Using collaborative autoethnography to explore the teaching of qualitative research methods in medicine.

ABSTRACT: This article explores experiences of teaching qualitative research (QR) broadly, and qualitative methods (QM) more specifically in medicine, highlighting the challenges faced, and offering recommendations for overcoming them. Using collective online interviews, collaborative autoethnography (CAE) was employed to generate data comprising educator's reflective accounts of teaching QM in medical schools across two continents. Three main themes were identified through collaborative thematic analysis: making meaningful contributions from a marginalized position; finding our pedagogical feet; and recognizing the translational applicability and value of QR. We reflected on the marginalized positioning of QM in medical curricula and the underestimation of the value of QR to understanding pressing

SUBMITTER: Ibrahim K 

PROVIDER: S-EPMC10136391 | biostudies-literature | 2023 Dec

REPOSITORIES: biostudies-literature