Title

Making Sense of Grounded Theory in Medical Education

Document Type

Article

Publication Date

2-2006

Journal

Medical Education

Volume

40

Issue

2

First Page

101

Last Page

108

URL with Digital Object Identifier

http://dx.doi.org/10.1111/j.1365-2929.2005.02378.x

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.

Notes

Dr. Lorelei Lingard is currently a faculty member at The University of Western Ontario.