Bordage Georges
Department of Medical Education, College of Medicine, University of Illinois at Chicago, Chicago, Illinois 60612-7309, USA.
Med Educ. 2009 Apr;43(4):312-9. doi: 10.1111/j.1365-2923.2009.03295.x.
In a recent study of the quality of reporting experimental studies in medical education, barely half the articles examined contained an explicit statement of the conceptual framework used. Conceptual frameworks represent ways of thinking about a problem or a study, or ways of representing how complex things work. They can come from theories, models or best practices. Conceptual frameworks illuminate and magnify one's work. Different frameworks will emphasise different variables and outcomes, and their inter-relatedness. Educators and researchers constantly use conceptual frameworks to guide their work, even if they themselves are not consciously aware of the frameworks.
Three examples are provided on how conceptual frameworks can be used to cast development and research projects in medical education. The examples are accompanied by commentaries and a total of 13 key points about the nature and use of conceptual frameworks.
Ultimately, scholars are responsible for making explicit the assumptions and principles contained in the conceptual framework(s) they use in their development and research projects.
在最近一项关于医学教育中实验性研究报告质量的研究中，所审查的文章中仅有不到一半包含对所使用概念框架的明确陈述。概念框架代表了思考问题或研究的方式，或者代表复杂事物如何运作的方式。它们可以源自理论、模型或最佳实践。概念框架能够阐明并提升个人的工作。不同的框架会强调不同的变量和结果，以及它们之间的相互关系。教育工作者和研究人员不断使用概念框架来指导他们的工作，即使他们自己并未有意识地意识到这些框架。
提供了三个关于如何使用概念框架来开展医学教育中的发展和研究项目的示例。这些示例配有评论以及关于概念框架的性质和使用的总共13个要点。
最终，学者有责任明确他们在发展和研究项目中所使用的概念框架中包含的假设和原则。
