title: Scholarly Conversations in Medical Education.
abstract: This supplement includes the eight research papers accepted by the 2016 Research in Medical Education Program Planning Committee. In this Commentary, the authors use "conversations in medical education" as a guiding metaphor to explore what these papers contribute to the current scholarly discourse in medical education. They organize their discussion around two domains: the topic of study and the methodological approach. The authors map the eight research papers to six "hot topics" in medical education: (1) curriculum reform, (2) duty hours restriction, (3) learner well-being, (4) innovations in teaching and assessment, (5) self-regulated learning, and (6) learning environment, and to three purposes commonly served by medical education research: (1) description, (2) justification, and (3) clarification. They discuss the range of methods employed in the papers. The authors end by encouraging educators to engage in these ongoing scholarly conversations.
authors: B.C. O'Brien is associate professor, Department of Medicine and Educational Researcher, Center for Faculty Educators, University of California, San Francisco, San Francisco, California. W. May is professor, Department of Medical Education, Keck School of Medicine of the University of Southern California, Los Angeles, California. T. Horsley is associate director, Research Unit, Royal College of Physicians and Surgeons of Canada and School of Epidemiology, Public Health and Preventive Medicine, University of Ottawa, Ottawa, Ontario, Canada.
authors: Bridget C
authors: BC
authors: O'Brien
authors: Win
authors: W
authors: May
authors: Tanya
authors: T
authors: Horsley
mesh_terms: D035843:Biomedical Research / Q000193:education*; D003479:Curriculum; D004501:Education, Medical / Q000458:organization & administration*; D006801:Humans; D007858:Learning; D009936:Organizational Innovation; D013663:Teaching / Q000458:organization & administration*