Interpretive description: A flexible qualitative methodology for medical education research
Interpretive description: A flexible qualitative methodology for medical education research
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DOI：
10.1111/medu.14380
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发表时间：
2020-10-12
影响因子：
6
通讯作者：
Sandhu, Gurjit
中科院分区：
文献类型：
--
作者：
Burdine, Julie Thompson;Thorne, Sally;Sandhu, Gurjit
定性研究方法越来越多地被整合到医学教育研究中，以回答定量方法无法解决的相关问题。然而，研究人员发现，传统的定性方法反映了学科的基础和目标，其目标与医学教育领域的调查明显不同（索恩，2016，解释性描述。纽约，纽约：布鲁克林）。解释性描述（ID），在护理中广泛使用的定性研究方法，提供了一个访问和理论上灵活的方法来分析医学教育研究中的定性数据。ID是医学教育研究的一种适当的方法论选择，因为它可以解决复杂的经验问题，同时产生实际结果。它允许周围的教育经验的知识的进步，而不牺牲方法的完整性，长期建立的定性approachesprovided.Purpose在本文中，我们提出了解释性描述作为一个有用的研究方法，在医学教育的定性方法。然后，我们为有兴趣将解释性描述纳入其研究设计的医学教育研究人员提供了一个工具包。我们提出了一套连贯的策略，以确定分析框架，采样，数据收集，分析，严谨性和ID的医学教育研究的局限性。最后，我们提倡解释性描述方法作为一种可行的和灵活的医学教育研究方法。
Background Qualitative research approaches are increasingly integrated into medical education research to answer relevant questions that quantitative methodologies cannot accommodate. However, researchers have found that traditional qualitative methodological approaches reflect the foundations and objectives of disciplines whose aims are recognizably different from the medical education domain of inquiry (Thorne, 2016,Interpretive description. New York, NY: Routledge). Interpretive description (ID), a widely used qualitative research method within nursing, offers an accessible and theoretically flexible approach to analysing qualitative data within medical education research. ID is an appropriate methodological alternative for medical education research, as it can address complex experiential questions while producing practical outcomes. It allows for the advancement of knowledge surrounding educational experience without sacrificing methodological integrity that long-established qualitative approaches provide.Purpose In this paper, we present interpretive description as a useful research methodology for qualitative approaches within medical education. We then provide a toolkit for medical education researchers interested in incorporating interpretive description into their study design. We propose a coherent set of strategies for identifying analytical frameworks, sampling, data collection, analysis, rigour and the limitations of ID for medical education research. We conclude by advocating for the interpretive description approach as a viable and flexible methodology for medical education research.