van Enk Anneke, Regehr Glenn
a Centre for Health Education Scholarship, University of British Columbia , Vancouver , British Columbia , Canada.
Teach Learn Med. 2018 Jul-Sep;30(3):337-344. doi: 10.1080/10401334.2017.1392864. Epub 2017 Dec 14.
Research in education, including health professions education, has long struggled with the competing concerns of academic and practice-based stakeholders. Inspired partially by the work of Stokes and other theorists in science and technology studies, we propose that discussions about compelling research in health professions education might be usefully advanced by considering what it would mean if the community framed itself as a knowledge-producing field instead of aligning itself with either disciplinary or practical interests.
Efforts to foreground disciplinary or practical interests in education research have been unproductive, leading to the privileging of one group's expertise at the expense of the other. Currently proposed principles and practices for responding to the divergence between these interests, such as knowledge translation or practitioner inquiry, have yielded comparatively little in the way of mutual satisfaction.
As a field, health professions education research would not privilege either disciplinary or practical interests, nor would it attempt any sort of definitive blueprint for resolution to the tension. Rather it would regard these interests as inherently interconnected and, therefore, always in tension to varying degrees. The challenge for a field is not to resolve that tension but to harness it in productive ways through collaboration, negotiation, and compromise, through ever-shifting engagements that will not necessarily be comfortable but will nonetheless foster knowledge that resonates with all parts of the community.
包括卫生专业教育在内的教育研究长期以来一直在应对学术利益相关者和实践利益相关者相互冲突的问题。部分受到斯托克斯以及科学技术研究领域其他理论家著作的启发，我们提议，如果将卫生专业教育界视为一个知识生产领域，而不是使其与学科利益或实践利益保持一致，那么关于卫生专业教育中引人注目的研究的讨论可能会得到有益的推进。
在教育研究中突出学科利益或实践利益的努力成效不佳，导致以牺牲另一方为代价来优先考虑一方的专业知识。目前提出的应对这些利益分歧的原则和做法，如知识转化或从业者探究，在相互满意方面收效甚微。
作为一个领域，卫生专业教育研究不会优先考虑学科利益或实践利益，也不会试图制定任何解决这种紧张关系的明确蓝图。相反，它会将这些利益视为内在相互关联的，因此总是在不同程度上处于紧张状态。一个领域面临的挑战不是解决这种紧张关系，而是通过合作、协商和妥协，通过不断变化的参与方式，以富有成效的方式驾驭这种紧张关系，这些参与方式不一定会让人舒适，但仍将促进产生与该领域所有部分都产生共鸣的知识。
