Navigating complexity: The importance of design-based research for faculty development

Abstract

Despite the importance of evidence-based medical education, navigating the complexity of its implementation can be frustrating. Faculty development that engages and supports medical educators in Design-Based Research is one promising approach to respond to this challenge. An essential aspect of this process is to expand faculty’s Zone of Generativity and thus foster their individual and collective capabilities to navigate the complexity of implementing evidence-based medical education.

Keywords:

• Best evidence medical education
• Staff development
• Teaching & Learning
• Evaluation

Acknowledgement

We are deeply thankful for the time and constructive comments provided by Dr. Satid Thammasitboon on earlier drafts of this paper.

Disclosure statement

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

Additional information

Notes on contributors

Weichao Chen

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

John Sandars

John Sandars, MD, is a Professor of Medical Education and Director of Medical Education Research and Scholarship at Edge Hill University Medical School.

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.