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Getting Startedin… Choosing Methodologies Speaker: Dr Amy Wong (Associate Professor in Medical Education) Norwich Medical School, University of East Anglia Chair: Professor Hugh Alberti (Sub Dean for Primary and Community Care) School of Medical Education, Newcastle University 18 December 2024 Acknowledgement: Thank you to Dr Megan Brown, Newcastle University, for their slides adapted for this presentation. Twitter: @ClinEdResearch #ClinEd Website: http://tiny.cc/clinedresearchSession overview Explore the differences between methodology and methods Discuss the reasons for choosing the appropriate methodology Introduce the 6-step approach to guide the choice of an appropriate methodology Breakout room discussion: Applying the 6-step approach for your clinical education research studyMethodology versus methodsWhat are methodologies? What is a Method? What is a Methodology? Definition: Specific techniques or Definition: Theoretical analysis of the analysis.s used in data collection and theories underlying a research approach. Example: Using a questionnaire to gather Example: Adopting a qualitative approach data. to understand subjective experiences. Focus: Practical application in research; the Focus: Theoretical framework guiding "how" of collecting and analysing data. research; the "why" behind choosing certain methods.Reasons for choosing the appropriate methodology ENHANCES CREDIBILITY INFORMS DATA GUIDES YOU TO COLLECTION INTERPRET YOUR DATA The chosen methodology must align with your research question. The 6-step approach to guide the choice of an appropriate methodology 6. How often will you collect 5.Methodologi data? cal strategy? data will be of 3. How many collected? methods will 2. What is the be used? appropriate 1. What is your approach? research paradigm?1. What is your 2. What is the 3. How many 4. What sort of 6. How often 5 Methodologic research appropriate methods will data will be al strategy? will you collect paradigm? approach? be used? collected? data? Positivist Deductive Mono Experiment Longitudinal Multi Survey Cross-sectional Quantitative Whatever Phenomenology Pragmatist suits Case studies objectives Mono Qualitative Grounded theory Longitudinal Mixed Ethnography Abductive Cross-sectional Interpretivist General qualitative Multi Inductive Exploratory For all approaches is your study… Sequential Explanatory OR OR Simultaneous Descriptive Adaptedfrom Saunders et al. 2015, and Lawson, 2020Step 1: What is your research paradigm?Step 1: What is your research paradigm? PositiviObjective Observable Neutral PragmatiFlexible Multiple Practical InterpreSubjective Understanding ParticipatoryStep 2: What is the appropriate approach? through empirical observation, suitable for research aiming tosts it measure or test predefined concepts. Inductive: Begins with observations to develop patterns, ending in the formation of new theories, ideal for exploratory research where theories may not yet be established. Abductive: Involves both observation and theory to form a plausible explanation, perfect for research that seeks to explain complex phenomena where neither deductionnor induction alone is sufficient.Step 3: Howmany methods will be used? Multi: Multiple, Mono: Single, different elements focused. of a phenomenon. Mixed: Integrates, comprehensive understanding.Step 4: What sort of data will be collected? Qualitative Quantitative Purpose To explore, understand and interpret To measure and quantify variables Research ‘How’ and ‘why’ something happens ‘To what extent, does X impact Y?’ questions ‘What is the relationship between A and B?’ Data Interviews, focus groups Surveys, tests, structured observations collection Data analysis Identify patterns and themes Conduct statistical analyses Inductive – build theories based on Deductive – test hypotheses against data data to either confirm or reject themQuantitative Research A systematic attempt to define, measure, and report on the relationships between various elements. Hypothesis tests: Frequencies/proportions – Means – Variances - Correlations Multivariate analysis: Regression - Multi-level modelling Designs: Cross-sectional – Longitudinal - Rarely RCT - Crossover for interventions - Natural experiment/pseudoexperimentAn example 35 n i r 30 P r f e 25 c e e 20 e ) w 1 h ( s 15 o o D F 10 o g t c 5 e P 0 0 50 100 150 200 250 300 Number of sessions of clinical GP teaching in 2007 cohortStep 5: Methodological strategies Phenomenology: Aims to interpret participants’ lived experiences Case studies (single/multiple): descriptive, exploratory and explanatory and their perspectivesto create a new theoretical model based on direct participants’ experiences phenomenon in specific settings through direct immersion and interactions between the researcher and participants initial understanding of participants’ experience, perceptions and interpretations and develop anStep 6: Howoften will you collect data?Breakout room discussion: Applying the 6-step approach for your clinical educationresearch study Step 1 - Research Paradigm: Discuss and decide on the research paradigm (e.g., positivism, interpretivism) that aligns with the research question. Step 2 - Approach: Choose the appropriate research approach How, and to what extent, does (deductive, inductive, abductive) for the project. Step 3 - Number of Methods: Determine if a mono, multi, or interprofessional education mixed-methods approach is most suitable for the research impact collaboration skills question. among health professions Step 4 - Type of Data: Decide on the type of data to be students? collected (quantitative, qualitative, or both) that best suits the research needs. Step 5 - Methodological Strategy: Discuss the specific methodological strategy likely to be most effective (e.g., case study, general qualitative inquiry etc.) Step 6 - Data Collection Frequency: Decide on the frequency of data collection.1. What is your 2. What is the 3. How many 4. What sort of 6. How often 5 Methodologic research appropriate methods will data will be al strategy? will you collect paradigm? approach? be used? collected? data? Positivist Deductive Mono Experiment Longitudinal Multi Survey Cross-sectional Quantitative Whatever Phenomenology Pragmatist suits Case studies objectives Mono Qualitative Grounded theory Longitudinal Mixed Ethnography Abductive Cross-sectional Interpretivist General qualitative Multi Inductive Exploratory For all approaches is your study… Sequential Explanatory OR OR Simultaneous Descriptive Adaptedfrom Saunders et al. 2015, and Lawson, 2020. Resources Articles: • Al-Ababneh, M., 2020. Linking ontology, epistemology and research methodology. Science & Philosophy, 8(1), pp.75-91. • Barrett, A., Kajamaa, A. and Johnston, J., 2020. How to… be reflexive when conducting qualitative research. The clinical teacher, 17(1), pp.9- 12. • Boet, S., 2012. Medical education research: an overview of methods. Canadian Journal of Anesthesia, 59(2), p.159. • Brown ME, Dueñas A. A Medical Science Educator’s Guide to Selecting a Research Paradigm: Building a Basis for Better Research. Medical Science Educator 2019. • Lawson, 2020. Musings on the research onion. Musings on methodology. Website. • Melnikovas, A., 2018. Towards an Explicit Research Methodology: Adapting Research Onion Model for Futures Studies. Journal of futures Studies, 23(2). • Ng, S.L., Baker, L., Cristancho, S., Kennedy, T.J. and Lingard, L., 2018. Qualitative research in medical education: methodologies and methods. Understanding medical education: Evidence, theory, and practice, pp.427-441. • Teherani, A., Martimianakis, T., Stenfors-Hayes, T., Wadhwa, A. and Varpio, L., 2015. Choosing a qualitative research approach. Journal of graduate medical education, 7(4), pp.669-670. • Thompson Burdine, J., Thorne, S. and Sandhu, G., 2021. Interpretive description: a flexible qualitative methodology for medical education research. Medical education, 55(3), pp.336-343. • Turner, T.L., Balmer, D.F. and Coverdale, J.H., 2013. Methodologies and study designs relevant to medical education research. International Review of Psychiatry, 25(3), pp.301-310. Textbooks: • Bhattacharyya, D.K., 2009. Research methodology. Excel Books India. • Blair, L., 2016. Choosing a methodology. In Writing a graduate thesis or dissertation (pp. 49-72). Brill. • Denzin and Lincoln’s The Sage Handbook of Qualitative Research • Philosophy of Science: A Very Short IntroductionAny questions…? Thank you Dr Amy Wong PhD, SFHEA Associate Professor in Medical Education Email: amy.wong@uea.ac.uk @amywong_wy