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What is Grounded Theory, and how can you apply it in your qualitative educational research?
Developed in the 1960s,
Grounded Theory is a research methodology for generating theory from the analysis of empirical data. Arguably the most popular qualitative methodology in health professions education (HPE) research, GT is used to understand social processes, such as relationships and group behaviours.
AMEI Education Grand Round:Fundamental? Fervour? Falling Out of Favour? Reflections on 25 Years of Grounded Theory (GT) in Health Professions Education Research15 Apr 2021 (Thu) | 8.00pm - 9.00pm* | Via Zoom
Researchers have used Grounded Theory (GT) to understand important social processes such as the development of professionalism, the nature of teamwork, and the intricacies of clinical supervision. However, tensions have emerged with the growing popularity of the methodology. Indications of rigor have become more explicit and expected, and GT scholars may encounter conflicting reviewer responses depending on the GT approach they employ.
Gain insights from
Prof Lorelei Lingard as she shares on the history and principles of GT, including its four main variants, and the methodology’s key affordances and limitations. The central principles of rigor, and ways to navigate emerging criticisms of the approach will also be discussed. At the end of the session, participants will be able to appreciate both the utility and the complexity of GT in in health professions education research.
Workshop Fee (subject to change):
About the Speaker
Prof Lorelei Lingard is an internationally recognised researcher in the study of communication and collaboration on healthcare teams. She is Professor in the Department of Medicine, and Senior Scientist at the Centre for Education Research & Innovation, both at the Schulich School of Medicine & Dentistry at Western University.
With a PhD in Rhetoric, Prof Lingard brings a unique approach to the field of health professions education research. For more than 20 years, she has studied the communication practices of clinical teams in order to support evidence-based educational initiatives to improve teamwork. She is a leading qualitative researcher, a committed mentor and educator, and a prolific scholar with more than 225 peer reviewed publications. In 2018, Prof Lingard was awarded the highest international honour in her field, the Karolinska Prize for Research in Medical Education.
*The sessions are held in the evenings as Prof Lingard is based in Canada.