PPubMed31 Aug 2022Cited 7×

Applying Conceptual and Theoretical Frameworks to Health Professions Education Research: An Introductory Workshop

Steven Rougas, Andrea Berry, S. Beth Bierer, Rebecca D. Blanchard, Anna T. Cianciolo, Jorie M. Colbert-Getz, Heeyoung Han, Kaitlin Lipner, Cayla R. Teal

Abstract

By the end of this activity, learners will be able to: 1. 1. Describe conceptual and theoretical frameworks commonly used in health professions education research. 2. 2. Examine how the selection of a framework affects research design. 3. 3. Discuss strategies for presenting results relative to a conceptual or theoretical framework. Calls for improved rigor in health professions education (HPE) research have often focused on the need to incorporate theoretical and conceptual frameworks in research design, implementation, and reflective critique.1,2 Theories, which explain how/why things are re

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An interactive, case‑based workshop was created to teach novice health professions education researchers how to select and apply conceptual and theoretical frameworks throughout the research process.

What’s new

i.Developed a structured, interactive workshop focused on conceptual and theoretical frameworks for HPE research
ii.Provided clear, consensus definitions of theory, theoretical framework, and conceptual framework
iii.Demonstrated how framework selection influences research questions, design, and result presentation
iv.Addressed the training gap by offering case‑based, hands‑on practice for novice researchers

How they did it

The authors designed an interactive, case‑based workshop delivered by the AAMC MESRE group. Participants worked through real‑world examples, discussed framework selection, and practiced applying frameworks at each stage of a research project.

What they found

Learners were able to describe common HPE frameworks and articulate how framework choice shapes study design
Participants discussed strategies for presenting results within a chosen framework
Feedback indicated increased confidence in using frameworks, though no formal quantitative outcomes were reported

Caveats

✕No formal pre‑post evaluation or quantitative metrics of learning gains were collected
✕The workshop was targeted at novice researchers, limiting applicability to more experienced scholars
✕Findings are based on self‑reported feedback rather than objective performance data

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