Biography
Dr. Renate Kahlke is a researcher, qualitative methodologist, theorist, and educator. After working in curriculum design and faculty development for interprofessional education and simulation, she earned a PhD in Education at the University of Alberta (2016) and completed a postdoctoral fellowship at the Centre for Health Education Scholarship at the University of British Columbia (2018). Since then, she has worked as a Research Associate at the Royal College of Physicians and Surgeons of Canada and is now Assistant Professor in the Division of Education & Innovation, Department of Medicine, and Scientist in the McMaster Educational Research, Innovation and Theory Program at McMaster.
Currently, Dr. Kahlke is developing a program of research that uses a range of qualitative methods to explore how social and systemic pressures influence health professionals’ and trainees’ decisions. For instance, she recently explored how trainees navigate the uncomfortable and disruptive work of health advocacy, and she is now examining how racialized trainees’ make decisions when they encounter interpersonal or systemic racism. She is also interested in moving qualitative research in health professions education forward by engaging in methodological innovation, theory development, and meta-research.
Publications of interest
Kahlke, R., McConnell, M. M., Wisener, K. M., & Eva, K. W. (2020). The disconnect between knowing and doing in health professions education and practice. Advances in Health Sciences Education, 25(1), 227–240. https://doi.org/10.1007/s10459-019-09886-5
Olmos-Vega, F. M., Stalmeijer, R. E., Varpio, L., & Kahlke, R. (2023). A practical guide to reflexivity in qualitative research: AMEE Guide No. 149. Medical Teacher, 45(3), 241–251. https://doi.org/10.1080/0142159X.2022.2057287
Monteiro, S., Chan, T. M., & Kahlke, R. (2023). His opportunity, her burden: A narrative critical review of why women decline academic opportunities. Medical Education, medu.15141. https://doi.org/10.1111/medu.15141
Kahlke, R., Scott, I., Van Der Goes, T., & Hubinette, M. M. (2023). Health advocacy among medical learners: Unpacking contextual barriers and affordances. Medical Education, 57(7), 658–667. https://doi.org/10.1111/medu.15001