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Common Qualitative Methodologies and Research Designs in

Health Professions Education
H. Carrie Chen, MD, PhD, professor of clinical pediatrics, and Arianne Teherani, PhD, professor of medicine, University of California, San Francisco
Qualitative research includes many methodological approaches or research designs; we present the five most commonly used in health
professions education. Choice of methodology will depend on the focus of inquiry and the framing of the research question. Each
methodology has a specific goal. While data collection strategies (e.g., interview, focus group, observation, document review1) often overlap,
the approach to data analysis varies for each methodology, resulting in different research outcomes. Understanding the key features of each
methodology will help researchers choose the best methodological fit for their research question.
Sample scenario: The pediatrics ward has implemented family-centered ward rounds. Concerns arise regarding didactic teaching in front of
patients. Some suggest using role modeling of patient care as a teaching strategy. You wonder how students perceive teaching on family-
centered rounds, if role modeling is perceived as teaching, and whether teachers deliberately role model.
Grounded Theory Phenomenology Ethnography Case Study Narrative
• Develop a • Understand • Describe and • Develop an • Explore, in depth,

theoretical model the nature of a interpret a group’s in-depth one or more
Goal/purpose
for how a process phenomenon, culture/process understanding individuals’

or action works incident, or by examining its of one or a small longitudinal
circumstance behaviors number of cases experience(s)
through those who
experienced it
• Process, action, or • Perception of an • Group sharing a • Bounded event, • One or more

Unit of study/
interaction (e.g., event or experience culture (e.g., senior activity, or program individuals (e.g.,
analysis
learning on rounds (e.g., teaching or residents) (e.g., rounds on senior clinician

or role modeling as role modeling) specific ward) teacher)
teaching strategy)
• How do students • How do team • Do senior residents • How does teaching • How has one
Potential research
learn on family- members define incorporate “role occur during family- clinical teacher’s
centered rounds? teaching on family- model” as one of centered rounds on experience with
question
centered rounds? their roles? a ward with high teaching on rounds

• How does role
evaluation scores? evolved with
modeling impact • Does it include role • Do they consciously
changes in ward
their learning? modeling? model patient care
structure and over
for junior learners?
her career?
• Analyze by • Analyze for • Analyze the group’s • Analyze for key • Analyze story for
Approach to data
categorizing significant behaviors for themes important key elements

and relating statements, units themes to understanding
• Develop themes
analysis
data (coding) to of meaning, and the the case

• Interpret themes with an emphasis
generate a model what and/or how
to develop cultural • Conduct thematic on sequence,
of the process or of participant
portrait of the analysis across turning points, and
action experiences
group cases if using context
multiple cases
• Theoretical model • Description of • Understanding of • Recommended • Understanding
explaining what and the concept of senior residents’ best practices from of how teaching
Potential study
who students attend teaching on rounds, role modeling exemplar case for on rounds can
outcome
to on rounds and and whether beliefs/behaviors teaching on family- evolve as faculty

what factors allow role modeling is and whether centered rounds gain experience
an event to become experienced as they see it as a and/or in response
a learning event teaching responsibility to changes in work
environment
Reference:
1. Paradis E. The tools of the qualitative research trade. Acad Med. 2016;91. doi: 10.1097/ACM.0000000000001393.
Additional resources:
Creswell JW. Qualitative Inquiry and Research Design: Choosing Among Five Approaches. 3rd ed. Thousand Oaks, CA: Sage; 2013.
Lichtman M. Qualitative Research in Education: A User’s Guide. 3rd ed. Thousand Oaks, CA: Sage; 2013.
Merriam SB, Tisdell EJ. Qualitative Research: A Guide to Design and Implementation. 4th ed. San Francisco, CA: Jossey-Bass; 2016.
Teherani A, Martimianakis T, Stenfors-Hayes T, Wadhwa A, Varpio L. Choosing a qualitative approach. J Grad Med Educ. 2015;7:669–770.
Author contact: [email protected]
First published online
1 Academic Medicine, Vol. XX, No. X / XX XXXX
Copyright © by the Association of American Medical Colleges. Unauthorized reproduction of this article is prohibited.

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AM Last Page

Common Qualitative Methodologies and Research Designs in

Grounded Theory Phenomenology Ethnography Case Study Narrative

• Develop a • Understand • Describe and • Develop an • Explore, in depth,

for how a process phenomenon, culture/process understanding individuals’

• Process, action, or • Perception of an • Group sharing a • Bounded event, • One or more

learning on rounds (e.g., teaching or residents) (e.g., rounds on senior clinician

centered rounds? their roles? a ward with high teaching on rounds

categorizing significant behaviors for themes important key elements

data (coding) to of meaning, and the the case

to on rounds and and whether beliefs/behaviors teaching on family- evolve as faculty

First published online

1 Academic Medicine, Vol. XX, No. X / XX XXXX

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