Opinion: On becoming a clinical researcher: another view

1988 ◽  
Author(s):  
Samuel M. Turner ◽  
Michel Hersen ◽  
Deborah C. Beidel
Keyword(s):  
Clinical Researcher

scholarly journals Bridging clinical researcher perceptions and health IT realities: A case study of stakeholder creep

2018 ◽  
Vol 110 ◽  
pp. 19-24 ◽  
Author(s):  
Daniel J. Panyard ◽  
Edmond Ramly ◽  
Shannon M. Dean ◽  
Christie M. Bartels
Keyword(s):  
Health It ◽  
Clinical Researcher

scholarly journals Comments on Bulterman-Bos: What Should Education Research Do, and How Should It Do It?

2008 ◽  
Vol 37 (7) ◽  
pp. 432-438 ◽  
Author(s):  
Dylan Wiliam
Keyword(s):  
Education Research ◽  
Primary Source ◽  
Clinical Approach ◽  
Intellectual Virtues ◽  
Knowledge Conversion ◽  
Education Researcher ◽  
Clinical Researcher ◽  
Theoretical Perspectives ◽  
Practitioner Knowledge ◽  
Skilled Practitioner

In this article, three theoretical perspectives are used to extend Bulterman-Bos’s (2008) argument regarding a clinical approach to education research. First, three intellectual virtues identified by Aristotle— episteme, techne, and phronesis—are related to the requirements of the “pure” education researcher, the skilled practitioner, and the clinical researcher, respectively. Second, Churchman’s typology of inquiry systems—based on whether the primary source of evidence is logic, observation, representation, dialectic, or values—is offered as a way of conceptualizing different kinds of inquiry in education. Third, recognizing that much practitioner knowledge is tacit, Nonaka and Takeuchi’s model of knowledge conversion is suggested as a tool with which knowledge gained through different methods of inquiry might be brought into productive dialogue.

Commentary

2016 ◽  
pp. 181-189
Author(s):  
Laura J. Dietz
Keyword(s):  
Mental Disorders ◽  
Knowledge Base ◽  
Functional Impairment ◽  
Early Onset ◽  
Adolescent Depression ◽  
Adult Onset ◽  
Research Knowledge ◽  
Clinical Researcher

As a clinical researcher and practitioner with a specialty interest in preadolescent and adolescent depression and structured treatments for it, I was particularly interested in Kerner and Young’s excellent and engaging chapter (this volume) that focuses on and adds importantly to the research knowledge base on this topic. As these authors point out, depression, like other mental disorders, often begins early in life and has a recurrent course. Early-onset depression (i.e., depression occurring before the age of 18) has a more debilitating and severe course of disorder as compared to that of adult-onset depression marked by greater functional impairment, increased likelihood of depression recurrence, and higher risk of suicidality (...

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