Sunday, March 18, 2018

Qualitative Research Methods in Medical Education Workshop on 24th May 2018

Message to participants:

"Thank you for signing up for the "Qualitative research methods in medical education" workshop at CenMED, NUS. We strongly encourage you to complete the pre-workshop reading and assignment below before the workshop. This will give you background knowledge, and a foundation to build on during the workshop, and enable you to engage in the workshop discussion and interactive activities to a greater degree. The idea is to start to build a theoretical understanding before the workshop, to enable you to use your time in the workshop to clarify and reinforce basic concepts, and to develop further skill in thinking about, evaluating and starting to perform qualitative research.

Your participation in the workshop activities will embody and illustrate many of the ideas and educational principles underlying the flipped classroom practice. Specifically, you will be undertaking approximately 3 hours of preparation at home before the workshop. This will include reading the few recommended articles, reviewing/skimming/going systematically through the eLearning module courtesy of academic team from the Alice Lee Center for Nursing Studies (see section below after the Padlet wall), summarising the take home points from your pre-workshop preparation, and posting this, together with a teaching / education project where you hope to use qualitative research methods, on the workshop Padlet wall below (this is an interactive digital wall, which is on a private space on, and is not searchable on Google - you have been given permission to write, edit and delete your own posts, resize and move this around, as long as you use the same mobile or desktop device; even though this platform works with all mobile and desktop devices, you will probably find using a laptop/workstation or tablet the easiest way to write and edit your posts on this website). 

Please bring along to the workshop the same WiFi enabled mobile device, tablet or laptop that you have used to post on the Padlet wall. This will enable you to continue to refine, and add to your post on the Padlet wall. I have organised the Padlet posts so that the latest entry is always at the top. This will enable you to find your earlier post by scrolling down. You can interact with the Padlet website directly on the blog, or by going to the Padlet link immediately below the embedded Padlet webpage below.

Please also complete the short email survey (by replying INDIVIDUALLY to our email to you) at least ONE WEEK before the workshop, to give us an idea of your teaching background and what you hope to get out of the workshop. This will enable us to customise the workshop to your educational needs."

Pre-reading and pre-workshop assignment:

Qualities of Qualitative Research: Part I (J Grad Med Educ, 2011)

Qualitative Research Part II: Participants, Analysis, and Quality Assurance (J Grad Med Educ, 2012)

Standards for Reporting Qualitative Research: A Synthesis of Recommendations (Academic Medicine, 2014)

(Please read [above] the articles above on qualitative research methods in medical education. Please write a short 250 word maximum personal reaction, and post this on the Padlet wall above, together with a brief description of your teaching experience, current teaching responsibilities, and a short 250 word maximum proposal of how you intend to use qualitative research methods in your teaching setting. You should complete this assignment before you come to the workshop. We will be developing your proposal further during the workshop.

We encourage you to actively engage with the workshop material, including the assignment of posting on the Padlet wall. Working on your assignment is one method to facilitate active learning, with the process of reflecting on the material, and writing down key ideas/your reaction to the material/your own personal take home points/developing a draft proposal or outline of a project giving you a tangible take-away from the workshop. 

Ultimately what one can recall, and implementation ideas one takes away from an educational session is what one has learnt from the session. Individual Padlet posts are one tangible and personal takeaway from the workshop, which can be developed further, be further refined, and accessible for collaboration and feedback.)

Enhancing Research Skills e-Learning Module
(eLearning module courtesy of academic team from the Alice Lee Center for Nursing Studies - To be able to login, participants have to register as a new user first, and then go to the “Qualitative” theme and complete the pre-test.  There are four sessions within this theme and each session takes about 10-15 mins.)

Other online resources:

You might also find the other online resources available using an online search of the following phrase useful "qualitative research methods in medical education".

where you might find the following reference

Review article: medical education research: an overview of methods. (Can J Anaesth, 2012)

Ramani S, Mann K. Introducing medical educators to qualitative study design:
Twelve tips from inception to completion. Med Teach. 2016 May;38(5):456-63. doi: 
10.3109/0142159X.2015.1035244. Epub 2015 Apr 21.

Workshop program:

9.00am   Introduction to Workshop

9.15am   Introduction to the Qualitative Research Method

10.15am Coffee/Tea Break

10.45am Experience sharing, Q & A

11.30am  Introduction to Data Collection Methods

12.30pm  Lunch

1.30pm    Data Analysis - plenary

2.30pm    Data Analysis - activity

3.00pm    Coffee/Tea Break

3.30pm    Group Presentation

5.00pm    End of Workshop

Made with Padlet

Please review the online resources above before the workshop. This should take approximately 3 to 4 hours. You can also browse - skim through the material below. I will be presenting exclusively - entirely from this material.

Lastly, please bring your personal WiFi/3G/4G enabled tablet or laptop to the workshop. You should have examples of your teaching content on the tablet or laptop. You will be using this tablet or laptop for the session and workshop activities.

When you arrive at the workshop, please log in to the Wi-Fi network and the workshop presentation blog on your mobile device-tablet-laptop.

Thank you.



click on tile above


"We can manage better (to iteratively improve, share and build on) what is visible, what we can see – directly, through data, and data dashboards-visual data maps and illustrations. Data and observations, big data and small or rich data, quantitative and qualitative research (mixed methods research) gives us insights as educators into our teaching practice, its effectiveness and impact. Just as we blend the best features of traditional and online/eLearning/Technology enhanced learning in our teaching practice, we can “blend” and take advantage of “big data” or online data analytics, which when added to traditional classroom observations and measures-indicators of learning effectiveness and impact, can give us a more complete, comprehensive, and rounded picture of individual, and group learning."

above from

above from

above from
Goh, P.S. Learning Analytics in Medical Education. MedEdPublish. 2017 Apr; 6(2), Paper No:5. Epub 2017 Apr 4.

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