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) methods in health and medicine, highlighting the challenges faced, and offering suggestions for overcoming them. Using collective online interviews, collaborative autoethnography (CAE) was employed to generate data comprising educator’s reflective accounts of teaching QR 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 qualitative research. We reflected on the marginalized positioning of QR methods in medical and health sciences teaching and the under estimation of the value and contribution of QR to such disciplines. Analysis revealed a lack of formal training for educators and curriculum space for QR methods. Our teaching pedagogies, developed through our own research experiences, self-reflection and student feedback, were primarily student-centred employing a range of novel approaches aimed at "retraining” students’ minds from a quantitative-dominant perspective to introduce greater curiosity and an appreciation of the significance of QR to health and medical sciences. Future curriculum development should aim to break down the perception of competing/ opposing qualitative and quantitative methodologies and instead emphasise the place and value of different approaches, methods and data to health and medicine. CAE allowed us to reflect and identify some key recommendations that could help educators plan their QR methods teaching in these disciplines.
Ibrahim, Kinda
54f027ad-0599-4dd4-bdbf-b9307841a294
Weller, Susie
6ad1e079-1a7c-41bf-8678-bff11c55142b
Elvidge, Elissa
fb949c79-f6fe-4331-9040-4bfae49e15a8
Tavner, Meredith
6336e1e7-0c47-46c9-96fb-b9d31c982d60
Ibrahim, Kinda
54f027ad-0599-4dd4-bdbf-b9307841a294
Weller, Susie
6ad1e079-1a7c-41bf-8678-bff11c55142b
Elvidge, Elissa
fb949c79-f6fe-4331-9040-4bfae49e15a8
Tavner, Meredith
6336e1e7-0c47-46c9-96fb-b9d31c982d60
Ibrahim, Kinda, Weller, Susie, Elvidge, Elissa and Tavner, Meredith
(2023)
Using collaborative autoethnography to explore the teaching of qualitative research methods in medicine.
Advances in Health Sciences Education.
(doi:10.21203/rs.3.rs-1849320/v1).
(In Press)
Abstract
This article explores experiences of teaching qualitative research (QR) methods in health and medicine, highlighting the challenges faced, and offering suggestions for overcoming them. Using collective online interviews, collaborative autoethnography (CAE) was employed to generate data comprising educator’s reflective accounts of teaching QR 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 qualitative research. We reflected on the marginalized positioning of QR methods in medical and health sciences teaching and the under estimation of the value and contribution of QR to such disciplines. Analysis revealed a lack of formal training for educators and curriculum space for QR methods. Our teaching pedagogies, developed through our own research experiences, self-reflection and student feedback, were primarily student-centred employing a range of novel approaches aimed at "retraining” students’ minds from a quantitative-dominant perspective to introduce greater curiosity and an appreciation of the significance of QR to health and medical sciences. Future curriculum development should aim to break down the perception of competing/ opposing qualitative and quantitative methodologies and instead emphasise the place and value of different approaches, methods and data to health and medicine. CAE allowed us to reflect and identify some key recommendations that could help educators plan their QR methods teaching in these disciplines.
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Accepted/In Press date: March 2023
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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: 04 May 2023 01:44
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Author:
Susie Weller
Author:
Elissa Elvidge
Author:
Meredith Tavner
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