A Practical Guide for Conducting Qualitative Research in Medical Education: Part 1 ‐ How to Interview

2021 ◽  
Author(s):  
Jaime Jordan ◽  
Samuel O. Clarke ◽  
Wendy C. Coates
Keyword(s):  
Qualitative Research ◽  
Medical Education ◽  
Practical Guide

scholarly journals Gender, sexuality and medical education: experiences in a federal school that uses active learning methodologies

2021 ◽  
Vol 45 (4) ◽  
Author(s):  
Pedro Mendonça de Oliveira ◽  
Aline Guerra Aquilante ◽  
Rodrigo Otávio Moretti-Pires ◽  
Sueli Fátima Sampaio
Keyword(s):  
Qualitative Research ◽  
Medical Education ◽  
Medical School ◽  
Gender And Sexuality ◽  
Previous Knowledge ◽  
Active Teaching ◽  
The Face ◽  
Main Action ◽  
Competence Profile ◽  
Teaching Learning

Abstract: Introduction: Sexuality is characterized as a device of power and Medicine plays a key role as one of the main action institutions. Medical education tends to ratify the heteronormative discourse and diagnose deviant patterns as a pathology. It is based on the binary categorization of individuals as an implication of their sexuality. The assessed medical course assumes the methodological proposal of the constructivist spiral, which seeks to guarantee the protagonism of the students, as well as the dialogue with their previous knowledge, using the concept of Meaningful Learning. Objective: To analyze the students’ experiences in the development of the competence profile related to gender and sexuality during medical school. Method: It is a qualitative research using focus groups with students attending the sixth year of the medical course. Result: The study indicates the students’ perception of the importance of active methodologies, as well as the early inclusion in the fields of practice. However, the thematic of gender and sexuality needs to be proposed in the list of triggers for the use of the constructivist spiral. Conclusion: The active teaching-learning methodologies can constitute a counter-hegemonic strategy in the face of the device of sexuality in guaranteeing biopower, as there is a reorientation of these contents in the curriculum.

scholarly journals Gênero, sexualidade e educação médica: vivências em uma escola federal que utiliza metodologias ativas de aprendizagem

2021 ◽  
Vol 45 (4) ◽  
Author(s):  
Pedro Mendonça de Oliveira ◽  
Aline Guerra Aquilante ◽  
Rodrigo Otávio Moretti-Pires ◽  
Sueli Fátima Sampaio
Keyword(s):  
Qualitative Research ◽  
Medical Education ◽  
Medical School ◽  
Gender And Sexuality ◽  
Previous Knowledge ◽  
Active Teaching ◽  
The Face ◽  
Main Action ◽  
Competence Profile ◽  
Teaching Learning

Abstract: Introduction: Sexuality is characterized as a device of power and Medicine plays a key role as one of the main action institutions. Medical education tends to ratify the heteronormative discourse and diagnose deviant patterns as a pathology. It is based on the binary categorization of individuals as an implication of their sexuality. The assessed medical course assumes the methodological proposal of the constructivist spiral, which seeks to guarantee the protagonism of the students, as well as the dialogue with their previous knowledge, using the concept of Meaningful Learning. Objective: To analyze the students’ experiences in the development of the competence profile related to gender and sexuality during medical school. Method: It is a qualitative research using focus groups with students attending the sixth year of the medical course. Result: The study indicates the students’ perception of the importance of active methodologies, as well as the early inclusion in the fields of practice. However, the thematic of gender and sexuality needs to be proposed in the list of triggers for the use of the constructivist spiral. Conclusion: The active teaching-learning methodologies can constitute a counter-hegemonic strategy in the face of the device of sexuality in guaranteeing biopower, as there is a reorientation of these contents in the curriculum.

Kwalitatieve analyse: Microsoft Office versus Atlas.ti

KWALON ◽  
2010 ◽  
Vol 15 (3) ◽  
Author(s):  
Martijn van Lanen
Keyword(s):  
Qualitative Research ◽  
Practical Guide ◽  
Microsoft Office ◽  
Qualitative Coding

Wetenschap is georganiseerde kennis. Als dit waar is dan hebben kwalitatieve onderzoekers volgens mij een zeer bijzonder en even groot probleem: kwalitatieve onderzoekers hebben nu eenmaal – naar de aard van hun verzamelmethoden – heel veel data, en dus heel veel kennis. En, het is dus een behoorlijke klus om dat te organiseren. Er gloort echter hoop: Christopher Hahn, president van 'Qualitative Coding and Analysis' komt in zijn boek 'Doing qualitative research using your computer: a practical guide' met een oplossing voor dit probleem. Hahn belooft aan zijn lezers een boek vol technieken, tips en hulpmiddelen om – in zijn eigen woorden – de beginnende, gevorderde en vergevorderde onderzoeker te helpen bij het opbouwen, structureren en gestructureerd houden van zijn onderzoeksproject.

scholarly journals A Narrative Literature Review Considering the Development and Implementation of Longitudinal Integrated Clerkships, Including a Practical Guide for Application

2019 ◽  
Vol 6 ◽  
pp. 238212051984940 ◽  
Author(s):  
Megan EL Brown ◽  
Kevin Anderson ◽  
Gabrielle M Finn
Keyword(s):  
Medical Education ◽  
United Kingdom ◽  
Literature Review ◽  
Contemporary Literature ◽  
Enabling Factors ◽  
Practical Guide ◽  
The United Kingdom ◽  
Narrative Literature ◽  
Longitudinal Integrated Clerkships ◽  
Narrative Literature Review

Hailed by supporters as the answer to many challenges facing medical schools and the wider health care system, longitudinal integrated clerkships (LICs) offer a practical and sustainable alternative to more traditional block rotational models. Given this, their popularity as a curricular measure is increasing, although such clerkships remain relatively novel within the United Kingdom. This narrative literature review of international work provides a comprehensive introduction to developing and implementing LICs within medical education. This review generates a practical guide for medical educators with a focus on the development and implementation of LICs within the United Kingdom, on which there is little work. Using illustrated examples and with reference to contemporary literature, it outlines the rationale for considering an LIC within a curriculum, the different types of LIC, barriers and enabling factors to LIC implementation and considers the contemporary application of LIC models within the United Kingdom. The practical guide details key questions educators must consider when developing and implementing an LIC, particularly within the landscape of UK medical education.

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