A Critical Methodological Review of Mixed Methods Designs Used in Mindfulness Research

Huynh, Tuyen; Hatton-Bowers, Holly; Smith, Michelle Howell

doi:10.1007/s12671-018-1038-5

Cited by 18 publications

(12 citation statements)

References 52 publications

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“…In addition to calls for more empirical MMR studies across disciplines (e.g., Powell et al, 2008; Sahin & Naylor, 2017) and more journal space allowed for MMR studies (e.g., DeJonckheere et al, 2018; Huynh et al, 2019; Molina-Azorín, 2011), there was a clear theme recommending more MMR-SMRs. MMR scholars have an opportunity to educate their colleagues by publishing, promoting, and sharing more exemplary MMR studies (van der Roest et al, 2015).…”

Section: Resultsmentioning

confidence: 99%

“…MMR-SMRs have the potential to appeal to a variety of audiences. Disciplinary- or topic-based methodological reviews would inherently appeal to novice MMR scholars in the respective field who are interested in learning more about MMR and how they might use it in their own work, such as mindfulness (Huynh et al, 2019) and marketing (Harrison & Reilly, 2011). These reviews tend to focus on basic MMR features, such as design typology, priority, and integration approach in order to provide an introductory overview of MMR and its use within the field.…”

Section: Discussionmentioning

confidence: 99%

“…To be effective, examples should provide not only enough detail to clearly illustrate the methodological concept but also provide enough details regarding the content of the study so that scholars in that field or discipline have a concrete example for how they might use MMR in their own work. For example, in describing the use of MMR research questions in a pool of MMR studies in mindfulness research, Huynh et al (2019) quoted the sole MMR research question from their pool of empirical studies and then described how that research question foreshadowed the supporting role of the qualitative strand and a merging approach to integration.…”

Section: Discussionmentioning

confidence: 99%

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Conducting Mixed Methods Research Systematic Methodological Reviews: A Review of Practice and Recommendations

Smith

Bazis

2020

Journal of Mixed Methods Research

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Mixed methods research (MMR) methodologists research the use of MMR by conducting systematic methodological reviews (SMR). Unfortunately, there is little guidance on how to conduct these types of reviews. This MMR-SMR of MMR-SMRs identifies a comprehensive pool of published MMR-SMRs ( n = 80), isolating best practices that will guide future reviews thereby increasing their quality and utility to the field of MMR. We summarize our quantitative codes descriptively and integrate the qualitative themes alongside the relevant quantitative results. We contribute to the field mixed methods research by identifying potential topics for future MMR-SMR, summarizing current practices in writing MMR-SMRs, and providing recommendations to consider when publishing future MMR-SMR.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Conducting Mixed Methods Research Systematic Methodological Reviews: A Review of Practice and Recommendations

Smith

Bazis

2020

Journal of Mixed Methods Research

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“…Our approach could be considered "state-of-the-art" in dental education, since there is growing recognition of the importance and value of integrating quantitative and qualitative approaches in the same study to provide a better understanding of a research question, to capture the complexity of an experience, and for generating more questions of interest for future studies. 35 Both visual methods and mindfulness have been increasingly explored by research in different disciplines (other than dentistry) and have been recently used to advance multiple innovative ideas in mixed methods research. 3,36 Trait mindfulness reflects individual differences in the general level of mindfulness (innate capacity of being mindful).…”

Section: Discussionmentioning

confidence: 99%

Exploring mindfulness and artworks/drawings to predict dental students’ performance

Grazziotin‐Soares

Ardenghi

2021

Journal of Dental Education

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Purpose/Objectives: To explore and assess self-reported trait mindfulness and artwork/drawings as tools to predict students' performance.Methods: This longitudinal study explored whether year 2 dental students' artwork/drawings produced during the first week of a preclinical endodontics course and Mindfulness Attention Awareness Scale (MAAS) scores could be used as a predictor of performance (grades/rank) at the end of the course. A convergent design of mixed methods approaches was used to integrate the quantitative and qualitative datasets. Qualitative analysis consisted of a multilayered process of thematic analysis of artwork/drawings that was used to generate codes, categories, and themes-according to lower and higher students' grades. Quantitative analysis consisted of statistical correlation between mindfulness scores and final grades. Findings were independently analyzed and further merged to answer our research question. Results:The bivariate analysis found nonsignificant relationship between students' grades/rank and mindfulness scores: Pearson's correlation r = -0.097 (p = 0.578) and Spearman's correlation rho = 0.120 (p = 0.494). Codes, categories, and themes resulting from graphical data collected from the artwork/drawings strongly suggested that the higher students' grades group depicted solutions to deal with negative feelings/emotions and presented traits of confidence to reach goals. Artworks produced from students with lower grades left questions, such as in relation to competency in dentistry, unanswered, but at the same time, they seemed to perceive everything as emotion related. Upon merging the findings, we recognized more image components suggestive of positive feelings exuding from the artworks/drawings of higher grades group; but an increase in mindfulness was not associated with increase (or decrease) in final grade. Conclusion:Feelings/emotions represented in the artwork/drawings produced in the beginning of the course predicted students' performance at the end of the course; however, self-reported trait mindfulness was not correlated with performance.

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“…This approach suggests looking at each interview as a holistic unit and then tracing the main themes that emerge from the material according to the research questions. After each of the researchers read the interviews and identified the themes for each question, the themes identified independently were compared to assess inter-rater agreement, reaching 0.94 (k = 0.94) and the discrepancies were discussed until reaching agreement [29]. The themes accepted by the research team are presented in the following.…”

Section: Discussionmentioning

confidence: 99%

The Contribution of Long-Term Mindfulness Training on Personal and Professional Coping for Teachers Living in a Conflict Zone: A Qualitative Perspective

Hirsch

Lazar

2020

IJERPH

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It has been suggested that mindfulness training can provide teachers with coping mechanisms and influence their perceptions of self and others. However, how does mindfulness help teachers cope in a stressful security situation both as Israeli citizens who live in a war zone and as teachers who are responsible for their students’ lives? Fifteen female teachers, who lived and worked in the western Negev and who had completed two-years of mindfulness training, were interviewed. Interviewees reported that their coping skills had been heightened as result of being able to put aside intrusive thoughts and feelings that used to paralyze them and to focus on active coping, centered on what they needed to do promptly. Most also noted a more accepting attitude of themselves, without self-criticism or blame for what they should have or should not have done when facing the stressful situation. In relation to their students, they were more accepting of the behaviors and emotions expressed by their students and reported being more compassionate. The results will be discussed through the prism proposed by Lazarus and Folkman (1991). Educational implications of the outcomes of mindfulness training for those living in areas under the shadow of war will be suggested.

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A Critical Methodological Review of Mixed Methods Designs Used in Mindfulness Research

Cited by 18 publications

References 52 publications

Conducting Mixed Methods Research Systematic Methodological Reviews: A Review of Practice and Recommendations

Conducting Mixed Methods Research Systematic Methodological Reviews: A Review of Practice and Recommendations

Exploring mindfulness and artworks/drawings to predict dental students’ performance

The Contribution of Long-Term Mindfulness Training on Personal and Professional Coping for Teachers Living in a Conflict Zone: A Qualitative Perspective

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