16 Chapter 1 methodological framework, combined with the three perspectives we studied, a rich answer to the central research question could be obtained. Reflexivity Given that knowledge is subjective in constructivism and understanding is actively constructed between researchers and participants, reflexivity is an important aspect of qualitative research (83). From the start of this PhD, I had extensive knowledge of active learning and believed that improved implementation of it in medical education would benefit both teachers and students. Therefore, I always collaboratively conducted the research and analyses, kept audit trails, considered multiple interpretations, and regularly discussed findings at various stages with the author team. I had many years of experience working as a teacher in medical education and as a faculty developer working with medical teachers. At the time of this research, I had no (hierarchical) relationships with participants in the studies, nor with the context in which the research was conducted. This ensured that I could use my professional experience and personal curiosity to inform the studies without potential organizational pressure. The other members of the research team were a mix of educational and healthcare professionals: an assistant-professor with a background in linguistics, teaching, and faculty development, a professor of Health Professions Education with a medical background and involved in teaching medical students, and a professor of Educational Sciences with a psychological background. For each study, we deliberately sought collaborations to strengthen the author team. The diversity in the team contributed to rich discussions and new insights. Overview of chapters To answer the central research question and achieve our aim of contributing to active learning implementation in medical education, we will study the knowledge gaps from the three perspectives outlined above: students, teachers, and faculty development. We will focus first on the students’ perspectives. Although students generally appreciate active learning, there are factors that influence their engagement. Furthermore, their engagement might be difficult to recognize and influence. Understanding exactly when students appreciate active learning and what they need to stimulate their engagement is the first step we will take (Chapters 2, 3, and 4). Then, we will shift our focus to the teachers’ perspectives. Teachers play an important role in creating learning environments in which students can engage to construct their understanding, but teachers may need to master specific competencies before they can claim that role more effectively. Understanding which competencies are essential for engaging students in an active learning setting is the second step we will take (Chapter 5).
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