This column is intended to address the kinds of knotty problems and dilemmas with which many scholars grapple in studying health professions education. In this first article, the authors address the question of how to respond to a request for revisions after review, including the quandary of how best to respond to conflicting feedback.
References
Cleland, J., & MacLeod, A. (2022). Disruption in the space–time continuum: Why digital ethnography matters. Advances in Health Sciences Education, 27(3), 877–892.
[DOI: 10.1007/s10459-022-10101-1]
Paton, M., Naidu, T., Wyatt, T. R., Oni, O., Lorello, G. R., Najeeb, U., & Kuper, A. (2020). Dismantling the master’s house: New ways of knowing for equity and social justice in health professions education. Advances in Health Sciences Education, 25(5), 1107–1126.
[DOI: 10.1007/s10459-020-10006-x]
Young, J. Q., Thakker, K., John, M., Friedman, K., Sugarman, R., van Merriënboer, J. J., & O’Sullivan, P. S. (2021). Exploring the relationship between emotion and cognitive load types during patient handovers. Advances in Health Sciences Education, 26(5), 1463–1489.
[DOI: 10.1007/s10459-021-10053-y]
