ABSTRACT
The field of ethnography and ethnographic research in medical education has fragmented in recent years, with a number of different research paradigms now well established in the literature. In this chapter, I consider the ways in which the established method and methodology of traditional models of ethnographic research have been challenged by these recent methodological turns before turning to a critical reappraisal of a three-year ethnography of distributed medical education in North America to provide an example of the ways in which ethnographies of medical education might be constructed and understood within a more pluralist methodological landscape.
