This presentation was a basic introduction to medical education research that will be expanded upon in later sessions. We covered five major areas: (1) research paradigms and the overall research process; (2) how to write a research question; (3) how to define variables such as the independent and dependent variables; (4) the basics of research design; and (5) when to define your study as research versus evaluation.

First, the difference between a deductive versus inductive approach to research was discussed and why these terms would be useful for the discussion rather than quantitative versus qualitative research. The rest of the session focused primarily on a deductive approach to research. After this the overall process for research was described followed by a discussion of how to write a feasible, interesting, novel, ethical, and relevant (FINER) research question. This included how important it is to do a thorough literature review prior to developing your question and designing your study. The importance of conducting a study that is personally rewarding while also being relevant to others was emphasized.

Next the definitions of independent, dependent, and control variables were given. Then an example research question was provided where each major element of the study (variables, research design, and sample) was defined for the example question. Next, various research designs were briefly described, especially experimental versus non-experimental designs and when each would be appropriate. The two requirements for an experimental design – randomization to group and a control group – were emphasized. In relation to a discussion of research design, the concepts of internal and external validity were given with examples. These concepts were used to demonstrate how one interprets data with respect to the question and design and potential limitations to the study.

Lastly, there was a discussion about the difference between research and evaluation studies. It was stressed that if one plans on publishing one’s results then the study is "research" and requires prior Internal Review Board (IRB) approval. A take home message was that study subjects, such as students, cannot be required to be subjects or to complete any research instruments – research is voluntary. This was contrasted to regular educational evaluation done for courses or programs in which you normally would require students to complete examinations or evaluations as part of student assessment or continuous quality improvement. It was pointed out that if later one decides to do research on already collected data that is normally collected as part of an educational experience (e.g., course) to do this one also needs to obtain IRB approval prior to conducting the study, but that one could treat the data as "archived data." It was strongly suggested that each researcher or evaluator check with their own IRB office to discuss their study prior to conducting it.

The formal presentation ended by reviewing the research process from literature review and writing and rewriting the research question to data analysis with the importance of starting with a good measurable research question in order to maximize the possibility of success.

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