Response to R. Ellaway
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Thank you to Dr. Ellaway for her thoughtful editorial and to the editors of AHSE for the opportunity to respond.
While Dr. Ellaway raises some interesting and important questions that need to be addressed in future research, the context in which our study was conducted was our own Longitudinal Integrated Clerkship (LIC). The research that was the basis for this article was part of our program evaluation and was designed to understand the students’ lived experiences in the LIC at the University of Alberta.
Stake (2004) writes of responsive program evaluation: “The understanding of goodness rather than the creation of goodness is its aim. Users may go on to alleviate or remediate or develop or aspire, but the purpose of this evaluation is mainly to understand (Stake 2004, p. 89).” In this context, we were attempting to understand the students’ experiences.
As the analysis of the transcripts of the reflective conversations with the students unfolded, the theme of caring emerged. When we scan
- Cook, D. A. (2012). If you teach them, they will learn: Why medical education needs comparative effectiveness research. Advances in Health Sciences Education, 17, 305–310. CrossRef
- Stake, R. E. (2004). Standards-based and responsive evaluation. Thousand Oaks, CA: Sage Publications, Inc.
- Response to R. Ellaway
Advances in Health Sciences Education
Volume 18, Issue 1 , pp 139-140
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