1. Advancing healthcare education and practice through research Brian Hodges MD, PhD Production for producers (PFP pole) Scientists advocate for: Knowledge production aimed at producers (peers). Autonomy of the field; research problems defined internally by scientists. Knowledge-building research. Peer-reviewed procedures for evaluation exclusion of non-scientific criteria. Production for users (PU pole) Scientists advocate for: Knowledge production aimed at non-producers (non-peers). Opening-up the field to non- scientists; participation of practitioners in the definition of research problems. Services/problem-solving research. Participation of non-academics in evaluation procedures; integration of criteria pertaining social relevance and practical outcomes Continuum The two poles of research in the field of medical education research Albert M, Hodges B, Regehr G (2006). Research in Medical Education: Balancing service and science Advances in Health Sciences Education October 11.

2. Advancing healthcare education and practice through research Brian Hodges MD, PhD “Quality is relative to perspective  Description of a physical examination course  Very interesting for teacher in charge of such a course  Contributes little to advancing the theory of teaching  A study on visual-spatial changes in the brain during laparoscopic training  Very interesting for those interested in learning theory  Difficult to apply in the classroom  Description of a physical examination course  Very interesting for teacher in charge of such a course  Contributes little to advancing the theory of teaching  A study on visual-spatial changes in the brain during laparoscopic training  Very interesting for those interested in learning theory  Difficult to apply in the classroom

3. Advancing healthcare education and practice through research Brian Hodges MD, PhD We need to have two heads!  To advance the field of medical education research we have to improve the theoretical depth of research  However we must:  Attend to the relevance  Include the perspective of clinicians and students  Attract financial support Bordage (2000)  We must “create a cycle between theory and medical education rather than the current fragmentation” Bordage (2000)  To advance the field of medical education research we have to improve the theoretical depth of research  However we must:  Attend to the relevance  Include the perspective of clinicians and students  Attract financial support Bordage (2000)  We must “create a cycle between theory and medical education rather than the current fragmentation” Bordage (2000)