Ethical dilemmas and reflexivity in qualitative research

Reid, Anne-Marie; Brown, Jeremy; Smith, Julie M.; Cope, Alexandra; Jamieson, Susan

doi:10.1007/s40037-018-0412-2

Cited by 95 publications

(73 citation statements)

References 23 publications

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“…The beliefs and expertise of the researcher have a direct impact on the analysis and interpretation of data in constructivist qualitative studies . Reflexivity enhances the rigour and trustworthiness of qualitative studies because it compels researchers to set out the impact of their views on their research . Reflexive journals are an effective way of surfacing the underlying assumptions and perceptions which influence the world view that informs the researcher's approach to a study .…”

Section: Methodsmentioning

confidence: 99%

‘Man up’: Medical students’ perceptions of gender and learning in clinical practice: A qualitative study

et al. 2019

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Context Gender‐related inequality and disparity hinders efforts to develop a medical workforce that facilitates universal access to safe, just and equitable health care. Little is known about how medical students perceive the impact of their gender on their learning in clinical practice. Our aim in this study was to address this gap, establishing students’ perceptions of the impact of their gender on learning in the clinical context as part of the wider medical education community of practice. Methods We undertook a qualitative study that simultaneously gathered data through narrative individual interviews and online case reports from male and female students (n = 31) from different academic cohorts with prior experience of clinical practice in a Russell Group University medical school in the UK. Interviews were transcribed and analysed thematically alongside case report data. Results and discussion The participants revealed that there was a culture in clinical practice where their gender influenced how they were taught and supported by senior medical and surgical colleagues. Gender was also said to determine the clinical learning opportunities afforded to students, especially with regards to the care of patients of a different gender. The mentorship and support for learning provided to students in clinical practice was also said to be influenced by the medical student's gender. Conclusion Our findings suggest that students undergo a gendered clinical apprenticeship within what are in effect gendered communities of practice with some distinct features. These findings underscore the imperative for further work to establish how medical students of all genders can be supported to fulfil their potential in clinical practice.

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Section: Methodsmentioning

confidence: 99%

‘Man up’: Medical students’ perceptions of gender and learning in clinical practice: A qualitative study

et al. 2019

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“…As far as the operating theatre staff is concerned, authors recommend that theatre staff, including medical students, are asked formally, upon embarking on such a quality initiative, to volunteer to work with the innovation. An official informed consent stating the purpose of the data recordings, where the data recordings are analysed, what the expected benefits for the participants are, and how the data are stored securely may help in gaining support and momentum for the MDR initiative. It should be emphasized that their safety and personal privacy is protected, ensuring full transparency of the methods used.…”

Section: Discussionmentioning

confidence: 99%

Legal perspectives on black box recording devices in the operating environment

Dalen

Legemaate

Schlack

et al. 2019

British Journal of Surgery

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Background A video and medical data recorder in the operating theatre is possible, but concerns over privacy, data use and litigation have limited widespread implementation. The literature on legal considerations and challenges to overcome, and guidelines related to use of data recording in the surgical environment, are presented in this narrative review. Methods A review of PubMed and Embase databases and Cochrane Library was undertaken. International jurisprudence on the topic was searched. Practice recommendations and legal perspectives were acquired based on experience with implementation and use of a video and medical data recorder in the operating theatre. Results After removing duplicates, 116 citations were retrieved and abstracts screened; 31 articles were assessed for eligibility and 20 papers were finally included. According to the European General Data Protection Regulation and US Health Insurance Portability and Accountability Act, researchers are required to make sure that personal data collected from patients and healthcare professionals are used fairly and lawfully, for limited and specifically stated purposes, in an adequate and relevant manner, kept safe and secure, and stored for no longer than is absolutely necessary. Data collected for the sole purpose of healthcare quality improvement are not required to be added to the patient's medical record. Conclusion Transparency on the use and purpose of recorded data should be ensured to both staff and patients. The recorded video data do not need to be used as evidence in court if patient medical records are well maintained. Clear legislation on data responsibility is needed to use the medical recorder optimally for quality improvement initiatives.

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“…This raises ethical pressure or potential for bias, misrepresentation and misinterpretation by a researcher to portray not only the self but also his or her own organization in favourable light (Sanjari et al, 2014). As some Masters and PhD research students also conduct research in contexts other than their workplaces, they also assume other roles such a (a) stranger, (b) visitor, and (c) initiator (Sanjari et al,2014;Reid et al, 2018). Overall, the role that a research student adopt in a research context intersect with research relationships and consequently affect the research process in ways that need clarity in the dissertation.…”

Section: Researcher Role Conflictmentioning

confidence: 99%

“…In research reports, it is advisable that Masters and PhD research students are explicitly reflexive on their own values, professional background, positionality, or subjectivity (Reid et al, 2018). In many instances, there is limited evidence in research reports of some research students that adequately reflect on (1) what they have learnt about themselves as individuals and professionals, (2) what they have learnt about the content, (3) but also what they have learnt about the research process itself (Robson, 2002).…”

Section: Difficulty Of Embedding Researcher Reflexivitymentioning

confidence: 99%

“…The prescriptive, analytical, and regulatory procedures of ethics cannot help a researcher to anticipate and reinforce exhaustively researcher reflexivity (Guillemin & Gillam, 2004;Tracy, 2010). As such, researchers need to combine ideals of research ethics with reflexivity (Reid et al, 2018). This is a valuable contribution to the scholarship of how research students endeavour to practice ethics that permeates research, and ultimately demystify the difficulty of ethical research practice by students.…”

Section: Difficulty Of Embedding Researcher Reflexivitymentioning

confidence: 99%

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Seven Snags of Research Ethics on the Qualitative Research Voyage

Kanyangale¹

2019

IBR

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Responsible researchers with ethically sound research skills are fundamental to success in an ever-changing business and social world. Embedding ethics into research by students seems to be intuitively easy given tight, standardized ethical guidelines and rigorous ethical approval process in the university. In reality, there are Masters and PhD research students who feel ill-prepared when they encounter ethical ambiguities and complexities in the field which are unique, beyond what they had foreseen at the outset of a qualitative inquiry or were prescribed, advised and forewarned by a research ethics committee (REC). The aim of this conceptual paper is to discuss seven pitfalls of research ethics in a qualitative research voyage in order to educate and sensitize current and prospective research students. The seven pitfalls are: (1) complexity and ambiguity of informed consent; (2) embedding informed consent as a process rather than an event; (3) navigating the moral conundrum of unintentional disclosure; (4) dealing with deductive disclosure; (5) dialectic between participant`s desire for recognition and greater confidentiality; (6) researcher role conflict and (7) difficulty of embedding researcher reflexivity. The paper concludes that only research students who are ethically literate and actively reflexive in the entire research process are more likely to know whenever they encounter ethical pitfalls, deal with them properly; and ultimately entrench relevant skills to conduct ethically sound research. Highlighted are implications for research educators to develop research competence of current and future researchers. Responsible researchers with ethically sound research skills are fundamental to success in an ever-changing business and social world. Embedding ethics into research by students seems to be intuitively easy given tight, standardized ethical guidelines and rigorous ethical approval process in the university. In reality, there are Masters and PhD research students who feel ill-prepared when they encounter ethical ambiguities and complexities in the field which are unique, beyond what they had foreseen at the outset of a qualitative inquiry or were prescribed, advised and forewarned by a research ethics committee (REC). The aim of this conceptual paper is to discuss seven pitfalls of research ethics in a qualitative research voyage in order to educate and sensitize current and prospective research students. The seven pitfalls are: (1) complexity and ambiguity of informed consent; (2) embedding informed consent as a process rather than an event; (3) navigating the moral conundrum of unintentional disclosure; (4) dealing with deductive disclosure; (5) dialectic between participant`s desire for recognition and greater confidentiality; (6) researcher role conflict and (7) difficulty of embedding researcher reflexivity. The paper concludes that only research students who are ethically literate and actively reflexive in the entire research process are more likely to know whenever they encounter ethical pitfalls, deal with them properly; and ultimately entrench relevant skills to conduct ethically sound research. Highlighted are implications for research educators to develop research competence of current and future researchers.

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Ethical dilemmas and reflexivity in qualitative research

Cited by 95 publications

References 23 publications

‘Man up’: Medical students’ perceptions of gender and learning in clinical practice: A qualitative study

‘Man up’: Medical students’ perceptions of gender and learning in clinical practice: A qualitative study

Legal perspectives on black box recording devices in the operating environment

Seven Snags of Research Ethics on the Qualitative Research Voyage

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