Introduction

Abstract

Educational research in general, and medical education in particular, are not research disciplines per se, with their own specialized theories and methodologies; rather, they are fields of inquiry of potential interest to investigators in multiple disciplines. This simple observation leads to much heat, and little light, in debates about the relative quality of various research approaches, as well as frequent large divergences in opinion in reviews of grants and manuscripts. It is not possible to lay down a set of prescribed guidelines for good research in this field; there are far too many players, with disparate views of the canons of good research. This divergence of perspectives on the goals of research and the hallmarks of good research will continue to plague attempts to identify criteria to distinguish good from unsound studies. Best Evidence Medical Education (Harden, Grant, Buckley & Hart, 1999) is a laudable goal, but a methodological oxymoron.