Interdisciplinarity in Medical Education Research: Myth and Reality

Autor/inn/en	Albert, Mathieu; Rowland, Paula; Friesen, Farah; Laberge, Suzanne
Titel	Interdisciplinarity in Medical Education Research: Myth and Reality
Quelle	In: Advances in Health Sciences Education, 25 (2020) 5, S.1243-1253 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Albert, Mathieu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-020-09977-8
Schlagwörter	Medical Education; Educational Research; Interdisciplinary Approach; Citation Analysis; Periodicals; Bibliometrics; Research Reports + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Bildungsforschung; Pädagogische Forschung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Citation; Citations; Zitatenanalyse; Zitat; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Bibliometrie; Research report; Forschungsbericht
Abstract	The medical education (Med Ed) research community characterises itself as drawing on the insights, methods, and knowledge from multiple disciplines and research domains (e.g. Sociology, Anthropology, Education, Humanities, Psychology). This common view of Med Ed research is echoed and reinforced by the narrative used by leading Med Ed departments and research centres to describe their activities as "interdisciplinary." Bibliometrics offers an effective method of investigating scholarly communication to determine what knowledge is valued, recognized, and utilized. By empirically examining whether knowledge production in Med Ed research draws from multiple disciplines and research areas, or whether it primarily draws on the knowledge generated internally within the field of Med Ed, this article explores whether the characterisation of Med Ed research as interdisciplinary is substantiated. A citation analysis of 1412 references from research articles published in 2017 in the top five Med Ed journals was undertaken. A typology of six knowledge clusters was inductively developed. Findings show that the field of Med Ed research draws predominantly from two knowledge clusters: the Applied Health Research cluster (made of clinical and health services research), which represents 41% of the references, and the Med Ed research cluster, which represents 40% of the references. These two clusters cover 81% of all references in our sample, leaving 19% distributed among the other knowledge clusters (i.e., Education, disciplinary, interdisciplinary and topic centered research). The quasi-hegemonic position held by the Applied Health and Med Ed research clusters confines the other sources of knowledge to a peripheral role within the Med Ed research field. Our findings suggest that the assumption that Med Ed research is an interdisciplinary field is not convincingly supported by empirical data and that the knowledge entering Med Ed comes mostly from the health research domain. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01