Abstract
No research design is perfect. We all make compromises among the principles of rigor, ethics and feasibility, and our Limitations section should explicitly consider how such compromises shape the knowledge the work produces and limit its applicability. The trouble is that most Limitations sections don’t actually do this, which can mislead readers and frustrate reviewers. In this chapter we describe three common approaches to the Limitations section – The Dismissal, The Confession and The Reflection – and consider the structure and implications of each. We offer a five-step process writers can follow to identify, describe, discuss, assess and organize their Limitations.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Apramian, T., Cristancho, S., Sener, A., & Lingard, L. (2018). How do thresholds of principle and preference influence surgeon assessments of learner performance? Annals of Surgery, 268(2), 385–390. https://doi.org/10.1097/SLA.0000000000002284.
Emmerton-Coughlin, H., Schlachta, C., & Lingard, L. (2017). ‘The other right’: Control strategies and the role of language use in laparoscopic training. Medical Education, 51(12), 1269–1276. https://doi.org/10.1111/medu.13420.
Helmich, E., Boerebach, B., Arah, O., & Lingard, L. (2015). Beyond limitations: Improving how we handle uncertainty in health professions education research. Medical Teacher, 37(11), 1043–1050. https://doi.org/10.3109/0142159X.2015.1073239.
Ioannidis, J. P. (2007). Limitations are not properly acknowledged in the scientific literature. Journal of Clinical Epidemiology, 60(4), 324–329. https://doi.org/10.1016/j.jclinepi.2006.09.011.
Ioannidis, J. P. A., Stuart, M. E., Brownlee, S., & Strite, S. A. (2017). How to survive the medical misinformation mess. European Journal of Clinical Investigation, 47(11), 795–802. https://doi.org/10.1111/eci.12834.
Ng, S. L., Mylopoulos, M., Kangasjarvi, E., Boyd, V. A., Teles, S., Orsino, A., et al. (2020). Critically reflective practice and its sources: A qualitative exploration. Medical Education, 54(4), 312–319. https://doi.org/10.1111/medu.14032.
Puhan, M. A., Aakl, E. A., Bryant, D., Xie, F., Apolone, G., & ter Riet, G. (2012). Discussing study limitations in reports of biomedical studies: The need for more transparency. Health and Quality of Life Outcomes, 10(23). https://doi.org/10.1186/1477-7525-10-23.
Santhosh, L., Lyons, P. G., Rojas, J. C., Ciesielski, T. M., Beach, S., Farnan, J. M., et al. (2019). Characterising ICU-ward handoffs at three academic medical centres: Process and perceptions. BMJ Quality & Safety, 28, 627–634. https://doi.org/10.1136/bmjqs-2018-008328.
Steenhof, N., Woods, N. N., Van Gerven, P. W. M., & Mylopoulos, M. (2019). Productive failure as an instructional approach to promote future learning. Advances in Health Science Education, 24, 739–749. https://doi.org/10.1007/s10459-019-09895-4.
Watling, C., Driessen, E., van der Vleuten, C. P., & Lingard, L. (2014). Learning culture and feedback: An international study of medical athletes and musicians. Medical Education, 48(7), 713–723. https://doi.org/10.1111/medu.12407.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2021 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Lingard, L., Watling, C. (2021). The Art of Limitations. In: Story, Not Study: 30 Brief Lessons to Inspire Health Researchers as Writers. Innovation and Change in Professional Education, vol 19. Springer, Cham. https://doi.org/10.1007/978-3-030-71363-8_8
Download citation
DOI: https://doi.org/10.1007/978-3-030-71363-8_8
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-71362-1
Online ISBN: 978-3-030-71363-8
eBook Packages: EducationEducation (R0)