Twelve tips for conducting educational design research in medical education

Abstract

Despite a steady growth in educational innovations and studies investigating the acceptance and effectiveness of these innovations, medical education has not realized sufficient improvement in practice and outcomes from these investments. In light of this lack of impact, there has been a growing call for studies that more effectively bridge the gap between research and practice. This paper introduces Educational Design Research (EDR) as a promising approach to address this challenge. Twelve tips are provided to inspire and guide medical educators to conduct EDR to achieve the dual goals of tackling a significant educational problem in a specific context while at the same time advancing the theoretical knowledge that may be used to improve practice elsewhere.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Acknowledgment

We are deeply thankful for the time and constructive comments provided by Drs. Carla M. Allen, Eli S. Williams and reviewers and editor of Medical Teacher on earlier drafts of this paper.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Additional information

Notes on contributors

Weichao Chen

Weichao Chen, PhD, is an instructional designer at the University of Virginia School of Medicine.

Thomas C. Reeves

Thomas C. Reeves, PhD, is the Professor Emeritus of Learning, Design, and Technology in the College of Education at The University of Georgia.