Theories in medical education: Towards creating a union between educational practice and research traditions

References

• Albert M. Understanding the debate on medical education research: A sociological perspective. Acad Med 2004; 79: 948–954
   PubMed Web of Science ®Google Scholar
• Albert M, Hodges B, Regehr G. Research in medical education: Balancing service and science. Adv Health Sci Educ 2007; 12: 103–115
   PubMed Web of Science ®Google Scholar
• Badley G. The crisis in educational research: A pragmatic approach. Eur Educ Res J 2003; 2(2)296–308
   Google Scholar
• Barab SA, Squire KD. Design-based research: Putting our stake in the ground. J Learn Sci 2004; 13: 1–14
   Web of Science ®Google Scholar
• Berliner DC. Educational research: The hardest science of them all. Educ Res 2002; 31: 18–20
   Google Scholar
• Bloom AF. Theorizing. Understanding everyday life, JD Douglas. Aldine Atherton, Chicago 1970; 301–319
   Google Scholar
• Broekkamp H, Van Hout-Wolters B. The gap between educational research and practice: A literature review, symposium, and questionnaire. Educ Res Eval 2007; 13: 203–220
   Google Scholar
• Candy PC. Self-direction for life-long learning: A comprehensive guide to theory and practice. Jossey-Bass, San Francisco 1991
   Google Scholar
• Cook DA, Beckman TJ, Bordage G. Quality of reporting of experimental studies in medical education: A systematic review. Med Educ 2007; 41: 737–745
   PubMed Web of Science ®Google Scholar
• Cook DA, Bordage G, Schmidt HG. Description, justification, and clarification: A framework for classifying the purposes of research in medical education. Med Educ 2008; 42: 128–133
   PubMed Web of Science ®Google Scholar
• Eva KW. The cross-cutting edge: Striving for symbiosis between medical education research and related disciplines. Med Educ 2008; 42: 950–951
   PubMed Web of Science ®Google Scholar
• Flexner A. Medical education in the United States and Canada: A report to the Carnegie foundation for the advancement of teaching. Arno Press, New York, NY 1910
   Google Scholar
• Flexner A. Medical education: A comparative study. MacMillan, New York, NY 1925
   Google Scholar
• Gibbs G, Coffey M. The impact of training university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learn High Educ 2004; 5: 87–100
   Google Scholar
• Gruppen LD. Is medical education research ‘hard’ or ‘soft’ research?. Adv Health Sci Educ Theory Pract 2008; 13(1)1–2
   PubMed Web of Science ®Google Scholar
• Hart IR, Harden RM. Best evidence medical education (BEME): A plan for action. Med Teach 2000; 22(2)131–134
   Web of Science ®Google Scholar
• Kaufman DM. ABC of teaching and learning in medicine: Applying educational theory in practice. Br Med J 2003; 326: 213–216
   PubMed Web of Science ®Google Scholar
• Kjellgren K, Hendry G, Hultberg J, Plos K, Rydmark M, Tobin G, Saljo R. Learning to learn and learning to teach - introduction to studies in higher education. Med Teach 2008; 30: e239–e245
   PubMed Web of Science ®Google Scholar
• Knowles MS. Androgogy in action: Applying modern principles of adult learning. Jossey-Bass, San Francisco, CA 1984
   Google Scholar
• Labaree DF. Educational researchers: Living with a lesser form of knowledge. Educ Res 1998; 27(8)4–12
   Google Scholar
• Leung F-H, Martin D, Batty H. A theory-based curriculum design for remediation of residents’ communication skills. Med Teach 2009; 31: e555–e559
   PubMed Web of Science ®Google Scholar
• Mayer RE. What good is educational psychology?. The case of cognition and instruction. Educ Psychol 2001; 36: 83–88
   Google Scholar
• Norman GR. The adult learner: A mythical species. Acad Med 1999; 74: 886–889
   PubMed Web of Science ®Google Scholar
• Norman GR, Schmidt HS. Of what practical use is a baby? Perspectives on educational research as a scientific enterprise. Prof Educ Res Q 1999; 20(3)1–5
   Google Scholar
• Norman GR, Schmidt HG. Effectiveness of problem-based learning curricula. Med Educ 2000; 34: 721–728
   PubMed Web of Science ®Google Scholar
• Norman GR, Van der Vleuten, CPM, Newble DI, editors. 2002. International handbook of research in medical education. Dordrecht: Kluwer Academic Publishers
   Google Scholar
• Puliyel MM, Puliyel JM, Puliyel U. Drawing on adult learning theory to teach personal and professional values. Med Teach 1999; 21(5)513–515
   Web of Science ®Google Scholar
• Schön DA. Educating the reflective practitioner: Towards a new design for teaching and learning in the professions. Jossey-Bass, San Francisco, CA 1987
   Google Scholar
• Schulman LS. Paradigms and research programs in the study of teaching: A contemporary perspective. Handbook of research on teaching, 3rd, MC Wittrock. MacMillan, New York 1986; 3–36
   Google Scholar
• Sternberg RJ, Grigorenko EL, editors. Psychology of abilities, competencies, and expertise. Cambridge University Press, New York, NY 2003
   Google Scholar
• Thomas G. What's the use of theory?. Harv Educ Rev 1997; 67: 75–104
   Web of Science ®Google Scholar
• Van der Vleuten CPM. Evidence-based education?. Am J Physiol 1995; 269(6 Pt 3)S3
   PubMedGoogle Scholar
• Van der Vleuten CPM, Dolmans DHJM, Scherpbier AJJA. The need for evidence in education. Med Teach 2000; 22(3)246–250
   Web of Science ®Google Scholar
• Van Merriënboer JJ. 2010. (Non)sense of educational research, Invited Address Dutch Medical Education Meeting for PhD students, 2010 April 23. Utrecht, The Netherlands.
   Google Scholar
• Wilson BG, Myers KM. Situated cognition in theoretical and practical context. Theoretical foundations of learning environments, DH Jonassen, SM Land. Lawrence Erlbaum Associates, Inc, New Jersey 2000
   Google Scholar