Scholars are increasingly called to incorporate a justice, equity, diversity and inclusion (JEDI) lens into health professions education (HPE) research. [1][2][3][4][5] These and other terms are described in Table 1 and bolded throughout the paper. The complexity of this work can feel overwhelming, leading researchers at any career stage to avoid it altogether saying, 'what I do is not JEDI research'. The pressure to incorporate JEDI 'correctly' may also dissuade researchers who prefer to 'stay in their lane' of expertise. While these tendencies may be understandable, they present a problem: HPE scholarship may fail to recognise vast ways of being, knowing and doing. Every area of research is steeped in a sociohistorical context and shaped by power dynamics (e.g. racism, ableism, colonialism and hetero/cis/sexism), meaning JEDI concerns are always at play. Research not engaging with these complexities risks ignoring scholars' influence on processes and outcomes, thus omitting diverse perspectives and experiences. 6 Consequently, constructions based on the norm prevail and researchers may, unintentionally, reconstruct knowledge from an exclusionary position. How can you do research in ways that unearth diverse per-