Twelve tips for getting started using mixed methods in medical education research

被引：30

作者：

Lavelle, Ellen ^{[1
]}

Vuk, Jasna ^{[3
]}

Barber, Carolyn ^{[2
]}

机构：

[1] Univ Missouri, Kansas City, MO 64110 USA

[2] Univ Missouri, Div Counseling & Educ Psychol, Kansas City, MO 64110 USA

[3] Univ Arkansas Med Sci, Off Educ Dev, Little Rock, AR 72205 USA

来源：

MEDICAL TEACHER | 2013年 / 35卷 / 04期

关键词：

TYPOLOGY; STUDENTS;

D O I：

10.3109/0142159X.2013.759645

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Background: Mixed methods research, which is gaining popularity in medical education, provides a new and comprehensive approach for addressing teaching, learning, and evaluation issues in the field. Aim: The aim of this article is to provide medical education researchers with 12 tips, based on consideration of current literature in the health professions and in educational research, for conducting and disseminating mixed methods research. Conclusion: Engaging in mixed methods research requires consideration of several major components: the mixed methods paradigm, types of problems, mixed method designs, collaboration, and developing or extending theory. Mixed methods is an ideal tool for addressing a full range of problems in medical education to include development of theory and improving practice.

引用

收藏

页码：272 / 276

页数：5

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