Sharing methodology: A worked example of theoretical integration with qualitative data to clarify practical understanding of learning and generate new theoretical development

Medical Teacher

Volumn 35, Issue 3, 2013, Pages

  Yardley, Sarah ^a   Brosnan, Caragh ^b   Richardson, Jane ^a  

^a KEELE UNIVERSITY SCHOOL OF MEDICINE   (United Kingdom)

^b UNIVERSITY OF NEWCASTLE   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; HUMAN; MEDICAL EDUCATION; PROBLEM BASED LEARNING; QUALITATIVE RESEARCH; THEORETICAL MODEL; UNITED KINGDOM;

EDUCATION, MEDICAL, UNDERGRADUATE; GREAT BRITAIN; HUMANS; MODELS, THEORETICAL; PROBLEM-BASED LEARNING; QUALITATIVE RESEARCH;

EID: 84874894466     PISSN: 0142159X     EISSN: 1466187X     Source Type: Journal    
DOI: 10.3109/0142159X.2012.733045     Document Type: Article

References (52)

1. Alderson P, Farsides B, Williams C. 2002. Examining ethics in practice: Health service professionals' evaluations of in-hospital ethics seminars. Nurs Ethics 9:508-521.
2. Arnseth HC. 2008. Activity theory and situated learning theory: Contrasting views of educational practice. Pedagogy, Culture Soc 16:289-302.
3. Blumer H. 1969. Symbolic interactionism: Perspective and method. Berkeley: University of California Press.
4. Boulton M, Fitzpatrick R. 1994. Qualitative methods for accessing health care. Qual Health Care 3:107-113.
5. Brocki JM, Wearden AJ. 2006. A critical evaluation of the use of interpretative phenomenological analysis (IPA) in health psychology.Psychol Health 21(1):87-108.
6. Bunniss S, Kelly DR. 2010. Research paradigms in medical education research. Med Educ 44(4):358-66.
7. Cleland J, Knight LV, Rees CE, Tracey S, Bond CM. 2008. Is it me or is it them? Factors that influence the passing of underperforming students. Med Educ 42(8):800-809.
8. Cook DA, Bordage G, Schmidt HG. 2008. Description, justification and clarification: A framework for classifying the purposes of research in medical education. Med Educ 42:128-133.
9. Corbin J, Strauss A. 2008. Basics of qualitative research. 3rd ed. London: Sage.
10. Dornan T, Boshuizen H, King N, Scherpbier A. 2007. Experience-based learning: A model linking the processes and outcomes of medical students' workplace learning. Med Educ 41:84-91.
11. Dornan T, Littlewood S, Margolis SA, Scherpbier A, Spencer J, Ypinazar V. 2006. How can experience in clinical and community settings contribute to early medical education? A BEME systematic review. Med Teach 28:13-18.
12. Engestrom Y. 2001. Expansive learning at work: Toward an activity theoretical reconceptualization. J Educ Work 14:133-156.
13. Engestrom Y. 2005. Toward the encapsulation of school learning, learning and instruction. In: Daniels H, editor. An introduction to Vygotsky. 2nd ed. London: Routledge. pp 153-172.
14. Eva K. 2009. Broadening the debate about quality in medical education research. Med Educ 43:294-296.
15. Eva K. 2010. The value of paradoxical tensions in medical education research. Med Educ 44:3-4.
16. Frey JH, Fontana A. 1991. The group interview in social research. Social Sci J 28(2):175-187.
17. Huberman A, Miles M. 2002. Understanding and validity in qualitative research. In: Maxwell J, editor. The qualitative researcher's companion. London: Sage. pp 64-34.
18. Hunter LA. 2008. Stories as integrated patterns of knowing in nursing education. Int J Nurs Educ Scholarship 5(1):1-13.
19. Kitzinger J. 1994. The methodology of focus groups: The importance of interaction between research participants. Sociol HealthIllness 16:103-121.
20. Kvale S, Brinkman S. 2009. Interviews: Learning the craft of qualitative interviewing. 2nd ed. Sage: London.
21. Hagger-Johnson G. 2009. Introduction to research methods and data analysis in psychology. 2nd ed. Harlow: Pearson Education Limited.
22. Lave J, Wenger E. 1991. Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
23. Littlewood S, Ypinazar V, Margolis SA, Scherpbier A, Spencer J, Dornan T. 2005. Early practical experience and the social responsiveness of clinical education: Systematic review. Br Med J 331(7531):387-391.
24. Merton RK. 1936. The unanticipated consequences of purposive social action. Am Sociol Rev 1(6):894-904.
25. Mishler EG. 1986. Research interviewing context and narrative. Cambridge, Ma: Harvard University Press.
26. Mitchell L. 1999. Combining focus groups and interviews: Telling how it is; telling how it feels. In: Kitzinger J, Barbour RS, editors. Developing focus group research: Politics, theory and practice. London: Sage. pp 36-46.
27. Monrouxe LV. 2010. Identity, identification and medical education: Why should we care? Med Educ 44:40-49.
28. Monrouxe LV, Rees C, Bradley P. 2009. The construction of patients' involvement in hospital bedside teaching encounters. Qual Health Res 19(7):918-930.
29. Morgan DL. 1996. Focus groups. Ann Rev Sociol 22:129-152.
30. Morgan DL. 1997. Focus groups as qualitative research. 2nd ed. Newbury Park, CA: Sage.
31. National Patient Safety Agency (2011). Integrated research application system (IRAS). [Accessed 22 February 2011]. Available from https://www. myresearchproject.org.uk/Signin.aspx
32. Niemi PM. 1997. Medical students' professional identity: Self reflection during the preclinical years. Med Educ 31:408-415.
33. Norman G. 2009. Teaching basic science to optimize transfer. Med Teach 31:807-811.
34. Pawson R, Greenhalgh T, Harvey G, Walshe K. 2004. Realist synthesis: An introduction. Manchester: ESRC Research Methods Programme,University of Manchester.
35. Pugsley L, Dornan T. 2007. Using a sledgehammer to crack a nut: Clinical ethics review and medical education research projects. Med Educ 41:726-728.
36. QSR International (2008). NVivo 8. Australia. Available from http://www.qsrinternational.com/products-nvivo.aspx
37. Radford M. 2006. Researching classrooms: Complexity and chaos. Br Educ Res J 32:177-190.
38. Rees CE, Knight LV, Cleland JA. 2009. Medical educators' metaphoric talk about their assessment relationships with students: 'You don't want to sort of be the one who sticks the knife in them'. Assess Eval Higher Educ 34:455-467.
39. Rees C, Knight LV, Wilkinson CE. 2007. Doctors being up there and we being down here: A metaphorical analysis of talk about student/doctorpatient relationships. Social Sci Med 65:725-737.
40. Rees CE, Monrouxe LV. 2010. Theory in medical education research: How do we get there? Med Educ 44:334-339.
41. Regehr G. 2010. It's NOT rocket science: Rethinking our metaphors for research in health professions education. Med Educ 44:31-39.
42. Riessman CK. 2008. Narrative methods for the human sciences. Thousand Oaks, CA: Sage.
43. Scott JC. 1998. Seeing like a state: How certain schemes to improve the human condition have failed. New Haven, CT: Yale University Press.
44. Smith J. 1996. Beyond the divide between cognition and discourse: Using interpretative phenomenological analysis in health psychology. Psychol Health 1:261-271.
45. Webster L, Mertova P. 2007. Using narrative inquiry: An introduction to using critical event narrative analysis in research on learning and teaching. London: Routledge.
46. Wertsch J. 1991. Voices of the mind. Hemel Hempstead: Harvester Wheatsheaf.
47. Williams C, Ehrich K, Farsindes B, Scott R. 2007. Facilitating choice, framing choice: Staff views on widening the scope of preimplantation genetic diagnosis in the UK. Social Sci Med 65:1094-1105.
48. Yardley S. 2011. Understanding authentic early experience in undergraduate medical education. Keele: Keele University. Doctorate ed. Yardley S, Brosnan C, Richardson J. In press. The consequences of authentic early experience for medical students: Creation of student metis. Med Educ.
49. Yardley S, Brosnan C, Richardson J, Hays R. In press. Authentic early experience in medical education: A socio-cultural analysis identifying important variables in learning interactions within workplaces. AHSE.
50. Yardley S, Littlewood S, Margolis SA, Scherpbier A, Spencer J, Ypinazar V, Dornan T. 2010. What has changed in the evidence for early experience? Update of a BEME systematic review. Med Teach 32:740-746.
51. Yardley S, Teunissen PW, Dornan T. 2012. Experiential learning: AMEE Guide No. 63. Med Teach 34:e102-e115.
52. Ziebland S, McPherson A. 2006. Making sense of qualitative data analysis: An introduction with illustrations from DIPEx (personal experiences of health and illness). Med Educ 40:405-414.