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

Yardley, S; Brosnan, C; Richardson, J

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

Yardley, S Brosnan, C

Richardson, J

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Publication Type:: Journal Article
Citation:: Medical Teacher, 2013, 35 (3)
Issue Date:: 2013-03-15

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Field	Value	Language
dc.contributor.author	Yardley, S	en_US
dc.contributor.author	Brosnan, C https://orcid.org/0000-0003-2104-4937	en_US
dc.contributor.author	Richardson, J	en_US
dc.date.issued	2013-03-15	en_US
dc.identifier.citation	Medical Teacher, 2013, 35 (3)	en_US
dc.identifier.issn	0142-159X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/117986
dc.description.abstract	Background: Theoretical integration is a necessary element of study design if clarification of experiential learning is to be achieved. There are few published examples demonstrating how this can be achieved. Aims: This methodological article provides a worked example of research methodology that achieved clarification of authentic early experiences (AEEs) through a bi-directional approach to theory and data. Methods: Bi-directional refers to our simultaneous use of theory to guide and interrogate empirical data and the use of empirical data to refine theory. We explain the five steps of our methodological approach: (1) understanding the context; (2) critique on existing applications of socio-cultural models to inform study design; (3) data generation; (4) analysis and interpretation and (5) theoretical development through a novel application of Metis. Results: These steps resulted in understanding of how and why different outcomes arose from students participating in AEE. Our approach offers a mechanism for clarification without which evidence-based effective ways to maximise constructive learning cannot be developed. In our example it also contributed to greater theoretical understanding of the influence of social interactions. Conclusion: By sharing this example of research undertaken to develop both theory and educational practice we hope to assist others seeking to conduct similar research. © 2013 Informa UK Ltd All rights reserved: reproduction in whole or part not permitted.	en_US
dc.relation.ispartof	Medical Teacher	en_US
dc.relation.isbasedon	10.3109/0142159X.2012.733045	en_US
dc.subject.classification	Medical Informatics	en_US
dc.subject.mesh	Humans	en_US
dc.subject.mesh	Problem-Based Learning	en_US
dc.subject.mesh	Models, Theoretical	en_US
dc.subject.mesh	Qualitative Research	en_US
dc.subject.mesh	Education, Medical, Undergraduate	en_US
dc.subject.mesh	United Kingdom	en_US
dc.title	Sharing methodology: A worked example of theoretical integration with qualitative data to clarify practical understanding of learning and generate new theoretical development	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	35	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	closed_access
pubs.issue	3	en_US
pubs.publication-status	Published	en_US
pubs.volume	35	en_US

Abstract:

Background: Theoretical integration is a necessary element of study design if clarification of experiential learning is to be achieved. There are few published examples demonstrating how this can be achieved. Aims: This methodological article provides a worked example of research methodology that achieved clarification of authentic early experiences (AEEs) through a bi-directional approach to theory and data. Methods: Bi-directional refers to our simultaneous use of theory to guide and interrogate empirical data and the use of empirical data to refine theory. We explain the five steps of our methodological approach: (1) understanding the context; (2) critique on existing applications of socio-cultural models to inform study design; (3) data generation; (4) analysis and interpretation and (5) theoretical development through a novel application of Metis. Results: These steps resulted in understanding of how and why different outcomes arose from students participating in AEE. Our approach offers a mechanism for clarification without which evidence-based effective ways to maximise constructive learning cannot be developed. In our example it also contributed to greater theoretical understanding of the influence of social interactions. Conclusion: By sharing this example of research undertaken to develop both theory and educational practice we hope to assist others seeking to conduct similar research. © 2013 Informa UK Ltd All rights reserved: reproduction in whole or part not permitted.

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http://hdl.handle.net/10453/117986