When I say … quantification in qualitative research

Monrouxe, Lynn V.; Rees, Charlotte E.

doi:10.1111/medu.14010

Cited by 37 publications

(24 citation statements)

References 6 publications

(45 reference statements)

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“…We chose to examine the frequency of each code in order to explore how often particular opinions or concerns were mentioned and to facilitate comparison of code frequency with self-reported support of learner handover [24]. The quantification of qualitative data is possible when using a qualitative descriptive stance [20], when all participants are asked the same questions, and when the sample size is sufficiently large [25]. To do this, we computed the percentage of participants who mentioned each code, to gauge how common each mention of a code was within our relatively large (compared with most qualitative studies) sample [24].…”

Section: Qualitative Analysismentioning

confidence: 99%

Learner handover: Perspectives and recommendations from the front-line

Gumuchian¹,

Pal²,

Young³

et al. 2020

Perspect Med Educ

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Introduction Current medical education models increasingly rely on longitudinal assessments to document learner progress over time. This longitudinal focus has re-kindled discussion regarding learner handover—where assessments are shared across supervisors, rotations, and educational phases, to support learner growth and ease transitions. The authors explored the opinions of, experiences with, and recommendations for successful implementation of learner handover among clinical supervisors. Methods Clinical supervisors from five postgraduate medical education programs at one institution completed an online questionnaire exploring their views regarding learner handover, specifically: potential benefits, risks, and suggestions for implementation. Survey items included open-ended and numerical responses. The authors used an inductive content analysis approach to analyze the open-ended questionnaire responses, and descriptive and correlational analyses for numerical data. Results Seventy-two participants completed the questionnaire. Their perspectives varied widely. Suggested benefits of learner handover included tailored learning, improved assessments, and enhanced patient safety. The main reported risk was the potential for learner handover to bias supervisors’ perceptions of learners, thereby affecting the validity of future assessments and influencing the learner’s educational opportunities and well-being. Participants’ suggestions for implementation focused on who should be involved, when and for whom it should occur, and the content that should be shared. Discussion The diverse opinions of, and recommendations for, learner handover highlight the necessity for handover to maximize learning potential while minimizing potential harms. Supervisors’ suggestions for handover implementation reveal tensions between assessment-of and for-learning.

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Section: Qualitative Analysismentioning

confidence: 99%

Learner handover: Perspectives and recommendations from the front-line

Gumuchian¹,

Pal²,

Young³

et al. 2020

Perspect Med Educ

View full text Add to dashboard Cite

show abstract

“…The final codebook is available as Supplemental Digital Appendix 1. We calculated occurrence rates for coded rationales to display frequencies [30]. In 2% of cases, we identified more than one rationale but included only the first for frequency calculations.…”

Section: Discussionmentioning

confidence: 99%

Exploring current physicians’ failure to communicate clinical feedback back to transferring physicians after transitions of patient care responsibility: A mixed methods study

et al. 2020

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“…It is important to note that findings were not intended as generalisable truths, 27 but rather serve as examples of experiences and perceptions of HEI and NHS staff in relation to implementing SBE in their organisations and are intended to encourage reflection and shared learning in terms of why SBE becomes a normal part of practice or not.…”

Section: Methodsmentioning

confidence: 99%

Implementing, embedding and sustaining simulation‐based education: What helps, what hinders

et al. 2020

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Objectives Although there is much evidence to support the use of simulation‐based education (SBE) in undergraduate education of health care professionals, less attention has been paid to how SBE, viewed as a complex intervention, is implemented and becomes embedded and sustained. This paper aims to explore factors that inhibited or promoted SBE becoming normal practice in undergraduate health care professional programmes. Methods Participants involved in the organisation, design and delivery of SBE in the north of England were recruited purposefully from higher education institutions (HEI) and National Health Service (NHS) Trusts through local networks for qualitative telephone interviews. Transcripts were analysed inductively using a hybrid approach involving simultaneous inductive open coding and deductive coding using normalisation process theory (NPT) as a theoretical lens. Findings A total of 12 NHS staff from 11 trusts and seven individuals from four HEIs were interviewed. There was considerable variation in the approach taken to implementation across organisations, which resulted in varying degrees of embeddedness. Implementation was challenged or enabled by organisational leadership, professional buy‐in and the development and maturity of the strategic approach. Variation in understanding of the scope and pedagogical aims of SBE led to inequity between professions and organisations in investment and participation, as well as design and delivery of SBE. Conclusions Given the complexity of SBE, best practice in implementation should be considered fundamental to the successful delivery of SBE. The findings provide an explanation of how contextual factors can support or hinder implementation to maximise potential benefits and learning outcomes; this understanding can be used to better inform development of SBE strategies and highlight potential factors needed to navigate contextual barriers so that learning outcomes can be maximised.

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When I say … quantification in qualitative research

Abstract: Researchers regularly quantify qualitative data in a variety of ways: a few …some…around half…the majority… But when is it appropriate? Monrouxe & Rees discuss the issues, and provide clarity and caution in their "when I say…" article.

Cited by 37 publications

References 6 publications

Learner handover: Perspectives and recommendations from the front-line

Learner handover: Perspectives and recommendations from the front-line

Exploring current physicians’ failure to communicate clinical feedback back to transferring physicians after transitions of patient care responsibility: A mixed methods study

Implementing, embedding and sustaining simulation‐based education: What helps, what hinders

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When I say … quantification in qualitative research

Abstract: Researchers regularly quantify qualitative data in a variety of ways: a few …some…around half…the majority… But when is it appropriate? Monrouxe & Rees discuss the issues, and provide clarity and caution in their "when I say…" article.

Cited by 37 publications

References 6 publications

Learner handover: Perspectives and recommendations from the front-line

Learner handover: Perspectives and recommendations from the front-line

Exploring current physicians’ failure to communicate clinical feedback back to transferring physicians after transitions of patient care responsibility: A&nbsp;mixed methods study

Implementing, embedding and sustaining simulation‐based education: What helps, what hinders

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Product

Resources

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Exploring current physicians’ failure to communicate clinical feedback back to transferring physicians after transitions of patient care responsibility: A mixed methods study