An educational psychology perspective on health sciences education research

Background: The focus of educational research has shifted from teaching to learning. Psychological theories and methods on student learning are increasingly used in health sciences education (HSE) research. However, applying those theories, methods and practices to HSE poses several challenges. Key statements: The first challenge relates to theoretical foundations in HSE studies. They are often inadequately described due to differences in writing conventions between psychological and medical disciplines. Moreover, HSE researchers are often trained in medical sciences but not in psychology, leading to potential misconceptions. Interdisciplinary collaboration and more thorough theoretical foundations are essential to overcoming these barriers. The second challenge is implementing effective study designs. HSE research often focuses on improving teaching within individual institutions, but generalizable results require data from multiple institutions. Additionally, HSE researchers without social science training may struggle with study design. Resources for capacity building and systematic educational research are needed, as well as establishing interinstitutional, interdisciplinary networks. The third challenge is the transfer of scientific evidence into educational practice. While it is common sense to provide evidence-based healthcare, less effort is put into providing evidence-based HSE. Quality assurance agencies and ministries can establish regulations pertaining to teacher education to enhance education. Conclusion: In conclusion, the integration of educational psychology into HSE research poses significant challenges. We need collaborative and interdisciplinary effort, incorporating thorough theoretical frameworks, supportive institutional policies, and effective study designs to address these challenges.