Making Sense of Grounded Theory Approach: Implications for Medial Education Research

Mohsen Tavokol, S Torabi, AA Zeialoo

Abstract


141

This article first gives a definition of grounded theory and its development and use in medicine and medical education. The fundamental differences of grounded theory with quantitative methods are discussed along a full discussion of the steps required to use a grounded theory approach. At the end the questions in the area of medical education which can best addressed with this approach are provided.

 


Keywords


keywords

Full Text:

PDF

91

References


Britten N. Making sense of qualitative research: a new series. Mod Educ 2005; 39(1):5-6.

Glaser B, Strauss A. The Discovery of Grounded Theory. Chicago IL: Aldine; 1967.

Jeon YH. The application of grounded theory and symbolic interactionism. Scandinavian Journal of Caring Sciences 2004:18(3):249-56.

May KA. Diffusion, dilution, or distillation? The case of grounded theory method. Qualitative Health Research 1996; 6(3):309-11.

Benoliel JQ. Grounded theory and nursing knowledge. Qualitative Health Research 1996; 6(3):406-28.

Wilson HS, Hutchinson SA. Methodologic mistakes in grounded theory. Nursing Research 1996; 45(2): 122-24.

Tavakol M, Zeinaloo AA. National Workshop on Introduction to Qualitative Research Methods in Medical Education: an experience in Iran.

Unpublished manuscript, 2005.

Glaser B. Basic social processes. The grounded theory review 2005; 4:1-27. 9. Eaves YD. A synthesis technique for grounded theory data analysis. J Adv-Nurs2001; 35(5):654-63.

Hutchinson S. Grounded theory: The model. In: P.L. Munhall I, editor. Nursing research: a qualitative perspective. Sudbury: MA: Jones and

Bartlett-2001.

Keamey MH. Ready-to-wear: discovering grounded formal theory. Res Nurs Health 1998; 21(2): 179-86.

Creswell J. Research design: qualitative, quantitative, and mixed approaches. London: Sage Publications; 2003.

Strauss A, Corbin J. Basic of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage; 1990.

Green J, Thorogood N. Qualitative methods for health research. London: Sage publications; 2005.

Glaser B. Theoretical sensitivity. Mill Valley, CA: Sage Publications; 1978.

Jeon YH. The application of grounded theory and symbolic interactionism. Scand J Caring Sci 2004; 18(3):249-56.

Becker P. Common pitfalls of published grounded theory research. Qual Health Res 1993; 3:254-260.

Backman K, Kyngas HA. Challenges of the grounded theory approach to a novice researcher. Nurs Health Sci 1999; 1(3): 147-53.

Stern PN. Grounded theory methodology: its uses and processes. Imane (IN) 1980; 12(1):20-3.

Mullen PD, Reynolds R. The potential of grounded theory for health education research: linking theory and practice. Health Educ Monographs 1978; 6(3):280-94.

Hutchinson SA. The development of qualitative health research: taking stock. Qual Health Res 2001; 11 (4):505-21.

Stern P, Alien LM, Moxley PA. The nurse as grounded theorist: History.

process, and uses. Review Journal of philosophy and social science 1982;

:200-215.

Strauss A. Qualitative analysis for social scientists. New York: Cambridge University Press; 1987.

Bligh J. Research in medical education: finding its place. Med Educ 1999; 33:162-3.

A. D, Davis WK. content analysis of research in undergraduate medical

education. Acad Med 1996;71:60-7.

Denzin NK, Lincoln YS. Handbook of qualitative research. Thousand Oaks: CA: Sage publications; 1994.

Harris J. Qualitative methods. In: Norman G, Van der Vieuten C, editors. International of research in medical education. Amsterdam: Kluwer; 2002. p. 45-59.

Harris I. What does “The discovery of grounded theory” have to say to

medical education? Adv Health Sci Educ Theory Pract 2003; 8(1):49-61.




DOI: https://doi.org/10.22037/jme.v9i1.733

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.