Titre du document / Document title

Making sense of grounded theory in medical education

Auteur(s) / Author(s)

KENNEDY Taraj T. ⁽¹⁾ ; LINGARD Lorelei A. ⁽²⁾ ;

Affiliation(s) du ou des auteurs / Author(s) Affiliation(s)

⁽¹⁾ Bloorview MacMillan Children's Centre, Wilson Centre for Research in Education, Faculty of Medicine, and Department of Pediatrics, University of Toronto, CANADA
⁽²⁾ Wilson Centre for Research in Education, Faculty of Medicine, and Department of Pediatrics, University of Toronto, CANADA

Résumé / Abstract

BACKGROUND Grounded theory is a research methodology designed to develop, through collection and analysis of data that is primarily (but not exclusively) qualitative, a well-integrated set of concepts that provide a theoretical explanation of a social phenomenon. OBJECTIVE This paper aims to provide an introduction to key features of grounded theory methodology within the context of medical education research. OVERVIEW In this paper we include a discussion of the origins of grounded theory, a description of key methodological processes, a comment on pitfalls encountered commonly in the application of grounded theory research, and a summary of the strengths of grounded theory methodology with illustrations from the medical education domain. DISCUSSION The significant strengths of grounded theory that have resulted in its enduring prominence in qualitative research include its clearly articulated analytical process and its emphasis on the generation of pragmatic theory that is grounded in the data of experience. When applied properly and thoughtfully, grounded theory can address research questions of significant relevance to the domain of medical education.

Revue / Journal Title

Medical education   ISSN 0308-0110 

Source / Source

2006, vol. 40, n^o2, pp. 101-108 [8 page(s) (article)] (41 ref.)

Langue / Language

Anglais

Editeur / Publisher

Blackwell, Oxford, ROYAUME-UNI  (1976) (Revue)

Mots-clés anglais / English Keywords

Grounded theory ; Physician ; Public health ; Selection criterion ; Selection ; Methodological bias ; Samplings ; Sampling ; Interpretation ; Data gathering ; Methodology ; Scientific research ; Health staff ; Teaching ; Health education ; Medicine ;

Mots-clés français / French Keywords

Approche inductive systématique ; Biais de sélection ; Médecin ; Santé publique ; Critère sélection ; Sélection ; Biais méthodologique ; Prélèvement ; Echantillonnage ; Interprétation ; Collecte donnée ; Méthodologie ; Recherche scientifique ; Personnel sanitaire ; Enseignement ; Education santé ; Médecine ;

Mots-clés espagnols / Spanish Keywords

Teorización Anclada ; Médico ; Salud pública ; Criterio selección ; Selección ; Ruta metodológica ; Toma de muestra ; Muestreo ; Interpretación ; Recolección dato ; Metodología ; Investigación científica ; Personal sanitario ; Enseñanza ; Educación sanitaria ; Medicina ;

Mots-clés d'auteur / Author Keywords

health personnel/*education; research ; biomedical/ *methods; education ; medical/*methods; data collection/methods; data interpretation ; statistical; sampling studies; selection bias ;

Localisation / Location

INIST-CNRS, Cote INIST : 15778, 35400015337158.0010