Qualities of Qualitative Research: Part I

Sullivan, Gail M.; Sargeant, Joan

doi:10.4300/jgme-d-11-00221.1

Cited by 78 publications

(65 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…10,11 The addition of qualitative research methods can be used to describe learners' expectations and levels of preparedness to participate in scholarship during residency, particularly the ''why'' and ''how'' of their scholarly experience. 10 Purposive sampling 12 included current family medicine residents and graduates from the residency program within 5 years who lived locally (who were thus available for an in-person interview).…”

Section: Methodsmentioning

confidence: 99%

Resident Scholarship Expectations and Experiences: Sources of Uncertainty as Barriers to Success

Ledford¹,

Seehusen²,

Villagran³

et al. 2013

Journal of Graduate Medical Education

View full text Add to dashboard Cite

Background Scholarly activity during residency is vital to resident learning and ultimately to patient care. Incorporating that activity into training is, however, a challenge for medical educators. Most research on medical student and resident attitudes toward scholarly activity to date has been quantitative and has focused on level of interest, desire to perform scholarship, and perceived importance of scholarship. Objective We explored attitudes, expectations, and barriers regarding participation in scholarly activity among current residents and graduates of a single family medicine residency program. Methods Using a phenomenologic approach, we systematically analyzed data from one-on-one, semistructured interviews with residents and graduates. Interviews included participant expectations and experiences with scholarly activity in residency. Results The 20 participants (residents, 15 [75%]; residency graduates, 5 [25%]) identified uncertainty in their attitudes toward, and expectations regarding, participation in scholarly activity as an overarching theme, which may present a barrier to participation. Themes included uncertainty regarding their personal identity as a clinician, time to complete scholarly activity, how to establish a mentor-mentee relationship, the social norms of scholarship, what counted toward the scholarship requirements, the protocol for completing projects, and the clinical relevance of scholarship. Conclusions Uncertainty about scholarly activity expectations can add to learner anxiety and make performing scholarly activity during residency seem like an insurmountable task. Programs should consider implementing a variety of strategies to foster scholarly activity during residency, including clarifying and codifying expectations and facilitating mentoring relationships with faculty.

show abstract

Section: Methodsmentioning

confidence: 99%

Resident Scholarship Expectations and Experiences: Sources of Uncertainty as Barriers to Success

Ledford¹,

Seehusen²,

Villagran³

et al. 2013

Journal of Graduate Medical Education

View full text Add to dashboard Cite

show abstract

“…7 Investigators worked collaboratively using a constant comparison approach to review comments and adjust the analysis as new themes emerged. 8 After reviewing all comments, the investigators agreed on a final thematic structure.…”

Section: Discussionmentioning

confidence: 99%

Use of a Secure Social Media Platform to Facilitate Reflection in a Residency Program

Bernard¹,

Kman²,

Bernard³

et al. 2014

Journal of Graduate Medical Education

View full text Add to dashboard Cite

Background Reflective writing is used to promote learning and professional growth in medical education. Sharing reflections with peers and supervisors facilitates feedback that enhances understanding. Objective We explored the feasibility of using a secure social media platform to share reflections and promote reflective discussions in an emergency medicine residency program. Methods This was a prospective pilot investigation evaluated with a poststudy opinion survey. Reflective discussions were also described using basic quantitative and qualitative methods. Results The 2-month, voluntary, pilot study included 21 faculty and 36 residents. Faculty posted reflections and replies (n = 146) more frequently than residents did (n = 48). Survey data suggested both groups found the platform engaging and easy to use, valued the security of the platform, and felt the conversations were valuable to their professional development. Conclusions Secure social media offers a feasible option for sharing reflections and facilitating reflective discussions in medical education.

show abstract

“…", "How much does this change that?"). 4 In the past decade, there has been a growing interest in applying the qualitative paradigms to answer questions in the larger field of medical education, [5][6][7] but there has been less uptake regarding qualitative methods in education papers within our specialty.…”

Section: Introductionmentioning

confidence: 99%

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

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

show abstract

Qualities of Qualitative Research: Part I

Cited by 78 publications

References 11 publications

Resident Scholarship Expectations and Experiences: Sources of Uncertainty as Barriers to Success

Resident Scholarship Expectations and Experiences: Sources of Uncertainty as Barriers to Success

Use of a Secure Social Media Platform to Facilitate Reflection in a Residency Program

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

Contact Info

Product

Resources

About