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Take home points: Qualitative research is not much different from what we do in our daily lives e.g. talking to caregivers to better understand their concerns in caring for their loved ones, gathering feedback from colleagues to make a conclusion about a supervisee's performance, reading reviews on Tripadvisor to conclude if I should stay in a particular hotel. The main difference is the systematic way in which qualitative research is done & the rigor that is involved to ensure that results are trustworthy. Viewing qualitative research from this perspective makes it seems less daunting.

Most useful activity during workshop: Opportunity to code a transcript & see how other people do it.

Plan: Work on & finalise a research proposal.

Thank you to the facilitators for an inspiring session.

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Take home : Qualitative research is doable, practical & essential

Key message : Mixed or hybrid type of research where qualitative and quantitative complements each other is THE way forward for research in 21st century

Plan : Improving on my proposal for the qualitative research on clinical reasoning, I really have to pursue and complete this firsthand experience on qualitative research. Wish me luck!

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Take home:
Qualitative research is fun! Cos it helped to understand one's mindset.

Key message is to take action! Start small and aim for study first.

Plan: will discuss with other member in my department to start something small using the resources learnt from this workshop.

Thanks for a wonderful workshoo

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TakeHome:
- Content knowledge on the process of qualitative research.
- Know-how to apply design concepts appropriately, know-how to conduct better interviews and observations, know-how to conduct simple line by line coding, know-how to apply simple content analysis
- Start small, muck around and have fun

Thanks to the facilitators for your sharing of experiences in conducting a small scale exploratory qual research, the resources and the systematic input of content and coverage of topics!

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My main take-away is that quali research is do-able! Start small, reflect on it, refine it, and let it impact the way we practise. Thanks for a fruitful day!

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Take home:
qual res methods no longer big, hairy and scary.
trust worthiness achievable with checks and balances worked into study design; and enough reflexivity on the part of the researcher/s; stepping back and having tea helps!
Many thanks for the tons of resources, illustrations, examples and links from all three of you, PS, YK and LSS.

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Take-home: what themes are.

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https://www.google.com.sg/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=step%20by%20step%20how%20to%20code%20in%20qualitative%20research%20in%20medical%20education
key word search on Google for "step by step how to code in qualitative research in medical education"
which will give you
http://www.sagepub.com/sites/default/files/upm-binaries/24614_01_Saldana_Ch_01.pdf
An Introduction to Codes and Coding
and
http://atlasti.com/qualitative-research-methods/#paragraph2
type of techniques and procedures for analyzing qualitative data
http://onlineqda.hud.ac.uk/Intro_QDA/how_what_to_code.php
How and what to code

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Me

I'm a an internist at KTPH and have no experience of qualitative research but am already a believer in it's value after exposure to it as part of a Masters in Public Health.  Keen to try a qualitative project in the future to break my research phobic tendency.

Pre-reading take home points:

avoid leaving pre-reading 'til night before 1am

Qualitative Project in Mind :

I am currently setting up a new service that will involve new ways of working including more out of hours work for consultants. A past attempt to set up this service for acute medical admissions led to burn out and low morale in consultants. I am interested to explore
a)  The views of consultants and junior doctors on the benefits/negative impacts of evening weekend ward rounds on an acute ward.
b) How trainees feel about the learning value of out of hours rounds. How can the educational value be maximised in spite of consultant led care?

Take home points

Have semi-structured questions for interviews

Transcribe interview immediately whilst fresh

If doing focus groups, try and ensure that everyone gets to speak and air their views

Send findings/data back to participants to verify accuracy

Most useful activity

I liked the video demonstrating a bad interview, drove home the message about what (not) to do

Next steps

Fine tune my research proposal and START a small, simple study with no ambition to publish but simply to start and learn from experience/errors

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Cheng (Kunming Medical University)
until very recently, worked with faculty involved in undergraduate, postgraduate medical education in Kunming, Yunnan, China

pre reading takeaway:
realised with horror that i did not practice enough reflexivity, neglected ethics, and greatly lacking in rigour  when i did a qualitative project 4 years ago in Kunming.

qualitative project in mind:
question:
how acceptable is the SNAPPS framework when applied to teaching of clinical reasoning in a Chinese residency programme?
how is the giving and receiving of feedback perceived in a Chinese residency programme?
methods: mixed methodology (qual and quant)
pop: faculty and residents in a 2nd tier city in Yunnan in an internal medicine residency programme
sampling: convenience and purposive
data collection: interviews, focus groups, observation

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Pre-reading: Qualitative research is an area that allows us to explore areas and questions which are difficult to quantify and are subjective. This is done through a process that is equally rigorous as quantitative research, with its own set of tools and standards. It does not test hypotheses but instead, allows for hypotheses-generation through sieving out themes from the data that is gotten. Because the themes are derived through a process of interpretation, the outcomes/result may be seen as a very inexact; thus the need for authenticity and trustworthiness.

Experience: I've been an educator for 7 years and curriculum planner for the past 5 years. My primary group of focus is the non-resident medical officers. I've not had any experience with medical education research.

Proposal:
1. How can medical officers be encouraged to engage in self-directed learning with minimal supervision?
2. Why do senior medical officers (resident physicians and repeat posting MOs) stay in the "middle of the pack" and what are the barriers to performing at the level of senior residents?

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Coming from a research environment, I have been more often exposed to quantitative research, which by large is driven by data and quantifiable findings though I have incorporated elements of qualitative research in defining my research hypothesis. Thus embarking on an understanding into qualitative research has been an insightful and enlightening experience for me.  I believe that getting a more concrete understanding on the best practices in this area of research will further help me in dealing with gray areas. Also I feel that the SRQR provides a reasonable framework to adhere to when designing and executing a qualitative research study.

Given that the qualitative research methods are useful in understanding the reasons underpinning certain behaviours or attitudes, I think it will help me to improve teaching methods, and test out new teaching strategies and ideas with qualitative input from the students, who are at the receiving end. Instead of relying on assessments to validate a teaching strategy, I may be able to better understand if a new teaching strategy is helpful in facilitating the understanding of the topic compared to didactic lectures or if it makes little difference to their learning via qualitative analysis. Understanding how and why a different style of teaching does/does not impact the student’s learning process from these qualitative studies can also shed light on the expectations of the students on the educator, and generate new ideas to improve my teaching methods.

I am a newly minted lecturer. Though I have conducted tutorials and practicals as a graduate student, this will still be a relatively new experience for me. Indeed, I am only going to officially commence my teaching in January 2017. My teaching responsibilities will include lecturing Medical, Dentistry, Pharmacy and Life Sciences students.

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Pre-readings: Key takeaways for me are the factors to consider to ensure quality of my quali research
Teaching experience: I am involved in providing clinical supervision to Occupational Therapy students
Proposal: To understand experience of parents with children with ASD undergoing parent coaching in an outpatient setting

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Pre-readings: While I have some basic ideas about qualitative research & the value of qualitative research in medical education, I have not attempted any qualitative research myself. The pre-readings highlight the importance of rigor qualitative research. There are many considerations that need to be taken into account, from selecting the right approach, to selection of subject, data collection & data analysis. In the absence of a team of researchers, I do wonder if it is possible to embark on qualitative research without compromising on the quality or credibility of the research. What are the options available to the lone researcher-to-be?

Teaching experience: I have been involved in undergraduate & postgraduate teaching for more than 10 years - both small group & large group teaching. My teaching responsibilities include curriculum development, teaching & assessment.

Teaching project: I am currently embarking on a project to better understand how junior doctors develop attitudes towards interprofessional healthcare teams. This is still at the initial stage of research proposal. I hope this workshop will help me overcome my apprehension of qualitative research & get going.

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Pre-readings: Qualitative research methods is new grounds for me. My medical training has allowed me to be very familiar with quantitative scientific research methods, focused on probing the causal link, rather than answering the Hows and Whys. It is refreshing to read that a similiar degree of rigor can be demanded of a qualitative research project.

Teaching experience: I have about 3 years of experience teaching orientation modules to new residents posted to my department (anaesthesia), and a similiar amount of experience doing one-to-one undergraduate teaching in the OR for the medical undergraduate anaesthesia posting.

Teaching Project: I hope to learn about qualitative research methods and apply it in designing a new pain management module for medical undergraduates, and redesigning my department's orientation modules ofr residents.

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Pre-readings: Gain more clarity and understanding of the usefulness for both quantitative and qualitative research. Help to gain a more realistic expectation of what can be achieve with the qualitative research.

Teaching experience:
I have been more active in teaching in the past 6-7 years. I teach medical students from YLL and Duke's. I also teach psychiatry residents. The settings include small group teaching and 1 to 1 setting.

Proposal:
To gain a better understanding on the qualities or format of teaching which students / psychiatry residents perceived as most beneficial.

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HARLINA HALIZAH SIRAJ  (UKM Medical Centre, Kuala Lumpur)

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HARLINA HALIZAH SIRAJ  (UKM Medical Centre, Kuala Lumpur)

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Pre-readings :
Concise explanation on qualitative research. The comparison between quantitative & qualitative research is helpful to elaborate the salient points. Qualitative attempts to answer the questions : how & why - which are so frequently missing in quantitative research that focus on what, who & when.
The SRQR is beneficial to standardize reporting of qualitative research.

Teaching experience :
A clinician educator ( specialty :O&G) since 18 years ago. Serious involvement in medical education since 8 years ago when I had to head a special unit coordinating a new strand in the medical undergrad curriculum : Personal  & Professional Development (PPD) module. Appointed Head, Department of Medical Department for three years (2012-2015). Completed Grad Certificate in Clinical Teaching (2014) & Grad Diploma in Clinical Education (2015) in University of Melbourne. Planning to complete my Masters in Clinical Education from same university next year.

Proposal ( Submitted this for my Grad Dip Research in Clin Educ module)
Title : CLINICAL REASONING AMONG CLINICIAN EDUCATORS : DEFINITION, TEACHING TECHNIQUES AND ASSESSMENT
This study is designed to answer these  research questions :  ·
1. How  do clinician educators define clinical reasoning?
2.How  do clinician educators teach clinical reasoning to their learners?
3. How  do clinician educators assess the level of competency in clinical reasoning  among their learners?
4. What are the similarities and differences in techniques  of teaching clinical reasoning among experienced and newly appointed  clinician educators?

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Pre-readings:
Illustrations on how to select the qualitative approach and data analysis will be helpful. And how link to the model and theory.

Teaching experience:
10 years experiences as clinical supervisors for Nanyang Polytechnic students on clinical placement. 2 years experiences as clinical educator lead. Occasionally conduct training for various professions.

Proposal:
To study the attributes of clinical educators in mental health setting.
Currently involved in a qualitative study on professional identity for allied health educator. Learning on the job from other PIs. Hope to get better understanding on how to do qualitative study properly.

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Prereadings:
O'Brien et al (2014) : I do not understand the different approaches of qualitative research (ethnography, phenomenology, discourse analysis, grounded theory). Is it possible to give examples to illustrate how are these approaches undertaken? How does the researcher decide which approach to use?

Teaching experience: I only took Nanyang Polytechnic students on clinical attachment, conducted inservice training on clinical and practical skills for physiotherapists and the occasional 1hour presentation to Orthopaedic doctors.

Proposal: To evaluate the inpatient preceptorship programme for new physiotherapists. The preceptorship programme was revamped in 2015, with new evaluation forms and guidelines etc. We would like to understand the preceptees' views and feedback on the programme. Also, I also have a clinical research project that aims to understand the experiences and thoughts of patients with chronic neck pain. Hope to learn  how to conduct a qualitative study properly.

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Pre-readings
The readings helped to consolidate and resurface forgotten knowledge. I found it interesting that the concepts only started making more sense to me when I tried fitting them into a quantitative framework. Additionally, more illustrations of how to apply various concepts to current practice, e.g. interpretative vs content analysis would be helpful for understanding.

Teaching (Non!) Experience:
I have 7 years of experience in radiation therapy, but have only been recently appointed as a clinical liaison officers. I have zero formal teaching experience (or knowledge on how-to-teach!), but many ad-hoc encounters (weeks to months) with students and interns.

Proposal:
In Radiation Therapy, the student acquires formal knowledge of the medical radiation sciences in 3 years and is awarded a diploma at the end of their journey. Throughout the 3 years, the student attends a mix of formal teaching-learning activities (e.g. lectures, tutorials, practical sessions in the computer lab, projects, etc.) and clinical attachments. The ratio of time spent in the classroom versus clinical attachments gradually increases till 6:4 in the final year. The student starts learning the discipline in the 2nd year - the first is spent learning the basics of radiography, radiation physics and protection in addition to anatomy and other electives that make for a rounded education (e.g. psychology). To prove clinical competency, a series of increasing difficult competencies and case reports must be submitted in conjunction to supervisors’ reports.

The department supports the clinical training, and production of students (and sometimes, new hires) who complete all the pre-requisites. We have done this in the absence of any training guidelines. I do wonder 1) How have we managed to produce ‘competent’ students despite  lacking ‘standardized’ training activities and supervisors?, 2) Have we been effective at producing competent students, or was it simply a case of producing perfect case reports?, 3) Increasingly, we face difficulties ensuring a final year student is ‘fit to practice’. Why is this so? A possible approach would be purposive sampling. Informant selection would be naturally dependent on which question I might choose to answer first…. Semi-structured interviews would be my tool of choice.

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Qualitative research is a whole new ball game! The SRQR feels like a list akin to PRISMA and QUADAS II in quantitative research.

Teaching Experience:
Year 1-5 medical students, paediatric residents for MMed as well as Exit: focus on clinical skills and diagnostic reasoning and self-teaching techniques; Master of Nursing students. Children at TOUCH.

Proposal:
Semi-structured interview of 3rd and 5th year medical students on experiences with CLC, clinical teaching, and lectures. Will require snowball and then theoretical sampling.

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(posted by Poh Sun on May 2nd, 2016 at 1015hrs)

1. Why are you here at this workshop?
2. What is qualitative research? What are some of the key ideas in qualitative research? Why would one want to undertake qualitative research?
http://oxfordmedicine.com/view/10.1093/med/9780199652679.001.0001/med-9780199652679-chapter-54
https://www.researchgate.net/publication/263082640_Qualitative_Research_in_Medical_Education_Methodologies_and_Methods
3. What research questions can qualitative research answer? (what happened vs why it happened)
- see first article in Pre-reading section below
http://www.hopkinsmedicine.org/gim/research/method/qual.html
https://www.google.com.sg/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=Examples+of+qualitative+research+in+medical+education (Google search "examples of qualitative research in medical education) - please review article
Appraising qualitative research articles in medicine and medical education

4. What are the differences between quantitative and qualitative research?
http://www.slideshare.net/vaisalik/types-of-research (Slide 17 to 21)
http://www.slideshare.net/tilahunigatu/qualitative-data-analysis-11895136 (Slide 2 to 9)
How can one combine both methods to investigate educational practice?
- see second article in Pre-reading section below

5. What are some of the study methods in qualitative research?
6. When would a qualitative research study be appropriate to investigate one's educational practice?
7. How would one go about designing a qualitative research study? - start with the research question, do some background reading/research, design a pilot study, analyse and get feedback, refine the study methodology
http://cuba.coventry.ac.uk/maggisb/files/2011/07/handout-for-talkkarolinska-final-copy.pdf
http://www.ncbi.nlm.nih.gov/pubmed/25897710
http://www.tandfonline.com/doi/full/10.3109/0142159X.2015.1035244
8. How do we ensure that our data, and research findings are credible (trustworthy and dependable)? How do we improve rigor? What is the role of triangulation? What is data saturation? How do we ensure authentic data and trustworthy analysis? - see second article in Pre-reading section
9. What are some of the key terms and concepts in qualitative research? - see first article in Pre-reading section

Take Home Points (posted on Sunday, May 22nd, 2016 at 1230hrs)
1. "Qualitative research investigates the why and how of (decision making), not just what, where, and when."
above quote from http://www.hopkinsmedicine.org/gim/research/method/qual.html
Qualitative research gives us a more rounded and comprehensive view of educational phenomenon and practice; and complements data from Quantitative research studies.
https://www.youtube.com/watch?v=IsAUNs-IoSQ
2. Take time to build up your familiarity with Qualitative research paradigms and techniques.
One way to start is to develop familiarity with Qualitative research questions, from your reading of articles and research papers.
Then start to undertake small empirical and pilot studies.
Evaluate and present these studies both informally and then in more formal educational and academic settings to get feedback.
While at the same time continue to read around your educational and research topic, to get a feel of, and develop familiarity with current academic conversations, and key discussion points in the literature within your area of investigation and interest - i.e. read widely and deeply.
3. Progressively and cumulatively build up your expertise, one step at a time, through exposure to good practice, participation in conferences and educational meetings to see what other educators are doing, reading the literature, attending training and faculty development sessions, getting more formal training/coaching/mentorship, participating in and building collaborative research teams / feedback networks, and through your own regular practice as an educational scholar and researcher.
Keep at it. Revisit, review, reflect, and keep practicing.