Proposals in Health Professions Education Research
and Claire Palermo
Monash University, Clayton, Victoria, Australia
Search for more papers by this authorand Claire Palermo
Monash University, Clayton, Victoria, Australia
Search for more papers by this authorCharlotte Rees
The University of Newcastle, Callaghan, New South Wales, Australia
Search for more papers by this authorLynn Monrouxe
The University of Sydney, Camperdown, New South Wales, Australia
Search for more papers by this authorBridget O'Brien
University of California San Francisco, San Francisco, California, USA
Search for more papers by this authorSummary
This chapter describes the different purposes of health professions education research (HPER) proposals. It explores the key phases for drafting a high-quality HPER proposal including the key components of high-quality educational research proposals. The chapter discusses the style of writing required for HPER proposals and also explores common errors made in HPER proposals. A research proposal identifies an issue or problem, intellectual or practical, for which more information is needed. Research proposals are an essential part of the research process. The chapter draws on two case study examples to illustrate key points – an unpublished successful grant application and a published research protocol – providing critical reflection on these examples. The typical components of a research proposal are title page, abstract/summary, introduction, conceptual and theoretical frameworks, methodology and methods, educational implications, significance, and impact, dissemination plan, timeline, budget, research team and roles and responsibilities, and references.
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