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      Using fairness to reconcile tensions between coaching and assessment

      1 , 1
      Medical Education
      Wiley

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          Studying complexity in health services research: desperately seeking an overdue paradigm shift

          Complexity is much talked about but sub-optimally studied in health services research. Although the significance of the complex system as an analytic lens is increasingly recognised, many researchers are still using methods that assume a closed system in which predictive studies in general, and controlled experiments in particular, are possible and preferred. We argue that in open systems characterised by dynamically changing inter-relationships and tensions, conventional research designs predicated on linearity and predictability must be augmented by the study of how we can best deal with uncertainty, unpredictability and emergent causality. Accordingly, the study of complexity in health services and systems requires new standards of research quality, namely (for example) rich theorising, generative learning, and pragmatic adaptation to changing contexts. This framing of complexity-informed health services research provides a backdrop for a new collection of empirical studies. Each of the initial five papers in this collection illustrates, in different ways, the value of theoretically grounded, methodologically pluralistic, flexible and adaptive study designs. We propose an agenda for future research and invite researchers to contribute to this on-going series.
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            Complexity science: Coping with complexity: educating for capability

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              Validity in work-based assessment: expanding our horizons.

              Although work-based assessments (WBA) may come closest to assessing habitual performance, their use for summative purposes is not undisputed. Most criticism of WBA stems from approaches to validity consistent with the quantitative psychometric framework. However, there is increasing research evidence that indicates that the assumptions underlying the predictive, deterministic framework of psychometrics may no longer hold. In this discussion paper we argue that meaningfulness and appropriateness of current validity evidence can be called into question and that we need alternative strategies to assessment and validity inquiry that build on current theories of learning and performance in complex and dynamic workplace settings.
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                Author and article information

                Contributors
                (View ORCID Profile)
                (View ORCID Profile)
                Journal
                Medical Education
                Medical Education
                Wiley
                0308-0110
                1365-2923
                March 2023
                November 18 2022
                March 2023
                : 57
                : 3
                : 213-216
                Affiliations
                [1 ]Prideaux Discipline of Clinical Education Flinders University Bedford Park South Australia Australia
                Article
                10.1111/medu.14968
                36346304
                f0d67b7b-1558-489d-bed2-17c49c000056
                © 2023

                http://creativecommons.org/licenses/by-nc-nd/4.0/

                http://doi.wiley.com/10.1002/tdm_license_1.1

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