Interpretive description: A flexible qualitative methodology for medical education research

Abstract

Background Qualitative research approaches are increasingly integrated into medical education research to answer relevant questions that quantitative methodologies cannot accommodate. However, researchers have found that traditional qualitative methodological approaches reflect the foundations and objectives of disciplines whose aims are recognizably different from the medical education domain of inquiry (Thorne, 2016, Interpretive description. New York, NY: Routledge). Interpretive description (ID), a widely used qualitative research method within nursing, offers an accessible and theoretically flexible approach to analysing qualitative data within medical education research. ID is an appropriate methodological alternative for medical education research, as it can address complex experiential questions while producing practical outcomes. It allows for the advancement of knowledge surrounding educational experience without sacrificing methodological integrity that long‐established qualitative approaches provide. Purpose In this paper, we present interpretive description as a useful research methodology for qualitative approaches within medical education. We then provide a toolkit for medical education researchers interested in incorporating interpretive description into their study design. We propose a coherent set of strategies for identifying analytical frameworks, sampling, data collection, analysis, rigour and the limitations of ID for medical education research. We conclude by advocating for the interpretive description approach as a viable and flexible methodology for medical education research.

Health professions education scholarship: The emergence, current status, and future of a discipline in its own right

“…45 Another important influence regards the methodology of research. HPE research has seen a significant increase of qualitative studies, 51,52 reflecting the awareness of the limitations of controlled experiments. 36,53 Are there limitations of Boyer's sense of integration with regards to health professions education scholarship?…”

“…Another important influence regards the methodology of research. HPE research has seen a significant increase of qualitative studies, 51,52 reflecting the awareness of the limitations of controlled experiments 36,53 …”

Impact of a videoconferencing educational programme for the management of concurrent disorders on nurses’ competency development and clinical practice: protocol for a convergent mixed methods study

“…Instead, interpretive description focuses on obtaining a deeper understanding of participants' perspective while recognising that variation in perceptions may exist. 70 Considering that QUAL strategies for data collection are time consuming and based on prior studies in the field of nursing education, 70 we anticipate that 50% of the whole population (n=65) will agree in taking part of the QUAL component (n=±32). However, sample size will be evaluated on an ongoing basis as participants volunteer: by noting nurses' characteristics (ie, registration year in the ECHO programme, academic background, past and current clinical experiences and healthcare settings) and by ensuring that the data gathered from participants are rich enough to answer the QUAL research question (Q2).…”

“…71 In interpretive description, data collection and analysis occur concurrently each informing the other in an iterative process. 70 Therefore, the analytic process will begin after conducting a first interview and will approximately last 9 months. This will enable prolonged and close contact with the data.…”

Motivational interviewing with community-dwelling older adults after hip fracture (MIHip): protocol for a randomised controlled trial

“…63 Qualitative data will be analysed using an inductive thematic approach and based on the interpretive descriptive theoretical framework. 64 Using qualitative software to help manage data (NVivo QSR International, Melbourne), codes will be assigned to text independently by two assessors. Codes will be organised into categories and emergent themes.…”