ABSTRACT
INTRODUCTION: For some time now the field of medical education has been criticized by many of its stakeholders. Countless debates have been presented in the literature regarding the quality of medical education research, adequacy of methodological rigor, and other concerns. METHODS: At present, the views expressed have largely come from physicians and individuals with less familiarity with education science. RESULTS: As prolific educational researchers with Ph.Ds in Education and Psychology, we offer a critique of medical education's apparent identity crisis and address what we believe are some of the most significant problems continuing to impede the field of medical education from catching up with the broader field of education. We close with specific recommendations for improving the overall state of medical education. CONCLUSION: Finally, both editors and reviewers for medical education journals need to abandon the hegemonic views regarding research design. Thus, research designs that many in the clinical sciences often perceive as 'weak' are entirely appropriate in education research fields.
