Department of Medicine Publications
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.