Abstract
<jats:p>This chapter analytically questions the critical reflexivity and post-qualitative inquiry as the transformative methodological practises in the field of medical education research. With the growing methodological, ethical and epistemological sophistication, the authors undermine the current representational and linear research paradigms, which have traditionally supported the classical qualitative inquiry. They explain the fact that critical reflexivity foregrounds power, positionality, and ethical responsibility and that post qualitative inquiry places a greater emphasis on relationality, affect, and emergent knowledge creation. The chapter has offered a healthy model of how to redesign research, assessment, and academic practise in medical education by integrating these opposite views. Consequential implications on methodological innovation, ethical governance and the development of inclusive knowledge production are discussed in the context of higher education in health-care in the present century</jats:p>