Using mixed methods research in medical education: basic guidelines for researchers

Schifferdecker, Karen E.; Reed, Virginia A.

doi:10.1111/j.1365-2923.2009.03386.x

Cited by 199 publications

(158 citation statements)

References 51 publications

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“…De los métodos mixtos de investigación educativa, se utilizó el sugerido para el desarrollo de una encuesta (diseño exploratorio secuencial) 11,12 . El método comprende una fase cualitativa y una cuantitativa.…”

Section: Métodounclassified

Factores relacionados con la elección de una especialidad en médicos residentes mexicanos

Gutiérrez-Cirlos

Naveja

Leenen³

et al. 2017

GMM

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Section: Métodounclassified

Factores relacionados con la elección de una especialidad en médicos residentes mexicanos

Gutiérrez-Cirlos

Naveja

Leenen³

et al. 2017

GMM

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“…Both methodologies are appropriate for different goals, and one must first decide the nature of the research question before deciding the most appropriate methodology. 58 Moreover, the combination of both quantitative and qualitative methodologies is now increasingly seen in one study (mixed methods research), 59 though further developments are required to take full advantage of this approach.…”

Section: Medical Education: Research Principles and Methodologymentioning

confidence: 99%

Review article: New directions in medical education related to anesthesiology and perioperative medicine

Bould

Naik

Hamstra

2011

Can J Anesth/J Can Anesth

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Purpose We aim to provide a broad overview of current key issues in anesthesiology education to encourage both ''clinician teachers'' and ''clinician educators'' in academic health centres to consider how medical educational theory can inform their own practice. Principal findings Evolving contextual issues, such as work-hour reform and the patient safety movement, necessitate innovative approaches to anesthesiology education. There is a substantial amount of relevant literature from other disciplines, such as sociology, psychology, and human factors research, using methodologies that are often unfamiliar to most clinicians. Recurring themes include the increasing use of simulation-based education, the importance of faculty development, challenges in teaching and assessing the non-medical expert roles, and the promise of team training and interprofessional education. Interdisciplinary collaborations are likely key to answering pressing questions in anesthesiology education, and a greater understanding of qualitative and mixed methods research

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“…[6][7][8][9][10] Questionnaires were designed drawing from literature on questionnaire-wording skills. [11][12][13][14][15][16][17][18] The aim was to design questionnaires that were logically structured and worded to not influence the students' answers. 19,20 A total of 188 medical students from the University of Sydney commencing their clinical ophthalmology rotation were randomised either to VOC incorporated into their ophthalmic rotation or to traditional ophthalmic rotation (Figure 1a).…”

Section: Methodsmentioning

confidence: 99%

The impact of the Virtual Ophthalmology Clinic on medical students’ learning: a randomised controlled trial

Succar

Zebington

Billson

et al. 2013

Eye

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Aim The Virtual Ophthalmology Clinic (VOC) is an interactive web-based teaching module, with special emphasis on history taking and clinical reasoning skills. The purpose of this study was to determine the impact of VOC on medical students' learning. Methods A randomised controlled trial (RCT) was conducted with medical students from the University of Sydney (n ¼ 188) who were randomly assigned into either an experimental (n ¼ 93) or a control group (n ¼ 95). A pre-and post-test and student satisfaction questionnaire were administered. Twelve months later a follow-up test was conducted to determine the long-term retention rate of graduates. Results There was a statistically significant (Po0.001) within-subject improvement preto post rotation in the number of correctly answered questions for both the control and experimental groups (mean improvement for control 10%, 95% CI 1.3-2.6, and for experimental 17.5%, 95% CI 3.0-4.0). The improvement was significantly greater in the experimental group (mean difference in improvement between groups 7.5%, 95% CI 0.8-2.3, Po0.001). At 12 months follow-up testing, the experimental group scored on average 1.6 (8%) (95%CI 0.4 to 2.7, P ¼ 0.007) higher than the controls. Conclusion On the basis of a statistically significant improvement in academic performance and highly positive student feedback, the implementation of VOC may provide a means to address challenges to ophthalmic learning outcomes in an already crowded medical curriculum.

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Using mixed methods research in medical education: basic guidelines for researchers

Abstract: Mixed methods may prove superior in increasing the integrity and applicability of findings when studying new or complex initiatives and interactions in medical education research. They deserve an increased presence and recognition in medical education research.

Cited by 199 publications

References 51 publications

Factores relacionados con la elección de una especialidad en médicos residentes mexicanos

Factores relacionados con la elección de una especialidad en médicos residentes mexicanos

Review article: New directions in medical education related to anesthesiology and perioperative medicine

The impact of the Virtual Ophthalmology Clinic on medical students’ learning: a randomised controlled trial

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