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.
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.