'One size does not fit all': The value of person-centred analysis in health professions education research.

Rashmi A Kusurkar,Marianne Mak-Van Der Vossen,Joyce Kors,Stéphanie M E Van Der Burgt,Anne De La Croix,Andries S Koster,Jan-Willem Grijpma

doi:10.1007/s40037-020-00633-w

Abstract

Health professions education (HPE) research is dominated by variable-centred analysis, which enables the exploration of relationships between different independent and dependent variables in a study. Although the results of such analysis are interesting, an effort to conduct a more person-centred analysis in HPE research can help us in generating a more nuanced interpretation of the data on the variables involved in teaching and learning. The added value of using person-centred analysis, next to variable-centred analysis, lies in what it can bring to the applications of the research findings in educational practice. Research findings of person-centred analysis can facilitate the development of more personalized learning or remediation pathways and customization of teaching and supervision efforts. Making the research findings more recognizable in practice can make it easier for teachers and supervisors to understand and deal with students. The aim of this article is to compare and contrast different methods that can be used for person-centred analysis and show the incremental value of such analysis in HPE research. We describe three methods for conducting person-centred analysis: cluster, latent class and Q‑sort analyses, along with their advantages and disadvantage with three concrete examples for each method from HPE research studies.Electronic supplementary materialThe online version of this article (10.1007/s40037-020-00633-w) contains supplementary material, which is available to authorized users.

Highlights

A quick scan of medical education journals shows that the research conducted in health professions education (HPE) predominantly employs what can be called variable-centred analysis [1]
This article has threefold aims: to throw light on 1) how person/case-centred analysis can complement variable-centred analysis, 2) which methods can be used for person-centred analysis, and 3) how person-centred analysis can generate recommendations for more personalized support to students, faculty and everyone involved in Health professions education (HPE)
Person-centred analysis complements variable-centred analysis, in which we look for associations between variables for the entire sample or subgroups in the sample made on the basis of demographic characteristics

Summary

Introduction

A quick scan of medical education journals shows that the research conducted in health professions education (HPE) predominantly employs what can be called variable-centred analysis [1]. Person-centred analysis and its merits in understanding motivation and teaching-learning among school students has been described before by Vansteenkiste et al in a study in which they computed motivational profiles of students based on a combination of their autonomous and controlled motivation [1]. We chose these studies from the literature and our own experience, and analyzed and compared them in order to give a flavour of the practical implications person-centred analysis can provide researchers and educators with.

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Conclusion