Biography
Dr. Kahlke earned a PhD in Education at the University of Alberta in 2016. Her dissertation focussed on how educators in the health professions understand the term “critical thinking,” and how those conceptions are informed by their unique personal and professional experiences. Prior to completing her PhD, she practiced as a curriculum designer in interprofossional education and simulation health at the University of Alberta.
In her primary role as Research Associate at the Royal College of Physicians and Surgeons of Canada, Renate draws on her expertise in a broad range of qualitative methodologies and methods to explore the moments in which health professionals and learners encounter social and systemic pressure to act in ways that are inconsistent with their knowledge and beliefs about what is in the best interests of their patients. Her current projects investigate how professionals work to improve their practice in spite of these obstacles, and how learners understand their role as health advocates when there is often significant pressure not to advocate. She is also interested in innovation in qualitative research methodologies and methods and continues to publish in this area.
3 publications of interest:
Kahlke, R., Bates, J. & Nimmon, L. (2018). When I say … Sociocultural learning theory. Medical Education. doi:10.1111/medu.13626
Open access.
Kahlke, R. & Eva. K. (2018). Constructing critical thinking in health professional education. Perspectives on Medical Education. doi:10.1007/s40037-018-0415-z
Open access.
Kahlke, R. (2014). Generic qualitative approaches: Pitfalls and benefits of methodological mixology. International Journal of Qualitative Methods, 13, 37-52. doi:10.1177/160940691401300119
Open access.
*Republished with a commentary in 2018 as part of IJQM’s top 20 articles in past 20 years special issue.