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Using 'complexity' for improving educational research in health care

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  • Cooper, Helen
  • Geyer, Robert

Abstract

Systematic reviews of health care education have consistently reported a lack of long-term effects, failure to use theory, and inadequate methodological rigour. Such findings have highlighted the lack of a clear causality and predictability in health care education research and therefore the inadequacy of a traditional scientific framework with its focus on analysis, prediction and control. This article argues that in order to develop an effective and standardised framework we must go beyond such a restrictive agenda and toward one that appreciates education as a complex adaptive system. It uses the example of interprofessional education in the UK to showcase its discussion.

Suggested Citation

  • Cooper, Helen & Geyer, Robert, 2008. "Using 'complexity' for improving educational research in health care," Social Science & Medicine, Elsevier, vol. 67(1), pages 177-182, July.
    • Handle: RePEc:eee:socmed:v:67:y:2008:i:1:p:177-182
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    References listed on IDEAS

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    1. Gatrell, Anthony C., 2005. "Complexity theory and geographies of health: a critical assessment," Social Science & Medicine, Elsevier, vol. 60(12), pages 2661-2671, June.
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    1. Keshavarz, Nastaran & Nutbeam, Don & Rowling, Louise & Khavarpour, Freidoon, 2010. "Schools as social complex adaptive systems: A new way to understand the challenges of introducing the health promoting schools concept," Social Science & Medicine, Elsevier, vol. 70(10), pages 1467-1474, May.

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