Using collaborative autoethnography to explore the teaching of qualitative research methods in medicine
Using collaborative autoethnography to explore the teaching of qualitative research methods in medicine
This article explores experiences of teaching qualitative research (QR) broadly, and qualitative methods (QM) more specifically in medicine, highlighting the challenges faced, and offering recommendations for overcoming them. Using collective online interviews, collaborative autoethnography (CAE) was employed to generate data comprising educator’s reflective accounts of teaching QM in medical schools across two continents. Three main themes were identified through collaborative thematic analysis: making meaningful contributions from a marginalized position; finding our pedagogical feet; and recognizing the translational applicability and value of QR. We reflected on the marginalized positioning of QM in medical curricula and the underestimation of the value of QR to understanding pressing health issues. Analysis of these reflections pointed to a lack of formal training for educators and curriculum space for qualitative approaches. Our teaching pedagogies, developed through our own research experiences, self-reflection and student feedback, were primarily student-centered employing a range of novel approaches designed to foster skills and interest in the craft of QR, and introduce a greater appreciation of the significance of QR approaches to medicine. CAE further allowed us to identify some key recommendations that could help medical educators plan for teaching QM and other research methods more effectively in medicine. Future curriculum development should consider the benefits of exposing learners to a range of methods and approaches from across the qualitative-quantitative spectrum.
Collaborative autoethnography, Medicine, Pedagogy, Qualitative research methods, Teaching and learning
1467-1483
Ibrahim, Kinda
54f027ad-0599-4dd4-bdbf-b9307841a294
Weller, Susie
6ad1e079-1a7c-41bf-8678-bff11c55142b
Elvidge, Elissa
fb949c79-f6fe-4331-9040-4bfae49e15a8
Tavener, Meredith
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27 April 2023
Ibrahim, Kinda
54f027ad-0599-4dd4-bdbf-b9307841a294
Weller, Susie
6ad1e079-1a7c-41bf-8678-bff11c55142b
Elvidge, Elissa
fb949c79-f6fe-4331-9040-4bfae49e15a8
Tavener, Meredith
4eaabff2-1432-44b7-91d9-fa2b792b4b9c
Ibrahim, Kinda, Weller, Susie, Elvidge, Elissa and Tavener, Meredith
(2023)
Using collaborative autoethnography to explore the teaching of qualitative research methods in medicine.
Advances in Health Sciences Education, 28 (5), .
(doi:10.21203/rs.3.rs-1849320/v1).
Abstract
This article explores experiences of teaching qualitative research (QR) broadly, and qualitative methods (QM) more specifically in medicine, highlighting the challenges faced, and offering recommendations for overcoming them. Using collective online interviews, collaborative autoethnography (CAE) was employed to generate data comprising educator’s reflective accounts of teaching QM in medical schools across two continents. Three main themes were identified through collaborative thematic analysis: making meaningful contributions from a marginalized position; finding our pedagogical feet; and recognizing the translational applicability and value of QR. We reflected on the marginalized positioning of QM in medical curricula and the underestimation of the value of QR to understanding pressing health issues. Analysis of these reflections pointed to a lack of formal training for educators and curriculum space for qualitative approaches. Our teaching pedagogies, developed through our own research experiences, self-reflection and student feedback, were primarily student-centered employing a range of novel approaches designed to foster skills and interest in the craft of QR, and introduce a greater appreciation of the significance of QR approaches to medicine. CAE further allowed us to identify some key recommendations that could help medical educators plan for teaching QM and other research methods more effectively in medicine. Future curriculum development should consider the benefits of exposing learners to a range of methods and approaches from across the qualitative-quantitative spectrum.
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Accepted/In Press date: 12 March 2023
e-pub ahead of print date: 27 April 2023
Published date: 27 April 2023
Additional Information:
Funding Information:
KI is supported by the National Institute for Health and Care Research (NIHR) Applied Research Collaboration (ARC) Wessex. The views expressed in this publication are those of the author(s) and not necessarily those of the National Institute for Health and Care Research or the Department of Health and Social Care.
Publisher Copyright:
© 2023, The Author(s).
Keywords:
Collaborative autoethnography, Medicine, Pedagogy, Qualitative research methods, Teaching and learning
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Local EPrints ID: 476162
URI: http://eprints.soton.ac.uk/id/eprint/476162
PURE UUID: a593ad0e-2d94-44b7-b43b-7f0ddf9b14f1
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Date deposited: 12 Apr 2023 16:57
Last modified: 18 Mar 2024 03:32
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Author:
Susie Weller
Author:
Elissa Elvidge
Author:
Meredith Tavener
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