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Though transferability is a multidimensional concept, our representations of transferability within Health Professions Education have largely focused on whether innovations or outcomes can be applied in different contexts. However, transferability has been variously described and used as a quality criterion through the history of qualitative research. To capture the complexity of this concept we propose a tri-dimensional conceptualisation of transferability, drawing on foundational qualitative research literature and our own experiences as qualitative researchers. We consider the origins of transferability within qualitative and Health Professions Education research, including its association with the concept of generalisability. We draw attention to shifts in debate, and the need for a clear conceptualisation of transferability as a concept. The three dimensions we propose, as part of our 3D transferability model, are: applicability; theoretical engagement; and resonance. By exploring these three dimensions, we highlight the importance of a critical, multifaceted approach to understanding and operationalising transferability. To promote practical application, we make suggestions regarding the use and discussion of each dimension of transferability. In doing so, we hope this exploration will be useful for scholars seeking to achieve broader impact of their evaluative work and empirical research.
Brown et al. (Wed,) studied this question.