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As a result of health science educators’ shift to more active formats of teaching and learning, many educators are implementing innovative teaching strategies that were designed in other educational contexts. In some cases, this transfer from one context to another is smooth and unproblematic, but in others, educators must make informed decisions about how to adjust the innovation or incoming context to fit their needs. This paper presents a framework that draws on principles of design-based research to guide educators in analyzing and adapting teaching tools to fit new contexts.


This is a pre-copy-editing, author-produced PDF of an article accepted for publication in Medical Science Educator in 2017following peer review. The final publication is available at Springer via DOI:10.1007/s40670-017-0468-3

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International Association of Medical Science Educators



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