Qualitative Research Methods for Medical Educators

Hanson, Janice L.; Balmer, Dorene F.; Giardino, Angelo P.

doi:10.1016/j.acap.2011.05.001

Cited by 237 publications

(198 citation statements)

References 34 publications

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“…11 • The problem is important, timely, relevant, critical, and prevalent. 26 • Clear articulation of the research questions 29 or goals. 25 Methods (general)…”

Section: Discussionmentioning

confidence: 99%

“…The paper notes: "planning rigorous qualitative research requires prospective attention to the articulation of research questions, data collection strategies, a sampling plan, and data analysis methods, with attention to methods that establish trustworthiness throughout the study." 29 • Developed 21 reporting standards: Standards for Reporting Qualitative Research (SRQR).…”

Section: Discussionmentioning

confidence: 99%

“…• Use of a sampling plan 29 that ensures participants are relevant to the research question or problem statement 18 and that their selection is well reasoned, 18 because qualitative studies are more likely to focus on a social world or phenomenon rather than a specific population. 11 • Sampling should be guided and selective.…”

Section: Sampling Techniquementioning

confidence: 99%

“…27,29 • Appropriate data collection methods for the research objectives and setting (three main subtypes are mentioned -field observation, interviews, document analysis) 18,30 : ○ Focus groups -not substitute for one-to-one interviews or a survey. Useful for what participants think, but even better at uncovering why participants think as they do.…”

Section: Data Collection Techniquementioning

confidence: 99%

“…• Data analysis uses methods that establish trustworthiness throughout the study, 28,29 detailing methods that adequately corroborate 18 or confirm 30 the investigator's findings.…”

Section: Measures To Optimize Rigour and Trustworthinessmentioning

confidence: 99%

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A writer’s guide to education scholarship: Qualitative education scholarship (part 2)

Chan

Ting

Hall

et al. 2017

CJEM

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Objective: Education scholarship can be conducted using a variety of methods, from quantitative experiments to qualitative studies. Qualitative methods are less commonly used in emergency medicine (EM) education research but are wellsuited to explore complex educational problems and generate hypotheses. We aimed to review the literature to provide resources to guide educators who wish to conduct qualitative research in EM education. Methods: We conducted a scoping review to outline: 1) a list of journals that regularly publish qualitative educational papers; 2) an aggregate set of quality markers for qualitative educational research and scholarship; and 3) a list of quality checklists for qualitative educational research and scholarship. Results: We found nine journals that have published more than one qualitative educational research paper in EM. From the literature, we identified 39 quality markers that were grouped into 10 themes: Initial Grounding Work (preparation, background); Goals, Problem Statement, or Question; Methods (general considerations); Sampling Techniques; Data Collection Techniques; Data Interpretation and Theory Generation; Measures to Optimize Rigour and Trustworthiness; Relevance to the Field; Evidence of Reflective Practice; Dissemination and Reporting. Lastly, five quality checklists were found for guiding educators in reporting their qualitative work. Conclusion: Many problems that EM educators face are wellsuited to exploration using qualitative methods. The results of our scoping review provide publication venues, quality indicators, and checklists that may be useful to EM educators embarking on qualitative projects. RÉSUMÉIntroduction: Les travaux de recherche en enseignement peuvent être menés selon différentes méthodes, depuis les études expérimentales quantitatives jusqu'aux études qualitatives. Les méthodes qualitatives sont moins utilisées que les autres dans la recherche en enseignement de la médecine

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“…11 • The problem is important, timely, relevant, critical, and prevalent. 26 • Clear articulation of the research questions 29 or goals. 25 Methods (general)…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Sampling Techniquementioning

confidence: 99%

Section: Data Collection Techniquementioning

confidence: 99%

“…• Data analysis uses methods that establish trustworthiness throughout the study, 28,29 detailing methods that adequately corroborate 18 or confirm 30 the investigator's findings.…”

Section: Measures To Optimize Rigour and Trustworthinessmentioning

confidence: 99%

See 3 more Smart Citations

A writer’s guide to education scholarship: Qualitative education scholarship (part 2)

Chan

Ting

Hall

et al. 2017

CJEM

View full text Add to dashboard Cite

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Gender Differences in Emergency Medicine Attending Physician Comments to Residents: A Qualitative Analysis

et al. 2022

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ImportancePrior studies have revealed gender differences in the milestone and clinical competency committee assessment of emergency medicine (EM) residents.ObjectiveTo explore gender disparities and the reasons for such disparities in the narrative comments from EM attending physicians to EM residents.Design, Setting, and ParticipantsThis multicenter qualitative analysis examined 10 488 narrative comments among EM faculty and EM residents between 2015 to 2018 in 5 EM training programs in the US. Data were analyzed from 2019 to 2021.Main Outcomes and MeasuresDifferences in narrative comments by gender and study site. Qualitative analysis included deidentification and iterative coding of the data set using an axial coding approach, with double coding of 20% of the comments at random to assess intercoder reliability (κ, 0.84). The authors reviewed the unmasked coded data set to identify emerging themes. Summary statistics were calculated for the number of narrative comments and their coded themes by gender and study site. χ2 tests were used to determine differences in the proportion of narrative comments by gender of faculty and resident.ResultsIn this study of 283 EM residents, of whom 113 (40%) identified as women, and 277 EM attending physicians, of whom 95 (34%) identified as women, there were notable gender differences in the content of the narrative comments from faculty to residents. Men faculty, compared with women faculty, were more likely to provide either nonspecific comments (115 of 182 [63.2%] vs 40 of 95 [42.1%]), or no comments (3387 of 10 496 [32.3%] vs 1169 of 4548 [25.7%]; P &lt; .001) to men and women residents. Compared with men residents, more women residents were told that they were performing below level by men and women faculty (36 of 113 [31.9%] vs 43 of 170 [25.3%]), with the most common theme including lack of confidence with procedural skills.Conclusions and RelevanceIn this qualitative study of narrative comments provided by EM attending physicians to residents, multiple modifiable contributors to gender disparities in assessment were identified, including the presence, content, and specificity of comments. Among women residents, procedural competency was associated with being conflated with procedural confidence. These findings can inform interventions to improve parity in assessment across graduate medical education.

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Experiences with Racism Among Asian American Medical Students

Yang,

Justen,

Lee

et al. 2023

JAMA Netw Open

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ImportanceAsian American physicians have experienced a dual pandemic of racism and COVID-19 since 2020; understanding how racism has affected the learning environment of Asian American medical students is necessary to inform strategies to promoting a more inclusive medical school environment and a diverse and inclusive workforce. While prior research has explored the influence of anti-Asian racism on the experiences of Asian American health care workers, to our knowledge there are no studies investigating how racism has impacted the training experiences of Asian American medical students.ObjectiveTo characterize how Asian American medical students have experienced anti-Asian racism in a medical school learning environment.Design, Setting, and ParticipantsThis qualitative study included online video interviews of Asian American medical students performed between July 29, 2021, and August 22, 2022. Eligible participants were recruited through the Asian Pacific American Medical Students Association and snowball sampling, and the sample represented a disaggregated population of Asian Americans and all 4 medical school years.Main Outcomes and MeasuresThe medical school experiences of Asian American medical students.ResultsAmong 25 participants, Asian ethnicities included 8 Chinese American (32%), 5 Korean American (20%), 5 Indian American (20%), 3 Vietnamese American (12%), 2 Filipino American (8%), and 1 (4%) each Nepalese, Pakistani, and Desi American; 16 (64%) were female. Participants described 5 major themes concerning their experience with discrimination: (1) invisibility as racial aggression (eg, “It took them the whole first year to be able to tell me apart from the other Asian guy”); (2) visibility and racial aggression (“It transitioned from these series of microaggressions that every Asian person felt to actual aggression”); (3) absence of the Asian American experience in medical school (“They’re not going to mention Asian Americans at all”); (4) ignored while seeking support (“I don’t know what it means to have this part of my identity supported”); and (5) envisioning the future.Conclusions and RelevanceIn this qualitative study, Asian American medical students reported feeling invisible within medical school while a target of anti-Asian racism. Addressing these unique challenges related to anti-Asian racism is necessary to promote a more inclusive medical school learning environment.

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Qualitative Research Methods for Medical Educators

Cited by 237 publications

References 34 publications

A writer’s guide to education scholarship: Qualitative education scholarship (part 2)

A writer’s guide to education scholarship: Qualitative education scholarship (part 2)

Gender Differences in Emergency Medicine Attending Physician Comments to Residents: A Qualitative Analysis

Experiences with Racism Among Asian American Medical Students

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