rote learners, and 3 randomized trials. One looked at the use of simulation in addition to a PBL session for management of respiratory and cardiac distress, another at web-based learning, and a third examined the effect of testing on retention of CPR skills. So of the 11 original studies, 3 were experimental. I suppose I should be pleased. Todres et al. (2007), in a widely cited review of 2 years of Medical Education and http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Advances in Health Sciences Education Springer Journals

Is experimental research passé

Norman, Geoff
Advances in Health Sciences Education , Volume 15 (3) – Sep 7, 2010
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References (23)

Publisher
Springer Journals
Copyright
Copyright © 2010 by Springer Science+Business Media B.V.
Subject
Education; Medical Education
ISSN
1382-4996
eISSN
1573-1677
DOI
10.1007/s10459-010-9243-6
pmid
20821259
Publisher site
See Article on Publisher Site

Abstract

Adv in Health Sci Educ (2010) 15:297–301 DOI 10.1007/s10459-010-9243-6 EDITORIAL Is experimental research passe ´ Geoff Norman Received: 11 August 2010 / Accepted: 11 August 2010 / Published online: 7 September 2010 Springer Science+Business Media B.V. 2010 In perusing the contents of this issue, I discovered that, once again, the majority of the papers are not experimental. There are several qualitative studies—of teachers’ attitudes to student feedback, reflective learning for continuing education, residents’ perceptions of outpatient teaching, and assessment expert’s view of the framework for assessments, cohort study looking at predictors of motivation for medicine, a survey of teachers’ per- ceptions of student feedback, a correlational study of concurrent validity of a personality test, a review paper on the issue of whether Asian students are rote learners, and 3 randomized trials. One looked at the use of simulation in addition to a PBL session for management of respiratory and cardiac distress, another at web-based learning, and a third examined the effect of testing on retention of CPR skills. So of the 11 original studies, 3 were experimental. I suppose I should be pleased. Todres et al. (2007), in a widely cited review of 2 years of Medical Education and

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Advances in Health Sciences Education – Springer Journals

Published: Sep 7, 2010

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