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What Does “The Discovery of Grounded Theory” Have to Say to Medical Education?

What Does “The Discovery of Grounded Theory” Have to Say to Medical Education? Advances in Health Sciences Education 8: 49–61, 2003. © 2003 Kluwer Academic Publishers. Printed in the Netherlands. From the Archives What Does “The Discovery of Grounded Theory” Have to Say to Medical Education? ILENE HARRIS Office of Education: Educational Development and Research, MMC 293, 420 Delaware St. SE, University of Minnesota Medical School, Minneapolis MN 55455 (Phone: (612)-625-9497; Fax: (612)-626-4200) Qualitative methods are now an accepted and widely used part of the repertoire of medical education research methods (Harris, 2002). The Discovery of Grounded Theory: Strategies for Qualitative Research (1967), by sociologists Barney Glaser and Anselm Strauss, is the classic treatise that first outlined the canons for inquiry and research design, intended to generate theory, using qualitative methods. It remains, to this day, the preeminent conceptual framework for use of qualitative methods, in the post-positivist tradition, in social science and education research generally. And, it is among the most frequently cited references in qualitative studies of medical education – qualitative studies which have been conducted principally within the post-positivistic tradition, of seeking a type of rigor in research methods akin to the rigor achieved for quantitatively-oriented studies, done in the positivist scientific tradition. Its authors, with collaborators, have penned http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Advances in Health Sciences Education Springer Journals

What Does “The Discovery of Grounded Theory” Have to Say to Medical Education?

Harris, Ilene
Advances in Health Sciences Education , Volume 8 (1) – Oct 17, 2004
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References (52)

Publisher
Springer Journals
Copyright
Copyright © 2003 by Kluwer Academic Publishers
Subject
Education; Medical Education
ISSN
1382-4996
eISSN
1573-1677
DOI
10.1023/A:1022657406037
Publisher site
See Article on Publisher Site

Abstract

Advances in Health Sciences Education 8: 49–61, 2003. © 2003 Kluwer Academic Publishers. Printed in the Netherlands. From the Archives What Does “The Discovery of Grounded Theory” Have to Say to Medical Education? ILENE HARRIS Office of Education: Educational Development and Research, MMC 293, 420 Delaware St. SE, University of Minnesota Medical School, Minneapolis MN 55455 (Phone: (612)-625-9497; Fax: (612)-626-4200) Qualitative methods are now an accepted and widely used part of the repertoire of medical education research methods (Harris, 2002). The Discovery of Grounded Theory: Strategies for Qualitative Research (1967), by sociologists Barney Glaser and Anselm Strauss, is the classic treatise that first outlined the canons for inquiry and research design, intended to generate theory, using qualitative methods. It remains, to this day, the preeminent conceptual framework for use of qualitative methods, in the post-positivist tradition, in social science and education research generally. And, it is among the most frequently cited references in qualitative studies of medical education – qualitative studies which have been conducted principally within the post-positivistic tradition, of seeking a type of rigor in research methods akin to the rigor achieved for quantitatively-oriented studies, done in the positivist scientific tradition. Its authors, with collaborators, have penned

Journal

Advances in Health Sciences Education – Springer Journals

Published: Oct 17, 2004

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