Podcasts about medical teacher

#67 - UPDATED - In this episode, Lara leads a conversation about AI and the current body of knowledge about AI that is growing rapidly in Medical Education. Everything you need to know about AI in MedEd is in this paper! Don't miss out—listen now to stay ahead in this rapidly evolving field! Plus, check out the detailed speaker notes for more insights.Episode host: Lara Varpio.You can find episode notes and resources at the Papers Podcast episode website.Episode article: Gordon, M., Daniel, M., Ajiboye, A., Uraiby, H., Xu, N. Y., Bartlett, R., Hanson, J., Haas, M., Spadafore, M., Grafton-Clarke, C., Gasiea, R. Y., Michie, C., Corral, J., Kwan, B., Dolmans, D., & Thammasitboon, S. (2024). A scoping review of artificial intelligence in medical education: BEME Guide No. 84. Medical Teacher, 46(4), 446–470.PAPERs Podcast are:Hosts: Lara Varpio, Jason Frank, Jonathan Sherbino, Linda Snell.Technical Producer: Samuel Lundberg.Web Manager: Alex Alexandersson.Executive Producer: Teresa Sörö.Production of Teaching and Learning at Karolinska Institutet

#67 - In this episode, Lara leads a conversation about AI and the current body of knowledge about AI that is growing rapidly in Medical Education. Everything you need to know about AI in MedEd is in this paper! Don't miss out—listen now to stay ahead in this rapidly evolving field! Plus, check out the detailed speaker notes for more insights.Episode host: Lara Varpio.You can find episode notes and resources at the Papers Podcast episode website.Episode article: Gordon, M., Daniel, M., Ajiboye, A., Uraiby, H., Xu, N. Y., Bartlett, R., Hanson, J., Haas, M., Spadafore, M., Grafton-Clarke, C., Gasiea, R. Y., Michie, C., Corral, J., Kwan, B., Dolmans, D., & Thammasitboon, S. (2024). A scoping review of artificial intelligence in medical education: BEME Guide No. 84. Medical Teacher, 46(4), 446–470.PAPERs Podcast are:Hosts: Lara Varpio, Jason Frank, Jonathan Sherbino, Linda Snell.Technical Producer: Samuel Lundberg.Web Manager: Alex Alexandersson.Executive Producer: Teresa Sörö.Production of Teaching and Learning at Karolinska Institutet

64 - Learners Got Talent?Can innate talent be distinguished from hard-earned skills? Over recent decades, much has been written about the learner in difficulty, but what about the exceptional learner? Jason introduces a paper that spotlights the “talented” trainee Tune in for insights into competencies, developmental arcs, and the nuances of educational excellence.Episode host: Jason R. FrankYou can find episode notes and resources at the episode websiteEpisode article: Mand, G., Nijhawan, M., Fernando, O., Freeman, R., & Merbaum, A. (2024). Identifying the exceptional learner in medical education: A doing vs. being framework. Medical Teacher, 46(6), 817–822. PAPERs Podcast are:Hosts: Lara Varpio, Jason Frank, Jonathan Sherbino, Linda SnellTechnical Producer: Samuel LundbergWeb Manager: Alex AlexanderssonExecutive Producer: Teresa SöröProduction of Teaching and Learning at Karolinska Institutet

Co-Occurrence #12 - Empathy and Algorithms: AI's Role in Social-Emotional Learning (EP.35) With Priten Shah, M.Ed. Have you ever wondered how artificial intelligence is impacting your social and emotional skills? In this episode, we delve into the fascinating intersection of AI and social-emotional learning. Join host Stacy Craft  and guest Priten Shah, an author and educator, as they explore how AI can compliment, confuse, recognize, interpret, and respond to human emotions. Discover the potential of AI to enhance emotional growth and understanding in educational settings, and the considerations that come with it. This episode is the twelfth installment of our limited series, "Co-Occurrence," featuring conversations exploring AI and related technologies as well as possible, probably and actual impacts on education. From discussions around what we know, what we hope for, and what is happening concretely today - this limited series will give you some things to ponder and actionable takeaways. Questions? Feedback? Ideas? Contact us at edufi@mayo.edu Audio Edit Support: Jaquan Leonard Additional Resources: Priten Shah Website https://pritenshah.com/ AI for Education: 6 Strategies for Using AI for Social-Emotional Learning Examining the association between emotional intelligence and chatbot utilization in education: A cross-sectional examination of undergraduate students in the UAE Mosleh, Sultan M. et al. Heliyon, Volume 10, Issue 11, e31952 Roth, C. G., Eldin, K. W., Padmanabhan, V., & Friedman, E. M. (2018). Twelve tips for the introduction of emotional intelligence in medical education. Medical Teacher, 41(7), 746–749. https://doi.org/10.1080/0142159X.2018.1481499 Y. Liu, B. Zoghi (2024) AI-POWERED STRATEGIES FOR ALLEVIATING GRADUATE STUDENT BURNOUT THROUGH EMOTIONAL INTELLIGENCE AND WEARABLE TECHNOLOGY, EDULEARN24 Proceedings, pp. 3041-3049. https://doi.org/10.21125/edulearn.2024.0809  

#62Host Linda Snell are today doing a "consult"; digging a bit deeper into a subject. Explore this guide on faculty development featuring the Four-Quadrant Model by Yvonne Steinert..  Whether you're an educator or a faculty developer, this resource will help you design impactful programs and engage in meaningful professional growth. For all those links and articles that are mentioned in the episode, please take a look at the episode webpageEpisode Host: Linda SnellEpisode articleSteinert, Y. (2010). Faculty development: From workshops to communities of practice. Medical Teacher, 32(5), 425–428.PAPERs Podcast are Hosts: Lara Varpio, Jason Frank, Jonathan Sherbino, Linda SnellTechnical Producer: Samuel LundbergWeb Manager: Alex AlexanderssonExecutive Producer: Teresa SöröProduction of Teaching and Learning at Karolinska Institutet

In this episode, we talk about curriculum renewal from a different angle:  What happens to the educator's identity when major reform is undertaken? What happens to that identity when content expertise is only part of what is now required?Episode host: Lara VarpioYou find the episode notes on the websiteEpisode article: Volschenk, M., & Hansen, A. (2024). Medical teachers' identity learning during major curriculum renewal: A landscapes of practice perspective. Medical Teacher, 1–7.PAPERs Podcast consist ofHosts: Lara Varpio, Jason Frank, Jonathan Sherbino, Linda SnellTechnical Producer: Samuel LundbergWeb Manager: Alex AlexanderssonExecutive Producer: Teresa SöröProduction of Teaching and Learning at Karolinska Institutet

In this episode: KeyLIME LIVE guest co-host Eric J Warm selects a narative review by medical ‘Rock Star' van der Vleuten on 12 Tips for programmatic assessment. If there's one thing the audience can take away from the ICRE 2016 Jason R Frank says these tips should be it! Length: 25:52 min Authors: van der Vleuten CP, Schuwirth LW, Driessen EW, Govaerts MJ, Heeneman S.  Publication details: 12 Tips for programmatic assessment. Medical Teacher. 2014 Nov 20:1-6. [Epub ahead of print     In this episode: KeyLIME LIVE guest co-host Eric J Warm selects a narative review by medical ‘Rock Star' van der Vleuten on 12 Tips for programmatic assessment. If there's one thing the audience can take away from the ICRE 2016 Jason R Frank says these tips should be it! Length: 25:52 min Authors: van der Vleuten CP, Schuwirth LW, Driessen EW, Govaerts MJ, Heeneman S.  Publication details: 12 Tips for programmatic assessment. Medical Teacher. 2014 Nov 20:1-6. [Epub ahead of print] PubMed Link

In this episode: Linda's choice this week is a research paper that aims to develop an inventory of competencies for Program Directors. With a TWIST this episode: Jon agrees with Jason!! Length: 24:51 min Authors: Lieff SJ, Zaretsky A, Bandiera G, Imrie K, Spadafora S, Glover Takahashi S. Publication details: What do I do? Developing a competency inventory for postgraduate (residency) program directors. Medical Teacher. 2016 Apr 6:1-6. [Epub ahead of print] PubMed Link

How can organizations support the development of Clinical Educator Identity? In this episode of PAPERS Podcast, the hosts review a recent study that explores the factors affecting Clinical Educator Identity Formation and provides guidance on how organizations can support its development, maintenance, and advancement. How do we get to be who we are as educators? What are the enablers and barriers? How do personal, relational, and organizational factors impact the formation of Senior Clinical-Educator Identity? Listen in!Episode Host: Linda SnellNotes and links at the episode webpageEpisode articleLee, D. W.-C., Tan, C. K. N., Tan, K., Yee, X. J., Jion, Y., Roebertsen, H., & Dong, C. (2023). How community and organizational culture interact and affect senior clinical educator identity. Medical Teacher, 0(0), 1–9. https://doi.org/10.1080/0142159X.2023.2262103Hosts: Lara Varpio, Jason Frank, Jonathan Sherbino, Linda SnellTechnical Producer: Samuel LundbergExecutive Producer: Teresa SöröProduction of Unit for teaching and learning at Karolinska Institutet

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast Course Title: Mental Health and Supervision: Perspectives on Supervision of Graduate StudentsGet .1 ASHA CEU and view the full course landing page: https://courses.slpnerdcast.com/courses/mental-health-and-supervision-perspectives-on-supervision-of-graduate-students-abje0123Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast. On SLP Nerdcast you'll find SLP Continuing Education Courses, Masterclasses and Clinical Resources. To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.Learning Objectives:Describe practices that support the mental health needs of graduate studentsDescribe Anderson's continuum and how feedback changes throughout the clinical education processIdentify at least 6 characteristics of effective feedbackReferences & Resources:Evans, T.M., Bira, L., Gastelum, J.B., Wiss, L.T., & Vanderford, N.L. (2018). Evidence for a mental health crisis in graduate education. Nature Biotechnology, 36, 282-284.Gonzalo, J. D., Heist, B. S., Duffy, B. L., Dyrbye, L., Fagan, M. J., Ferenchick, G., Harrell, H., Hemmer, P. A., Kernan, W. N., Kogan, J. R., Rafferty, C., Wong, R., & Elnicki, M. D. (2014). Content and timing of feedback and reflection: A multi-center qualitative study of experienced bedside teachers. BMC Medical Education, 14(1).​Lara, Mogensen, & Markuns. (2016). Effective Feedback in the Education of Health Professionals. Support Line. 38(2); 3-8.​Lieberman, R., Raisor-Becker, L, Sotto C., & Redle, E. (2018). Investigation of Graduate Student Stress in Speech Language Pathology. Teaching and Learning in Communication Sciences and Disorders. 2(2) Article 6.Malandraki, J. (2022 November 21) From My Perspective/Opinion: The Cost of Overlooking Mental Health in Graduate Education. ASHA LeaderLive. https://leader.pubs.asha.org/do/10.1044/leader.FMP.26052021.8/full/McCready, V., Raleigh, L., Schober-Peterson, D., & Wegner, J. (2016). Feedback: What's new and different? Perspectives of the ASHA Special Interest Groups, 1(11), 73–80. ​Nottingham & Henning. (2014) Feedback in Clinical Education, Part I: Characteristics of Feedback Provided by Approved Clinical Instructors. Journal of Athletic Training. 49(1); 49-57.​Nottingham & Henning. (2014) Feedback in Clinical Education, Part II: Approved Clinical Instructor and Student Perceptions of and Influences on Feedback. Journal of Athletic Training. 49(1); 58-67. ​Nunes, P., Williams, S., Sa, B., Stevenson, K., (2011) A Study of Empathy decline in students from five health disciplines during their first year of training. International Journal of Medical Education. 2; 12-17.Ramani, S & Krackov, SK. (2012). Twelve tips for giving feedback effectively in the clinical environment. Medical Teacher. 34; 787-791. ​Rice, S. (2017) Stress and the Surfboard. The ASHA Leader. 22(6).Rizzolo, D. & Massey, S., (2020) Fluctuations in STress Over Time During the First Year of Health Science Programs. Journal of Allied Health. 49(2); 120-124.Tilstra, J., Coffman, M., Gonia, T., Koziol, C., Liebe, E. (2019). Communication Sciences and Disorders Graduate Students' Strengths and Vulnerabilities Related to Resilience: A Survey of Graduate Programs. The Internet Journal of Allied Health Sciences and Practice. Walden, P. R. & Gordon-Pershey, M. (2013). Applying Adult Experiential Learning Theory to Clinical Supervision: A Practical Guide for Supervisors and Supervisees. Perspectives on Administration and Supervision. 23(3); 121-144.Weiland, D., & Kucirk, B. (2020) Helicopter Parenting and the Mental Health of iGen College Students. Journal of Psychosocial Nursing & Mental Health Services. 58(5); 16-22.Zylla-Jones, E. (2009). Feedback in Supervision. ASHA – Perspectives on Administration and Supervision. 19-24.

In this episode, the hosts examine the experience of medical students who either matriculate as parents, or who become parents during their undergraduate medical training. Have we supported those learners, or have we left them to fend for themselves?Episode host: Lara VarpioEpisode Article: Mulholland, M. R., & Gulliver, L. S. M. (2023). Support of parenting in undergraduate medical training in New Zealand. Medical Teacher, 1–7. https://doi.org/10.1080/0142159X.2023.2249210Episode webpageHosts: Lara Varpio, Jason Frank, Jonathan Sherbino, Linda SnellTechnical Producer: Samuel LundbergExecutive Producer: Teresa SöröProduction of Unit for teaching and learning at Karolinska Institutet

Have you ever struggled with giving feedback to a learner? Most learners feel that they don't receive actionable feedback on their performance, and feedback often impairs performance by threatening self-esteem. In this episode of Faculty Feed, Dr. Jerry Rabalais and Dr. Staci Saner tackle the crucial topic of feedback with Dr. Sara Multerer, Residency Program Director, Department of Pediatrics. We review the latest research and discuss what we can do to promote feedback aimed at professional development by creating a feedback culture in our organizations. Ramani, S., Könings, K. D., Ginsburg, S., & van der Vleuten, C. P. (2018). Twelve tips to promote a feedback culture with a growth mindset: Swinging the feedback pendulum from recipes to relationships. Medical Teacher, 41(6), 625–631. Promoting a FeedbackCulture Pt. 1⁠Promoting a Feedback Culture Pt. 2 Do you have comments or questions about Faculty Feed? Contact us at FacFeed@louisville.edu. We look forward to hearing from you.

Total length of episode 38:17 This episode was recorded live at ICRE 2019 in Ottawa, Ontario. Jon presents paper first paper at 7:30 Purpose:  “…we sought to determine which interventions aimed at increasing under-represented populations are associated with meeting the desired outcomes of increasing the representation of these populations within the health professions student body.”  Audience participation 1) 24:42 Stan Hamstra - @StanHamstra 2) 28:04 Paula Craigo  - 3) 29:05 Saleem Razack @SaleemRazack  Methodology vote starts at: 32:04 Educational Impact vote: 34:26 Authors:   Simone et al., Publication details: What are the features of targeted or systemwide initiatives that affect diversity in health professions trainees? A BEME systematic review: BEME Guide No. 50 2018 Medical Teacher, 40:8, 762-780, 

Methods Consult – Thematic Analysis is an inaugural episode where Lara Varpio dig a bit deeper into the some of the science methods and theory in health professions education.When you need a little help, or a second opinion, or just some advice from an expert colleague, you might call for a consult. These methods consults are precisely that: a little insight from a colleague who has medical education research experience and (some) expertiseIn this episode, we review thematic analysis as an independent data analysis approach, following the tradition that has been laid out by Braun and Clarke in Thematic Analysis: A Practical Guide (2022). Dr Varpio talks about the six phases in doing a reflexive thematic analysis. References Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE. Kiger, M. E., & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE Guide No. 131. Medical Teacher, 42(8), 846–854. https://doi.org/10.1080/0142159X.2020.1755030 Olmos-Vega, F., Stalmeijer, R., Varpio, L., Kahlke, R. (2022). A practical guide to reflexivity in qualitative research. Medical Teacher. Apr 7:1-11. Host: Lara VarpioTechnical Producer: Samuel LundbergExecutive Producer: Teresa SöröProduction of Unit for teaching and learning at Karolinska Institutet

In Episode 136, host Kevin Patton looks at the effects of tattoos on sweat glands, we discuss aural diversity and how we can accommodate it, and we explore how to use the process of deep elaboration in our course to help challenged learners develop stronger and more useful memories. 00:00 | Introduction 00:47 | Tattoos May Impair Sweating 05:37 | Sponsored by AAA 06:41 | Aural Diversity. It's a Thing. 22:36 | Sponsored by HAPI 24:03 | Deep Elaboration 34:22 | Sponsored by HAPS 35:29 | Deeper Elaboration 47:53 | Staying Connected   ★ If you cannot see or activate the audio player, go to: theAPprofessor.org/podcast-episode-136.html

In this episode, Maraca Learning's Robbie El Fattal and Nicole McMillan join the panel to talk about quality services and organizational culture. In this wide-ranging discussion, the group connects the dots between creating and maintaining an organizational culture that enables the creation of happy staff and satisfied customers. To earn CEUs for listening, click here, log in or sign up, pay the CEU fee, + take the attendance verification to generate your certificate! Don't forget to subscribe and follow and leave us a rating and review Show Notes  References and Resources Callahan, J. L. (2012). Seven characteristics of ethical leadership. Journal of Leadership, Accountability and Ethics, 9(2), 12-19.    Cameron, K. (2016). Radical candor: Be a kick-ass boss without losing your humanity. St. Martin's Press.    Cameron, K., & Quinn, R. (2006). Diagnosing and changing organizational culture: Based on the competing values framework. John Wiley & Sons.    Climb Program. (n.d.). Maraca. Retrieved April 14, 2023, from https://www.maraca.com/climb/    El Fattal, R. (2022, January 20). Finding your organization's North Star: Integrating rhythms of compassionate collaboration [Blog post]. Maraca Learning. https://www.maracalearning.com/post/finding-your-organization-s-north-star-integrating-rhythms-of-compassionate-collaboration    Foxx, R. M. (1993). The behavior artist: A new look at behavior modification. New York: Irvington Publishers.    Novak, D. C., & Dixon, K. S. (2011). The Jefferson Scale of Empathy: A preliminary psychometric analysis and group comparisons in Korean physicians. Medical Teacher, 33(8), e417-e421.    Paul, A. M. (2021). The extended mind: The power of thinking outside the brain. Houghton Mifflin Harcourt.    Silbaugh, B. C., Conners, J., & Paul, E. A. (2022). Using a behavioral skills training package to teach self-advocacy skills to adolescents with intellectual and developmental disabilities. Behavior Analysis in Practice, 15(1), 7-15. https://doi.org/10.1007/s40617-021-00650-7 

When we teach, we're not just teaching, but influencing whether our learners will someday choose to become clinician-teachers themselves. No pressure, eh? Kris and Janelle chat through Twelve Tips for Fostering the Next Generation of Medical Teachers from Medical Teacher to help inspire you to inspire the educators of the future! 

Have you ever sat in a lecture and tried your best to hide that you're gently dosing off? Do you shudder at the thought of having to remember to coagulation cascade? In this episode, hosts Galina Dronova and Justin Hanenberg discuss how we can transform laboratory medicine education, whether in the classroom or on the bench, from procedural knowledge to conceptual. With our guest experts, Dr. Justin Kreuter and Theresa Malin, MEd, MLS(ASCP)CM, we flip the script from creating short term memory retention to a story of meaning. -- References Brown, P., Roediger, H. McDaniel, M. (2014) Make it stick. The science of successful learning. The Belknap Press of Harvard University Press. Cutrer, W. B., Miller, B., Pusic, M. V., Mejicano, G., Mangrulkar, R. S., Gruppen, L. D., Hawkins, R. E., Skochelak, S. E., & Moore, D. E. (2017). Fostering the development of master adaptive learners: A conceptual model to guide skill acquisition in medical education. Academic Medicine, 92(1), 70-75. DOI: 10.1097/ACM.0000000000001323 Cutrer, W. B., Atkinson, H. G., Friedman, E., Deiorio, N., Gruppen, L. D., Dekhtyar, M., Pusic. M. (2018). Exploring the characteristics and context that allow Master Adaptive Learners to thrive. Medical Teacher, 40(8), 791-796. DOI: 10.1080/0142159X.2018.1484560 Six Strategies for Effective Learning. The Learning Scientists. https://www.learningscientists.org/downloadable-materials

The following article of the health industry is: “The Medical Teacher: An Asset of the Health System” by Jorge Valdez García, Dean of the School of Medicine and Health Sciences at Tecnológico de Monterrey

Have you ever struggled with giving feedback to a learner? Most learners feel that they don't receive actionable feedback on their performance, and feedback often impairs performance by threatening self-esteem. In this episode of Faculty Feed, Dr. Jerry Rabalais and Dr. Staci Saner tackle the crucial topic of feedback with Dr. Sara Multerer, Residency Program Director, Department of Pediatrics. We review the latest research and discuss what we can do to promote feedback aimed at professional development by creating a feedback culture in our organizations Citation for the article we discussed: Ramani, S., Könings, K. D., Ginsburg, S., & van der Vleuten, C. P. (2018). Twelve tips to promote a feedback culture with a growth mindset: Swinging the feedback pendulum from recipes to relationships. Medical Teacher, 41(6), 625–631. https://doi.org/10.1080/0142159x.2018.1432850 Additional links: Blog: Promoting a Feedback Culture Pt. 1 Promoting a Feedback Culture Pt. 2

Are you just starting out with qualitative research? Or perhaps you have experience in other forms of qualitative research but want to learn a bit more about Thematic Analysis specifically? You've come to the right place. In this podcast we (three early career researchers) talk about our understanding and experiences of conducting Thematic Analysis (TA) with the help of NVivo Software. We delve under the umbrella term of TA to ask, what is TA? Why did it appeal to our different research projects? And, of course, no research project is complete without a few stumbling blocks along the way, so we talk about those as well.   To polish off and add a little extra shine to the podcast we include a short interview with Dr. Katherine Ashbullby, Lecturer in Psychology at the University of Exeter, who shares her knowledge and experience of TA with the benefit of her experience in the field.   Resources NVivo QSR International (2021) For more information about NVivo and a range of training resources visit the NVivo website: https://www.qsrinternational.com/nvivo-qualitative-data-analysis-software/home/   Sandelowski M, Barroso J. (2003) Classifying the findings in qualitative studies. Qual Health Res. 13(7):905–923.   Braun V, Clarke, V (2019) Reflecting on reflexive thematic analysis, Qualitative Research in Sport, Exercise and Health, 11:4, 589-597, DOI 10.1080/2159676X.2019.1628806  [this paper was referred to as ‘the 2016 one' by Emily in the podcast]   Braun V, Clarke V. (2021) Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern-based qualitative analytic approaches. Couns Psychother Res.;21:37–47. https://doi.org/10.1002/capr.12360   Victoria Clarke has tweeted a useful twitter thread on the Big Q/small q qualitative distinction, which be accessed through the following link:  https://twitter.com/drvicclarke/status/1444258228439764993?s=20    YouTube videos by Victoria Clarke on Thematic Analysis: https://www.youtube.com/channel/UCLBw6Qig8KBId9YuIMzAg7w   Kiger M.E., Varpio L. (2020) Thematic analysis of qualitative data: AMEE Guide No. 131, Medical Teacher, 42:8, 846-854, DOI: 10.1080/0142159X.2020.1755030   Contact and Feedback This podcast is supported by the GW4 institutions – Bristol, Bath, Cardiff, and Exeter – as part of their NVivo Resource Development project, a pool of resources for researchers wishing to get started with NVivo software.   We hope that you enjoyed our podcast. We'd love to hear how you found it. Share your feedback with any of the GW4 doctoral college Twitter accounts: @ExeterDoctoral              @DoctoralBath                   @bristoldc   Thank you for listening! A big thank you from us, Ailsa Naismith, Merve Mollaahmetoglu and Emily Taylor, for listening and we wish you all the best in your research endeavours.   Podcast transcript: 1 00:00:09,210 --> 00:00:20,730 Hello and welcome to R, D and the In Betweens, a fortnightly podcast where we talk to guests about research, development and everything in between. 2 00:00:20,730 --> 00:00:31,380 This week is a special episode with three guest hosts, Ailsa Merve and Emily from the University of Bristol and Exeter. 3 00:00:31,380 --> 00:00:39,050 You're listening to a podcast on thematic analysis and how to tease meaning from qualitative data. 4 00:00:39,050 --> 00:00:41,960 If you're interested about thematic analysis, 5 00:00:41,960 --> 00:00:50,480 keep listening for some insights from three researchers from the University of Exeter and Bristol who have been through the process. 6 00:00:50,480 --> 00:00:58,160 We're also going to hear a little bit from an expert on thematic analysis who shares their key tips on the process. 7 00:00:58,160 --> 00:01:03,380 I'm Ailsa and I work at Earth Sciences at the University of Bristol. 8 00:01:03,380 --> 00:01:13,400 I'm here with Merve working in psychology and Emily, who works in the College of Medicine and Health, and both are at the University of Exeter. 9 00:01:13,400 --> 00:01:17,940 Hi there. Hi. Great. 10 00:01:17,940 --> 00:01:24,230 So lovely to chat today. And let's make some introductions. 11 00:01:24,230 --> 00:01:33,590 I myself am a volcanologist, and I started using thematic analysis to study how people remember past volcanic eruptions. 12 00:01:33,590 --> 00:01:41,930 How did both of you get into the topic from what backgrounds? Yes, my name is Merve and I'm in the psychology department. 13 00:01:41,930 --> 00:01:48,560 So I started using thematic analysis to understand experiences of people who were being ketamine for the treatment, 14 00:01:48,560 --> 00:01:52,790 who were being given ketamine for the treatment of alcohol use disorders. 15 00:01:52,790 --> 00:02:02,240 Yeah. How about you? I'm Emily and I use thematic analysis for my project looking at independent and older people. 16 00:02:02,240 --> 00:02:07,370 And this was a mixed method analysis. So I was using quantitative and qualitative data. 17 00:02:07,370 --> 00:02:13,860 So I found thematic analysis with some of its flexibility was really quite helpful for that. 18 00:02:13,860 --> 00:02:21,690 That's really interesting. It sounds like we're coming from very different backgrounds and using thematic analysis in different ways, 19 00:02:21,690 --> 00:02:35,220 but for those people who for those listeners who are not so familiar with thematic analysis, how would we define that message to them? 20 00:02:35,220 --> 00:02:36,480 That's a really good question. 21 00:02:36,480 --> 00:02:45,420 And I think one thing to understand is that thematic analysis is not a single method, but it's used as an umbrella term for a family of methods. 22 00:02:45,420 --> 00:02:52,980 And as Emily mentioned, it can be flexible in both theoretically, but also in the way that it can be used with inductive. 23 00:02:52,980 --> 00:02:59,400 So data driven and deductive, so theory driven approaches and approaches to coding. 24 00:02:59,400 --> 00:03:06,150 And it can also capture both semantics, explicit or latent implicit meanings and data. 25 00:03:06,150 --> 00:03:07,860 So what is actually thematic analysis? 26 00:03:07,860 --> 00:03:17,760 So it is a pattern based qualitative method and it's considered to belong to the phenomenological or experiential qualitative research tradition. 27 00:03:17,760 --> 00:03:25,410 So it tries to understand exploration of participants subjective experiences and making sense of their. 28 00:03:25,410 --> 00:03:34,410 I think the only thing I can think to add is some people would say it's sort of in the middle in terms of descriptive vs. interpretive. 29 00:03:34,410 --> 00:03:38,830 Some people would argue it can go any place on the scale depending on how you use it. 30 00:03:38,830 --> 00:03:44,730 But I think it can you sort of sit in the middle? Yeah, and I definitely agree with that. 31 00:03:44,730 --> 00:03:51,570 And I think that ties in with what Merve says about it could be an inductive or deductive 32 00:03:51,570 --> 00:03:59,160 approach that you kind of start with a you start with a theory of what you're expecting to see. 33 00:03:59,160 --> 00:04:03,990 And you might find that in your research you confirm that, or conversely, 34 00:04:03,990 --> 00:04:11,040 you might start with almost kind of no expectations of what you're going to find in your research. 35 00:04:11,040 --> 00:04:15,900 And then you build up your themes as you as you go along. 36 00:04:15,900 --> 00:04:23,340 And I think that that is one of the really good things about thematic analysis, 37 00:04:23,340 --> 00:04:32,100 the flexibility that you mention, Emily and Merve, you use this term of pattern based methods. 38 00:04:32,100 --> 00:04:39,710 I'm kind of interested in that. How could you elaborate on that pattern based, similar pattern based? 39 00:04:39,710 --> 00:04:45,150 I'm referring to qualitative analysis methods that focus on analysing patterns 40 00:04:45,150 --> 00:04:50,170 of meaning across data items or cases and a qualitative qualitative data set. 41 00:04:50,170 --> 00:04:54,510 So what I mean by data items are cases. I'm referring to participants. 42 00:04:54,510 --> 00:05:03,960 So call it a thematic analysis is one approach, one pattern based approach that others, such as qualitative content analysis, 43 00:05:03,960 --> 00:05:12,960 IPA, grounded theory, reflexive thematic analysis, the one I just mentioned, and also a pattern based discourse analysis. 44 00:05:12,960 --> 00:05:19,590 I guess pattern based methods are different than other qualitative methods that examine, 45 00:05:19,590 --> 00:05:25,110 for example, the more fine grained or interactional work of speech, 46 00:05:25,110 --> 00:05:33,390 such as conversation, analysis, or it's also different from methods that focus on biographies or stories such as narrative analysis. 47 00:05:33,390 --> 00:05:40,980 So that's how we can distinguish thematic analysis from other types of qualitative analysis approaches. 48 00:05:40,980 --> 00:05:46,080 Emily, did you have anything to add? No. Again, I think you've put it really well. 49 00:05:46,080 --> 00:05:58,320 I think one of the things about it being pattern based, so it also lends to it being a useful foundational tool for for other qualitative methods. 50 00:05:58,320 --> 00:06:08,280 So grounded theory and an IPA, I think both kind of expand on and of some of the concepts of thematic analysis, 51 00:06:08,280 --> 00:06:14,320 although thematic analysis is definitelu argued as a standalone method in itself. 52 00:06:14,320 --> 00:06:19,130 I just realised we haven't quite defined what it is, and for me, I initially forgot, 53 00:06:19,130 --> 00:06:24,850 well, not forgot, but it's quite a long road, so we should probably specify that. 54 00:06:24,850 --> 00:06:30,650 I think it's interpretative phenomenological analysis, just as a note to the listener. 55 00:06:30,650 --> 00:06:38,530 Yeah, good point. Very nicely pronounced. I'm always like shying away from saying it because it's such a long one. 56 00:06:38,530 --> 00:06:47,400 But yet when we say IPA, that's what we're referring to. Got you got you, not the IPA beer 57 00:06:47,400 --> 00:06:52,240 That would be a great type of uh. I'd be very interested. Yeah. 58 00:06:52,240 --> 00:06:58,150 Emily, I really liked what you picked up on in that thematic analysis can be kind of standalone, 59 00:06:58,150 --> 00:07:04,030 but it also is the foundation for a lot of different other types of analysis. 60 00:07:04,030 --> 00:07:10,990 I think that's really key and that for me in my research was something I instinctively felt. 61 00:07:10,990 --> 00:07:21,730 So I haven't done any other types of qualitative analysis than the analysis, but it kind of feels when you're doing it that it's so, 62 00:07:21,730 --> 00:07:27,970 so powerful and so flexible that you could really use it for and other other methods. 63 00:07:27,970 --> 00:07:35,500 And yeah, I wondered I mean, like I've said, I haven't done anything else apart from thematic analysis. 64 00:07:35,500 --> 00:07:47,350 But I wondered if you had both worked on some of these other methods that that you mentioned Merve and whether you wanted to kind of 65 00:07:47,350 --> 00:07:57,070 briefly elaborate on on how perhaps whether you liked them and whether thematic analysis itself really informed those other methods. 66 00:07:57,070 --> 00:08:06,820 So I will I am I have only really used thematic analysis, although I didn't really realise that it was counted as thematic analysis, 67 00:08:06,820 --> 00:08:10,570 because going back to the comment you made earlier is an umbrella term. 68 00:08:10,570 --> 00:08:18,340 So I actually use framework analysis, which if you go by and Clarke's definition, 69 00:08:18,340 --> 00:08:22,840 that would be counted as sort of a code book type of thematic analysis. 70 00:08:22,840 --> 00:08:30,280 And so that's just it's not as rigid as another form, which is coding reliability, 71 00:08:30,280 --> 00:08:40,660 which is very keen on having accurate codes that are repeatable and have different researchers. 72 00:08:40,660 --> 00:08:48,760 So that's kind of the key quality of coding reliability. And then you've got the bottom part version of reflexive analysis, 73 00:08:48,760 --> 00:08:56,830 which is much more recognising the generation and and sending of the researcher and the impact to the researcher on things. 74 00:08:56,830 --> 00:09:02,530 So a code book, which is where mine sits this framework is sort of in between those two, 75 00:09:02,530 --> 00:09:09,220 because it does have a framework which has some sort of deductive codes coming in to start with. 76 00:09:09,220 --> 00:09:16,040 And for me that was useful because that related to the mixed methods sort of side of my project that I, 77 00:09:16,040 --> 00:09:24,700 I did want to explore and sort of the more abstract and deeper kind of meanings within my studies. 78 00:09:24,700 --> 00:09:30,910 But I also needed to relate it to the quantitative work as well. So then use the deductive side for that. 79 00:09:30,910 --> 00:09:38,230 Mm hmm. That's so interesting, Emily. And I think that kind of brings us to a point that I wanted to mention about this, 80 00:09:38,230 --> 00:09:44,950 because we defined we said that thematic analysis is an umbrella term, but we haven't really quite defined what sits under that. 81 00:09:44,950 --> 00:09:51,280 And you refer to these sort of three main approaches within themantic analysis that Braun and Clark mentioned. 82 00:09:51,280 --> 00:09:53,860 So, you know, you said the coding reliability approaches, 83 00:09:53,860 --> 00:10:03,870 the reflexive approaches and the codebook approaches with that continuum from coding reliability to reflexive themantic analysis. 84 00:10:03,870 --> 00:10:08,080 And, yeah, I think that's an important distinction to make. 85 00:10:08,080 --> 00:10:13,930 And I think what I would add to that is that Braun and Clark refer to coding reliability. 86 00:10:13,930 --> 00:10:17,710 Thematic analysis is what's called a small q qualitative research. 87 00:10:17,710 --> 00:10:24,410 So when you use qualitative tools and techniques with a post positivist research values 88 00:10:24,410 --> 00:10:33,910 so sort of the research values that underpin quantitative research and emphasise sort of the objective and replicable knowledge as ideal, 89 00:10:33,910 --> 00:10:39,850 whereas the reflexive thematic analysis sits more within the big Q qualitative research 90 00:10:39,850 --> 00:10:45,640 which where qualitative research is not simply conceptualised as tools and techniques, 91 00:10:45,640 --> 00:10:49,350 what that means is qualitative, both in terms of techniques but also values. 92 00:10:49,350 --> 00:10:55,150 So I think that's a really interesting discussion. Yeah, that is an interesting discussion, rather. 93 00:10:55,150 --> 00:11:01,120 And I wanted to ask you a bit more about that, because I still find some of these terms a bit confusing. 94 00:11:01,120 --> 00:11:07,570 So you kind of said that the small q qualitative research is use qualitative tools, 95 00:11:07,570 --> 00:11:15,610 but you have values of, I'm guessing, understanding that there's maybe a objective truth out. 96 00:11:15,610 --> 00:11:16,750 There are things to learn, 97 00:11:16,750 --> 00:11:25,840 whereas the big Q qualitative would be both that you use the qualitative tools but also have a qualitative approach in that you say, 98 00:11:25,840 --> 00:11:30,910 well, the truth is subjective and this is my interpretation of what you said, 99 00:11:30,910 --> 00:11:36,350 but perhaps you can elaborate because it's always it's good to hear in your own words. 100 00:11:36,350 --> 00:11:42,220 I've just got a note here that the big Q is around encompassing the philosophy and procedure. 101 00:11:42,220 --> 00:11:51,460 And so sort of what you were saying. Yeah, I guess the point to make here is that there's the what is referred to as small q qualitative research, 102 00:11:51,460 --> 00:11:56,830 which uses maybe the quantitative research values within a qualitative method. 103 00:11:56,830 --> 00:12:04,870 And then there's the big Q qualitative research which where the methods and the values are aligned in qualitative research. 104 00:12:04,870 --> 00:12:08,320 Yeah, that's a really good way of putting it actually. 105 00:12:08,320 --> 00:12:15,670 And I guess you can see where you sit within this continuum of thematic analysis or qualitative research more generally, 106 00:12:15,670 --> 00:12:20,170 depending on what the needs of the research that you're conducting are. 107 00:12:20,170 --> 00:12:25,120 And I think the reference for that is from Sandelowski and Barroso in 2003, 108 00:12:25,120 --> 00:12:29,200 just from reading this morning that we might be able to put that in the notes. 109 00:12:29,200 --> 00:12:31,720 And you've also both mentioned Braun and Clarke. 110 00:12:31,720 --> 00:12:39,190 So I think this would be this is a really key article to it, kind of in reference for people to be able to look back on. 111 00:12:39,190 --> 00:12:45,910 It seems that I think all of us have found that a really useful resource from our very different backgrounds. 112 00:12:45,910 --> 00:12:51,820 I think one of the really interesting things about Braun and Clark is that they do they have the original paper in 2006, 113 00:12:51,820 --> 00:12:56,610 but they have done lots of papers since and encourage you to read those papers because they. 114 00:12:56,610 --> 00:13:05,790 You reflect on what how they've learnt to learn from teaching about as well, and I think that makes and is really helpful, 115 00:13:05,790 --> 00:13:15,420 but also quite informative for a new researcher to realise actually there was all this reflection and all of this has gone before. 116 00:13:15,420 --> 00:13:22,710 Yeah, definitely, if you're just starting with qualitative research, don't just go and read their paper from 2006, that was 15 years ago. 117 00:13:22,710 --> 00:13:28,650 And there they have so many more papers come out since then that are really informative. 118 00:13:28,650 --> 00:13:33,210 So I think that's one of the most referenced papers in the whole world. 119 00:13:33,210 --> 00:13:35,580 I'm not entirely sure it's about hundred thousand times. 120 00:13:35,580 --> 00:13:43,540 But, you know, I think they also emphasise that things have moved on from the their understanding at that time. 121 00:13:43,540 --> 00:13:51,470 So I would definitely recommend reading some of their most recent papers, which we can link in the show notes as well. 122 00:13:51,470 --> 00:13:57,710 This is a mad numbers of references. Yeah, it's crazy, but it's also, I think, 123 00:13:57,710 --> 00:14:07,220 confidence building that these people who have written such a seminal resource have also shown that in their subsequent papers, 124 00:14:07,220 --> 00:14:09,260 they've been pretty reflexive. 125 00:14:09,260 --> 00:14:21,890 The because this is kind of a theme or a common feature of thematic analysis itself that's kind of going over and and refining looking back on. 126 00:14:21,890 --> 00:14:29,070 So to have some of the most prominent practitioners of it do it in their own work and in their own understanding, 127 00:14:29,070 --> 00:14:37,910 that's pretty, pretty great, I think. 128 00:14:37,910 --> 00:14:48,770 I just want to say one other aspect perhaps that we haven't discussed in terms of thematic analysis is, is the issue of method versus methodology. 129 00:14:48,770 --> 00:14:55,700 And I think before I started doing qualitative research, before I started being involved with qualitative research, 130 00:14:55,700 --> 00:14:59,210 I kind of assumed method and methodology were the same thing. 131 00:14:59,210 --> 00:15:07,110 So I kind of used interchangeably. But they actually refer to different things and I think it would be really useful for people to know. 132 00:15:07,110 --> 00:15:15,690 And so the way methodology is defined is that methodology refers to theoretically informed frameworks for research. 133 00:15:15,690 --> 00:15:21,470 So this include things like IPA discourse, analysis, and on the other hand, 134 00:15:21,470 --> 00:15:29,000 method refers to technically it's sort of not technically, theoretically independent tools and techniques such as thematic analysis. 135 00:15:29,000 --> 00:15:38,630 So, you know, from the examples that we've given earlier about pattern based methods from pattern based methods and methodologies, 136 00:15:38,630 --> 00:15:45,140 thematic analysis and qualitative content analysis are are considered pattern based methods. 137 00:15:45,140 --> 00:15:54,020 So these offer people, researchers, tools and techniques that are either a theoretical or theoretically flexible in the case of thematic analysis, 138 00:15:54,020 --> 00:16:01,610 for example, and things like IPA, grounded theory, discourse, analysis, these are considered methodology. 139 00:16:01,610 --> 00:16:09,230 So these have theoretically informed framework's research. That's an important distinction to clarify for people. 140 00:16:09,230 --> 00:16:18,590 Yeah, Merve I think you nailed it. I mean, I, I still struggle with method versus methodology, but I think that's that's quite clear. 141 00:16:18,590 --> 00:16:22,630 And for me, it's kind of useful, you know, like what's in an ology 142 00:16:22,630 --> 00:16:34,700 Like, what's the difference that I think I think I mean, one one one thing that's just occurred to me as as you describe that Merve is that, 143 00:16:34,700 --> 00:16:40,010 you know, the set method, as I understand it, is theory. 144 00:16:40,010 --> 00:16:45,510 So you said it's the theoretically independent. So I could approach that with different research philosophies. 145 00:16:45,510 --> 00:16:53,240 Yes. And the methodology is is informed by a particular research philosophy. 146 00:16:53,240 --> 00:17:00,290 I think in a way like what Emily said was really helpful in understanding that themantic analysis is theoretically flexible because, you know, 147 00:17:00,290 --> 00:17:06,290 she said how she adapted it to suit the needs of her research project in the 148 00:17:06,290 --> 00:17:11,330 sense that she still needed things to be reliable and replicable in a sense. 149 00:17:11,330 --> 00:17:18,740 So she didn't use perhaps the reflexive thematic analysis, which doesn't necessarily concern itself with reliability. 150 00:17:18,740 --> 00:17:26,750 And it understands that themes are quite subjective. So it doesn't try to reduce that research researcher bias. 151 00:17:26,750 --> 00:17:33,360 So, you know, she's adopted the thematic analysis to her research values and philosophy. 152 00:17:33,360 --> 00:17:35,430 Yeah. 153 00:17:35,430 --> 00:17:45,270 Yeah, yeah, I really I keep coming back to that that that thing you said the start, I believe, how you liked the flexibility of thematic analysis. 154 00:17:45,270 --> 00:17:52,030 And I also in my research, that was a really big pool for me because I had this this. 155 00:17:52,030 --> 00:17:56,580 Yeah, I just I just wanted to have a powerful tool that could do what I wanted it to do. 156 00:17:56,580 --> 00:18:08,760 So, yeah. And I wanted to ask if there were other other appeals of thematic analysis that really led you to choose it to to analyse your research. 157 00:18:08,760 --> 00:18:16,830 That's a good question, I think. It sort of led me on to think of something else, which may not be quite answering the question, 158 00:18:16,830 --> 00:18:25,770 but I think it's sort of relevant and I don't want to ask again, I think it's a 2016 paper. 159 00:18:25,770 --> 00:18:32,970 They talk about and using it as a tool to be used flexibly, but also with knowingness. 160 00:18:32,970 --> 00:18:38,190 So and thinking about although it can be flexible with the very thinking about 161 00:18:38,190 --> 00:18:42,750 what I still think about what's underpinning it and how you're using that. 162 00:18:42,750 --> 00:18:46,650 And for me, this it just worked. 163 00:18:46,650 --> 00:18:52,470 And I think the conversation it was having going on in my research is looking 164 00:18:52,470 --> 00:18:58,440 at the quantitative and qualitative and how they speak to each other or not, 165 00:18:58,440 --> 00:19:05,610 and the fact that I could use a guess sort of deductive and inductive within that analysis. 166 00:19:05,610 --> 00:19:09,150 And also the fact is looking at patterns so I can only see other patterns 167 00:19:09,150 --> 00:19:16,440 between the two types of data and what a contrast and just works well for me, 168 00:19:16,440 --> 00:19:25,200 I think. Mm hmm. I think what I wanted to also say is something that Emily said is that it can do both. 169 00:19:25,200 --> 00:19:33,930 It sort of sits between descriptive and analytical approaches. And again, that fits within more descriptive, more themantic approach, 170 00:19:33,930 --> 00:19:44,010 a systematic analysis versus more light and versus approaches that try to on the cover more detail and implicit meanings. 171 00:19:44,010 --> 00:19:49,410 So I think that's some other benefit of thematic analysis that you can sort of do both of those things with it. 172 00:19:49,410 --> 00:19:51,430 Yeah, yeah, I like that. 173 00:19:51,430 --> 00:19:59,790 So I imagine that if you're under covering a theme, a theme could be something that someone's kind of one of your, let's say, an interview. 174 00:19:59,790 --> 00:20:06,660 He says something that you say, well, this can't this text can be taken as read a descriptive theme or it's kind of 175 00:20:06,660 --> 00:20:11,850 the meaning behind the words is the kind of latent thing that you pick up. 176 00:20:11,850 --> 00:20:12,900 And yeah. 177 00:20:12,900 --> 00:20:21,510 Emily, from your your what you described, it sounds like you like the flexibility, but there was also some kind of structure underpinning it. 178 00:20:21,510 --> 00:20:25,710 So you didn't kind of just jump in and say, oh, I'm going to do whatever, 179 00:20:25,710 --> 00:20:31,350 but that you use thematci analysis to kind of marry that quantitative and qualitative analysis. 180 00:20:31,350 --> 00:20:46,860 And I really like that. I think that's. Yeah, a really, really positive thing of thematic analysis. 181 00:20:46,860 --> 00:20:56,440 So one thing I was going to go on to after that was that I think that we all use the software NVivo, for for thematic analysis. 182 00:20:56,440 --> 00:21:07,530 And I wondered if you felt that it was easy to kind of marry the analysis of the different qualitative and quantitative data in NVivo 183 00:21:07,530 --> 00:21:14,980 And that's also a good question. It certainly works well, I think can be very for me, it works how I think. 184 00:21:14,980 --> 00:21:23,640 So if I had a word my interview transcripts in paper form, I would probably be highlighting and then putting little notes in the margin. 185 00:21:23,640 --> 00:21:29,040 And actually, NVivo allows me to do that because I can highlight it and then make annotations. 186 00:21:29,040 --> 00:21:33,540 Or if I'm actually thinking about organising it, I can highlight to encode it. 187 00:21:33,540 --> 00:21:39,130 And that works. I believe it's a quantitative code or a qualitative code. 188 00:21:39,130 --> 00:21:46,020 Yeah. So it just works for me. And the benefit of and we believe we're doing that on paper is that I can then 189 00:21:46,020 --> 00:21:50,340 take those bits that I've coded and move them around and look at them together. 190 00:21:50,340 --> 00:21:59,010 Hmm. I mean, it's a great tool, isn't it, because, you know, before computers and NVivo, I imagine people had to do this by hand. 191 00:21:59,010 --> 00:22:09,270 And I think they would print out the interviews and they would highlight cut and paste, move around, you know, the whole floor being covered by paper. 192 00:22:09,270 --> 00:22:14,460 And, you know, I guess in a way you might become more involved with your data, 193 00:22:14,460 --> 00:22:20,640 but it also is very difficult to manage and share with other people and also very prone to getting lost. 194 00:22:20,640 --> 00:22:24,540 So and we were kind of does all of that in a computer system. 195 00:22:24,540 --> 00:22:31,710 And I think it's really helpful in terms of collaborating with people, because we know that, you know, in most qualitative research, 196 00:22:31,710 --> 00:22:36,780 interviews are coded by more than one people one person, one researcher, 197 00:22:36,780 --> 00:22:42,870 or even if it is just coded by you, you still probably want to share it with other people. 198 00:22:42,870 --> 00:22:46,410 So it's a great tool for facilitating facilitating that. 199 00:22:46,410 --> 00:22:49,500 Yeah. So there's a lot of tools around how to work with other people. 200 00:22:49,500 --> 00:22:57,970 And this is one of the tools that we've created for the for the enviable resources as part of the GW4 network. 201 00:22:57,970 --> 00:23:00,300 So if you are in one of those institutions, 202 00:23:00,300 --> 00:23:07,170 you will be able to access access some information about how to facilitate collaboration on NVivo as well, which we will link to at the end. 203 00:23:07,170 --> 00:23:08,190 Yeah, I love that. 204 00:23:08,190 --> 00:23:17,830 My personal experience I remember the first my very first getting into thematic analysis and having only three interviews to analyse, 205 00:23:17,830 --> 00:23:25,020 but the transcripts werfe each like 20 pages long. And before I got to use NVivo, I was just like, you know, writing down texts and stuff. 206 00:23:25,020 --> 00:23:32,190 And I had I think I had interesting themes, but it was like impossible to organise that or to get a sense of, 207 00:23:32,190 --> 00:23:40,290 you know, what was significant or what was just, you know, a kind of small idea, what could be descriptive. 208 00:23:40,290 --> 00:23:41,930 And I think in particular, 209 00:23:41,930 --> 00:23:52,530 the kind of latent themes for me were much harder to to to tease out and to understand when I just had big stacks of paper coming. 210 00:23:52,530 --> 00:24:06,090 And for me, uploading these transcripts into and being able to organise themes through notes and kind of linked them was like really a game changer. 211 00:24:06,090 --> 00:24:12,900 Yeah. Was it the same for you? Every. Yeah, yeah, there's a couple of things you said that it made me think I mean, 212 00:24:12,900 --> 00:24:16,510 I find it really helpful that you can sort of have everything in one place. 213 00:24:16,510 --> 00:24:25,710 You can have you can use memos to be to maybe reflexive memos or so you can have a project log, as almost, maybe your diary. 214 00:24:25,710 --> 00:24:27,630 And because I don't know if you're anything like me, 215 00:24:27,630 --> 00:24:34,440 but we have bits of paper everywhere that have little notes that you can have it all on and NVivo, which is quite handy. 216 00:24:34,440 --> 00:24:44,310 And also, um, I'm a very visual thinker. So some of the visualisation tools, that computer has had been really helpful, I think. 217 00:24:44,310 --> 00:24:46,560 Mm hmm. Yeah, I was just about to mention that. 218 00:24:46,560 --> 00:24:52,530 And I think another really cool tool is if you're using thematic analysis with a more quantitative approach, 219 00:24:52,530 --> 00:24:56,670 let's say you can run coding comparison a query. 220 00:24:56,670 --> 00:25:04,800 So if you have multiple people coding on the same project, you can automatically compare how much do they agree in terms of their coding? 221 00:25:04,800 --> 00:25:08,850 And you can highlight differences and you can highlight areas where they disagree. 222 00:25:08,850 --> 00:25:15,060 But it can be really useful tool to enable comparisons of integrated reliability and things like that. 223 00:25:15,060 --> 00:25:22,710 That's really useful to know because I have only ever coded as a I've only ever 224 00:25:22,710 --> 00:25:29,940 coded so low that going forward it could be a really useful thing to be able to, 225 00:25:29,940 --> 00:25:38,880 again, kind of reflect on whether these systems are robust, if other researchers involved are kind of seeing those who are picking them out. 226 00:25:38,880 --> 00:25:44,490 And if not, then there's an interesting dialogue to be had there with other researchers. 227 00:25:44,490 --> 00:25:48,600 And yeah, but I have I have also used the visualisation tools. 228 00:25:48,600 --> 00:26:00,020 I don't know if both of you use, but I'm a particular fan of the word clouds. 229 00:26:00,020 --> 00:26:06,470 I mean, talking about, you know, we've talked a lot about all the benefits of thematic analysis, 230 00:26:06,470 --> 00:26:15,140 and I think listeners will be able to tell that we're all fans. But I know that with everything there comes some challenges. 231 00:26:15,140 --> 00:26:26,330 And for instance, I found initially that it was quite difficult to know how much significance to ascribe to a theme that was emerging in my data. 232 00:26:26,330 --> 00:26:34,400 And I wanted to ask you both, you know, any particular challenges that you've come across while doing thematic analysis? 233 00:26:34,400 --> 00:26:43,340 Yeah, I think that's a good point about describing how much weight to ascribe to the different bits of coding, 234 00:26:43,340 --> 00:26:48,620 and especially where we've talked about coming from Quantitative maybe a more quantitative background where 235 00:26:48,620 --> 00:26:54,200 you may be looking at Frequency's and things like that and actually realising that in thematic analysis, 236 00:26:54,200 --> 00:27:01,490 actually some of the very important and possibly the richest themes can be ones that don't appear all that often. 237 00:27:01,490 --> 00:27:03,860 But they they're really potent when they do. 238 00:27:03,860 --> 00:27:11,540 And they might also encourage you to explore a bit more into the other of the transcripts as well to see whether it does actually come up. 239 00:27:11,540 --> 00:27:16,760 It might just have been a bit more subtle than some of the others. That's really interesting. 240 00:27:16,760 --> 00:27:27,050 I guess for me, one of the challenges was getting my head around sort of this distinction between what's referred to as themes and domain summaries, 241 00:27:27,050 --> 00:27:34,640 especially within reflexive thematic analysis. So now now I do understand what domain summaries are. 242 00:27:34,640 --> 00:27:41,840 So domain summaries are basically a summary of what's been said, everything that's been said about a particular topic. 243 00:27:41,840 --> 00:27:46,670 So, for example, if I asked the participants a question, I might have asked something like, 244 00:27:46,670 --> 00:27:50,660 what are some of the negative experiences you've had with this treatment? 245 00:27:50,660 --> 00:27:55,280 And if I just summarise everything that said, that would be a domain summary, 246 00:27:55,280 --> 00:28:00,080 but it doesn't actually uncover the latents meanings behind what they've said. 247 00:28:00,080 --> 00:28:05,360 So the themes now I understand within reflect systematic analysis. 248 00:28:05,360 --> 00:28:14,780 The themes are sort of uniting the more implicit and or latent meanings behind what people have said, not just summarising what everyone has said. 249 00:28:14,780 --> 00:28:20,810 So, for example, a list of people have reported these as negative effects of the treatment sort of thing. 250 00:28:20,810 --> 00:28:31,460 So initially that was quite a challenge for me. But again, there are some useful resources around this as well, which we can link to. 251 00:28:31,460 --> 00:28:34,640 We're going to have so many links in the show. Great. 252 00:28:34,640 --> 00:28:49,190 Yeah, I think one other challenge I had starting off with is that I had some research questions that I think were led by my my certain approach, 253 00:28:49,190 --> 00:29:00,860 feeling that I feeling that I when I was coding my data, I wasn't actually getting answers that matched particularly well to the questions. 254 00:29:00,860 --> 00:29:06,380 And so initially that that felt quite worrisome. 255 00:29:06,380 --> 00:29:16,580 And then I think that what was helpful was understanding that the the themes that were emerging could then inform the questions. 256 00:29:16,580 --> 00:29:23,410 And in my case, I was able to do more interviews to then kind of revise the question. 257 00:29:23,410 --> 00:29:26,180 So, again, it was that thing that, you know, 258 00:29:26,180 --> 00:29:34,850 just because the things didn't necessarily answer exactly the questions that I had posed, that didn't mean that they're wrong. 259 00:29:34,850 --> 00:29:40,850 It was a case of of kind of recasting things, you know, re re. 260 00:29:40,850 --> 00:29:46,460 Yeah, recreating things and reflecting to understand that things could change. 261 00:29:46,460 --> 00:29:54,170 So I'd say moving from a kind of fixed mindset of, you know, the my hypothesis is wrong, 262 00:29:54,170 --> 00:29:58,970 which as a as a natural scientist, that is kind of that is the approach that we take. 263 00:29:58,970 --> 00:30:04,010 And it's like a very ingrained thing that we don't really reflect on research philosophy at 264 00:30:04,010 --> 00:30:10,190 all to meeting something that was like a lot more reflective and a lot more understanding 265 00:30:10,190 --> 00:30:20,030 of the subjectivity of meaning and of experience that I think is really key to thematic 266 00:30:20,030 --> 00:30:27,260 analysis and for me and maybe for you guys too really attractive to this kind of research. 267 00:30:27,260 --> 00:30:34,400 And I think in a way, what you're saying is that your research questions were informed by your data as well, 268 00:30:34,400 --> 00:30:38,570 rather than the other way around, which usually is the case with quantitative research. 269 00:30:38,570 --> 00:30:44,360 You have a theory which informs the research questions and then you get the data to support or not supported, 270 00:30:44,360 --> 00:30:50,490 whereas here you got some data and that led you to revise your research questions. 271 00:30:50,490 --> 00:31:01,200 Yes, exactly. Nail on the head. And that is a really exciting for me everything exciting new ways to do research. 272 00:31:01,200 --> 00:31:09,020 Yeah. I think one one interesting thing about qualitative research generally is that it can generate a lot of hypotheses. 273 00:31:09,020 --> 00:31:17,240 Right. So I think that's one of the things that I've enjoyed so much about being involved in qualitative research is that you get such a deep insight 274 00:31:17,240 --> 00:31:26,450 into a topic and it can sort of generate more questions for research that either you answer with qualitative or with quantitative research. 275 00:31:26,450 --> 00:31:36,170 Yeah, I think, you know, so your example was sort of just thinking about deductive and inductive that the deductive is it can be very useful 276 00:31:36,170 --> 00:31:42,080 sometimes to kind of if you really need to pinpoint a particular aspect and you've got that in your question. 277 00:31:42,080 --> 00:31:50,090 But actually the inductive has that place to explore a bit further and may deviate from actually what that initial question was. 278 00:31:50,090 --> 00:31:52,580 But as you say, it's just that much more informative. 279 00:31:52,580 --> 00:32:01,610 And it's one of the I think one of the as it if it was one of the joys of qualitative research and how it can be really informative. 280 00:32:01,610 --> 00:32:06,560 You're so right. And it's it's cool to think of OK to think of it as an ongoing process. 281 00:32:06,560 --> 00:32:17,180 I think that that it's not kind of done and dusted it can kind of continually we can continually learn more and ascribe more meaning. 282 00:32:17,180 --> 00:32:23,570 Absolutely. I think there's several cases where it's been, you know, actually, although there might be steps, 283 00:32:23,570 --> 00:32:33,020 I think one of the papers we're looking at gets six steps to to or I think it's the reflectivity. 284 00:32:33,020 --> 00:32:38,660 But actually, although it might be presented as six steps, though, things are very much you kind of go cyclical, 285 00:32:38,660 --> 00:32:47,750 you might get to step two and then have to go back to that one and you might just kind of keep reinforcing or learning more so it develops as you go, 286 00:32:47,750 --> 00:32:55,130 which I think is very important as well. And that is part of the adding depth and richness to to your data as well. 287 00:32:55,130 --> 00:33:01,670 Definitely, yeah. I think before we wrap up, I just wanted to add something that might be reassuring to people. 288 00:33:01,670 --> 00:33:09,380 You know, if you're sort of thinking, is thematic analysis the right choice for me or, you know, how do I choose a type of analysis? 289 00:33:09,380 --> 00:33:14,090 I think what I found really interesting reading in one of Braun and Clark's paper, 290 00:33:14,090 --> 00:33:17,730 they're basically that they have a wealth of knowledge in this area. 291 00:33:17,730 --> 00:33:24,740 So we refer to them a lot. But I think they say that considering and choosing an analytical approach is sort of more like 292 00:33:24,740 --> 00:33:29,810 deciding between which type of fruit you will choose to eat rather than deciding whether 293 00:33:29,810 --> 00:33:32,220 to have fruit a slice of cake or a burger. 294 00:33:32,220 --> 00:33:41,330 So they kind of emphasise that a lot of different pattern based methods for examples, for example, can have very similar outputs. 295 00:33:41,330 --> 00:33:47,690 So it is an important decision, but it's not choosing between an apple and a burger, 296 00:33:47,690 --> 00:33:53,940 but it's more choosing between the types of fruits, which I find quite a reassuring analogy. 297 00:33:53,940 --> 00:33:58,460 Yeah, I like that one. Yeah, great. For someone is indecisive as me. 298 00:33:58,460 --> 00:34:01,700 That's very helpful. Yeah. And I guess yeah. 299 00:34:01,700 --> 00:34:08,840 There's a lot of resources around how to choose between different types of different types of pattern based methodology, 300 00:34:08,840 --> 00:34:12,010 methods or methodologies, and there are similarities and differences. 301 00:34:12,010 --> 00:34:21,560 So I think one of their papers was comparing thematic analysis to different types of other types of pattern based methods or methodology, 302 00:34:21,560 --> 00:34:26,800 which can be quite useful for some people to read. So we will link that as well. 303 00:34:26,800 --> 00:34:36,640 Definitely, we'll we'll put that in the show notes, and so I think we'll wrap up there because it's been a really lovely and informative 304 00:34:36,640 --> 00:34:42,460 discussion and we've talked around various aspects of thematic analysis, 305 00:34:42,460 --> 00:34:48,820 how we first came to you to join it or how we first came to use it in our research and the the 306 00:34:48,820 --> 00:34:55,600 benefits and some of its challenges and also some of the definitions of thematic analysis. 307 00:34:55,600 --> 00:35:02,860 And for me, it's been a real pleasure to to host this and to share with you guys a really great discussion. 308 00:35:02,860 --> 00:35:09,960 So I'd like to thank both of you. Oh, thank you. Yeah, it's been really interesting talking to you both about this. 309 00:35:09,960 --> 00:35:13,430 I really enjoyed it. Thank you. Oh, it's lovely. 310 00:35:13,430 --> 00:35:20,420 And, yeah, we've we've learnt a huge well, I personally learnt a huge amount and hope the listeners have to. 311 00:35:20,420 --> 00:35:25,940 But as we've said at various points through the podcast we have, 312 00:35:25,940 --> 00:35:32,810 we will include a link in links in the show, notes to all of the resources that we've mentioned. 313 00:35:32,810 --> 00:35:44,680 So, again, a huge thanks to Merve and Emily for our conversation. 314 00:35:44,680 --> 00:35:50,980 I have Dr. Kat Ashbullby with me right now. She's a lecturer in psychology at the University of Exeter. 315 00:35:50,980 --> 00:35:55,990 Kat, would you like to tell us a little bit about yourself? Hi, thank you so much for having me. 316 00:35:55,990 --> 00:36:02,770 So, yeah, so I'm a lecturer in psychology at the university and I did all my training at Exeter as well. 317 00:36:02,770 --> 00:36:05,830 And I'm really interested in qualitative methods. 318 00:36:05,830 --> 00:36:13,180 A lot of my research has involved qualitative work and my background is in something called economic psychology, 319 00:36:13,180 --> 00:36:17,830 which is how people make decisions about everyday financial life. 320 00:36:17,830 --> 00:36:22,150 So things like spending behaviour, saving behaviour, money and relationships. 321 00:36:22,150 --> 00:36:29,530 And then after my PhD, I worked in outside academia in a charity as well, doing research about health and wellbeing at work. 322 00:36:29,530 --> 00:36:34,360 So I've had an opportunity to work in different areas using qualitative research. 323 00:36:34,360 --> 00:36:39,520 Yeah, great. And the way we know each other is obviously you've been really helpful in our qualitative 324 00:36:39,520 --> 00:36:47,140 project and you have a lot more expertise in this topic than I do or any of us do. 325 00:36:47,140 --> 00:36:56,170 And so we have this we're having this podcast to give a bit of our resource to postgraduate researchers who want to get into qualitative research, 326 00:36:56,170 --> 00:37:02,680 specifically thematic analysis. And so we have had some definitions of thematic analysis. 327 00:37:02,680 --> 00:37:06,280 But I wonder if you could give us like a brief definition in your own words? 328 00:37:06,280 --> 00:37:16,450 Yeah, of course. A thematic analysis is perhaps best understood as like an umbrella term for different approaches to making sense of qualitative data. 329 00:37:16,450 --> 00:37:22,900 So there's some really nice resources that you can find online, actually, through Victoria Clarke, like on YouTube, for example, 330 00:37:22,900 --> 00:37:29,350 where she talks about the different types of thematic analysis that might be helpful for some of your sort of listeners to go to. 331 00:37:29,350 --> 00:37:37,330 But really, it's just the idea that you're making sense of qualitative data through identifying themes is the very sort of base level. 332 00:37:37,330 --> 00:37:40,600 But then when you go into it, that's kind of different ways of doing that, 333 00:37:40,600 --> 00:37:45,280 whether you're doing it in terms of like what you might have heard of a code book, 334 00:37:45,280 --> 00:37:49,180 thematic analysis, where you've got kind of the more a description already, 335 00:37:49,180 --> 00:37:57,160 even before you've looked at your data of what you might want to find or like what is this more reflexive organic approach where 336 00:37:57,160 --> 00:38:03,880 you're much more open to the data when you're going through is on a line by line basis looking at what the people are saying. 337 00:38:03,880 --> 00:38:09,160 So you've got no idea before you start what your what your findings will be. 338 00:38:09,160 --> 00:38:14,770 And that's quite different to the kind of code book approach where you might already have an idea of what your themes would look like. 339 00:38:14,770 --> 00:38:20,290 So there are these kind of differences within it. But yes, it's all about making sense of qualitative data. 340 00:38:20,290 --> 00:38:29,440 So whether that be from interviews or focus groups or an online source, yeah, that's reassuring that it matches up with what we discussed. 341 00:38:29,440 --> 00:38:36,610 Yeah, that's great. Thank you. And I guess our perspective in this podcast has been from three researchers have mainly trained in 342 00:38:36,610 --> 00:38:43,240 quantitative research methods and coming into qualitative research methods later on in our research journeys. 343 00:38:43,240 --> 00:38:45,370 So I wondered, in your experience, 344 00:38:45,370 --> 00:38:52,370 what are some of the common mistakes people might make when they're using thematic analysis, for example, in our position? 345 00:38:52,370 --> 00:38:56,950 Yeah. So I guess like from a positive starting point that is accessible, 346 00:38:56,950 --> 00:39:01,840 the masterclasses people from different backgrounds, I suppose there are like common, I guess, 347 00:39:01,840 --> 00:39:06,280 mistakes people make in the it's getting used to like working in a completely different way, 348 00:39:06,280 --> 00:39:08,980 isn't it, with the different kinds of language of research. 349 00:39:08,980 --> 00:39:16,870 So you're moving away from talking about kind of variables and control to talking about people's lived experiences. 350 00:39:16,870 --> 00:39:21,160 So I guess that's something that just people not aren't necessarily always used to, you know, 351 00:39:21,160 --> 00:39:29,260 moving away from the research tradition that they've been in to kind of open their eyes to a new way of doing research in terms of make mistakes. 352 00:39:29,260 --> 00:39:33,940 I guess maybe, you know, like we've just talked about, that definition of thematic analysis, 353 00:39:33,940 --> 00:39:38,290 I guess sometimes is some lack of understanding that it can actually be this umbrella term, 354 00:39:38,290 --> 00:39:42,340 that there are quite different things that you can do as kind of one thing. 355 00:39:42,340 --> 00:39:47,530 So I guess familiarise yourself with the different approaches to try and doing a bit more reading around. 356 00:39:47,530 --> 00:39:55,420 It's really helpful, I guess, as well. Also, sometimes people maybe underestimate the amount of work involved. 357 00:39:55,420 --> 00:40:00,730 So and I guess you know yourself from having done it, some people think it's just quite, very quick that you just, 358 00:40:00,730 --> 00:40:05,950 you know, suddenly have these themes, whereas in reality, it's actually quite a lot of work, isn't it? 359 00:40:05,950 --> 00:40:11,230 First we'll get the transcription and then code the data and then this kind of intrusive nature that 360 00:40:11,230 --> 00:40:16,210 you're going back between the data and your codes and developing it and the work that goes into that. 361 00:40:16,210 --> 00:40:25,390 People might underestimate Definitely And I think especially with the reflexive analysis, there's a lot of interpretative work that's involved. 362 00:40:25,390 --> 00:40:29,470 And yeah, and perhaps I might have made the same mistake in that thinking. 363 00:40:29,470 --> 00:40:33,640 It was a lot more descriptive than. Yeah, it really is. 364 00:40:33,640 --> 00:40:37,780 Yeah, yeah. Yeah. So definitely. So I guess that's another one isn't it, that that kind of take. 365 00:40:37,780 --> 00:40:42,680 So people get to the stage where they kind of got this descriptive sort of piece about their. 366 00:40:42,680 --> 00:40:47,380 That it's taking at the next level of them, putting those things together to say, first of all, my key findings, 367 00:40:47,380 --> 00:40:55,220 what does this mean in relation to my research question and Braun and Braun and Clark talk about the like, storybook theme. 368 00:40:55,220 --> 00:41:00,700 So that idea that you're really telling a story with your research first is kind of the bucket themes, 369 00:41:00,700 --> 00:41:04,270 which is more like just shoving everything in there that, you know. 370 00:41:04,270 --> 00:41:11,470 So it's kind of a storybook thing where you're trying to say, you know, what's really going on here with my with my findings. 371 00:41:11,470 --> 00:41:16,390 That's really interesting. It reminds me of something that we discussed when we were doing the qualitative 372 00:41:16,390 --> 00:41:21,490 analysis together about the difference between the domain summaries and the themes 373 00:41:21,490 --> 00:41:27,220 And I did mention this as one of the difficulties that I initially found with thematic in the podcast. 374 00:41:27,220 --> 00:41:33,370 But I wondered maybe if you can sort of give a more elaborate description of what that means. 375 00:41:33,370 --> 00:41:37,080 Yeah, I can try. Now, you did a really good job, though, with your paper, didn't you? 376 00:41:37,080 --> 00:41:45,520 And so I think it was more like, you know, say with the Ketamine paper, you had, like, for example, all the different things that people experienced. 377 00:41:45,520 --> 00:41:51,670 And and that's kind of if you're just writing that all down, that's kind of like what some people call like a domain summary. 378 00:41:51,670 --> 00:41:53,830 It's like all different things that happened. 379 00:41:53,830 --> 00:42:00,040 But then taking that next level was then looking at, OK, so maybe these were really contradictory things. 380 00:42:00,040 --> 00:42:05,380 These are about transformation. So it's like then those labels of like contradiction or transformation, 381 00:42:05,380 --> 00:42:09,300 which then become your themes in themselves rather than the list of experiences. 382 00:42:09,300 --> 00:42:12,550 It's like taking in the next level. That makes sense. Yeah, yeah. 383 00:42:12,550 --> 00:42:16,360 That's a really good description. And so what would you advise? 384 00:42:16,360 --> 00:42:23,560 I think you sort of answered this, but what would you advise quantitatively, researchers who are new to qualitative methods or thematic analysis? 385 00:42:23,560 --> 00:42:29,680 Yeah, what I think doing some like, you know, more study or more reading, like I said, there's some really good online resources. 386 00:42:29,680 --> 00:42:38,090 So Victoria Clarke has been really influential in, like, kind of defining and delineating what thematic analysis is. 387 00:42:38,090 --> 00:42:41,140 And she's got some really nice YouTube videos that are quite straightforward 388 00:42:41,140 --> 00:42:45,020 just to watch to introduce you to some of these things about thematic analysis. 389 00:42:45,020 --> 00:42:48,670 And there's also a lot of like papers around that as well that they've done recently, 390 00:42:48,670 --> 00:42:53,090 just talking about different stages of their analysis, I guess, as well. 391 00:42:53,090 --> 00:42:57,700 It's just about being open to a new way of working and a new kind of language 392 00:42:57,700 --> 00:43:03,100 of research where you're more interested in different people's viewpoints, different people's lived experiences. 393 00:43:03,100 --> 00:43:10,120 And it's not necessarily about the number of times somebody says something and trying to get out of that purely quantitative mindset. 394 00:43:10,120 --> 00:43:15,460 It's as well as about, you know, the different range of experiences people are having and whether that's something that is 395 00:43:15,460 --> 00:43:19,810 interesting and meaningful to your research and could be taken forward to explore more. 396 00:43:19,810 --> 00:43:25,540 Certainly. I was just going to say it's hard to get out of the quantitative mindset initially because, you know, 397 00:43:25,540 --> 00:43:31,540 when we were first approaching it, we were trying to define how many times or how many participants have said a certain thing. 398 00:43:31,540 --> 00:43:39,220 But then you've explained to us, you know, actually that's not very useful way of approaching things in qualitative research, 399 00:43:39,220 --> 00:43:44,950 because just because half of the people in this interview said this doesn't mean that half of the 400 00:43:44,950 --> 00:43:51,670 people in the general public would say this or we're not approaching generalisability in the same way. 401 00:43:51,670 --> 00:43:56,530 Yeah, exactly. And the other thing that's really tricky, because obviously, if you use and say an in-depth interview, 402 00:43:56,530 --> 00:44:02,950 it might be that because obviously with a certain of certainly structured interviews, you don't always follow exactly the same interview questions. 403 00:44:02,950 --> 00:44:09,760 So it might be that some people had the opportunity because they were asked or it just went down the avenue to talk about their views on something. 404 00:44:09,760 --> 00:44:14,500 So they expressed it, whereas the other people in the other half of interviews might have had the opportunity, say, 405 00:44:14,500 --> 00:44:17,950 rather than them not necessarily agreeing or bringing up as meaningful, 406 00:44:17,950 --> 00:44:21,850 it might not have just been part of the questions, whereas it was a questionnaire. 407 00:44:21,850 --> 00:44:25,780 Everybody's getting exactly the same things that you can kind of compare it. 408 00:44:25,780 --> 00:44:29,050 So I it's just getting used to that different way of thinking about things. 409 00:44:29,050 --> 00:44:36,250 But it is tricky because, you know, it can sometimes be interesting that every single person thinks something versus nobody. 410 00:44:36,250 --> 00:44:40,150 But, yeah, it's just getting that balance, isn't it, and thinking about it in a new way. 411 00:44:40,150 --> 00:44:41,950 Yeah, yeah, definitely. 412 00:44:41,950 --> 00:44:51,910 So if we were to think a little bit about our philosophical position before approaching a qualitative research or more specifically thematic analysis, 413 00:44:51,910 --> 00:44:56,440 do you think it's important to define this before starting with analysis? 414 00:44:56,440 --> 00:45:02,350 And what how would you define your philosophical position? That's really difficult question to ask. 415 00:45:02,350 --> 00:45:05,860 That's a very good yeah. So I think in terms of yeah, there's all these different words, 416 00:45:05,860 --> 00:45:11,560 people can get quite confused about the symbology and ontology and philosophy, philosophical positions. 417 00:45:11,560 --> 00:45:17,800 But I think a lot of it's about thinking about, OK, so what am I trying to find, am I like inductive? 418 00:45:17,800 --> 00:45:21,550 So am I really driven by my data and what people are saying? 419 00:45:21,550 --> 00:45:26,750 The participants are saying and I'm quite open or am I more deductive and more theory based? 420 00:45:26,750 --> 00:45:34,420 So, for example, if I was doing a search, this is a nice paper that looks at social identity approach to food banks and social psychology. 421 00:45:34,420 --> 00:45:42,490 And so that would be very much like a theoretical theoretical basis where you you're very much looking for social identity that would help explain it. 422 00:45:42,490 --> 00:45:49,660 So I think they're having this different theoretical position, whether you're very much data driven or theory driven, 423 00:45:49,660 --> 00:45:53,350 can influence as well the questions that you ask people in your interview. 424 00:45:53,350 --> 00:46:00,880 So in some cases, you know, defining that in advance can be important, but it kind of depends on the stage that you get the data, 425 00:46:00,880 --> 00:46:06,330 if you see what I mean, and other people, you know, use different kind of methods. 426 00:46:06,330 --> 00:46:12,640 So if you're using like this, we're talking about thematic analysis, for example, discourse analysis. 427 00:46:12,640 --> 00:46:16,480 If you're looking at the way things are constructed in language versus you've got 428 00:46:16,480 --> 00:46:20,980 like a more straightforward view of what the language is and what people say. 429 00:46:20,980 --> 00:46:28,240 And that's a more like essentialist position. I guess in the past that I've had more essentialist realist one and more inductive approach. 430 00:46:28,240 --> 00:46:31,660 So it's kind of you're just open to what the people are saying. 431 00:46:31,660 --> 00:46:37,520 And that's kind of a straightforward relationship between what they say and what you're writing. 432 00:46:37,520 --> 00:46:43,750 But, yeah, I think just being aware that it's more complex than the being one type of thematic analysis of them, 433 00:46:43,750 --> 00:46:50,140 all these different positions that people take that can lead to quite different analyses and quite different results, 434 00:46:50,140 --> 00:46:53,570 I think is is beneficial really when you're doing the work. 435 00:46:53,570 --> 00:47:01,600 So and we talk specifically about small q and big Q, which feeds into these kind of debates as well. 436 00:47:01,600 --> 00:47:05,800 So yeah, I was about to ask that. So yeah, that was something that we discussed. 437 00:47:05,800 --> 00:47:12,500 And some are reading this idea between the big Q qualitative research versus small qq ualitative research. 438 00:47:12,500 --> 00:47:16,540 So I wondered, yeah. If you can tell us a little bit more about that. 439 00:47:16,540 --> 00:47:24,280 So that I think was Killoran Fine. And that comes into the idea that you're doing like a project from a so if you're doing a big key, 440 00:47:24,280 --> 00:47:29,590 one is from like a qualitative background, a qualitative like philosophy. 441 00:47:29,590 --> 00:47:36,460 And your it's what broaden out talk about the organic reflexive one is like a big key one because you're just very 442 00:47:36,460 --> 00:47:42,190 open to all the participants are saying you don't think that you have to count the number of times things happen. 443 00:47:42,190 --> 00:47:51,370 It's very iterative. Your you know, you're recognising that the researcher as an analyst is very involved in interpreting the data, 444 00:47:51,370 --> 00:47:59,980 whereas like a small q one is much more in line with, like quantitative thinking, thinking that you'd have to maybe, you know, 445 00:47:59,980 --> 00:48:05,110 like a kind of more like a kind of qualitative content analysis where you were counting the number of times something 446 00:48:05,110 --> 00:48:11,440 happened that you had like an idea beforehand of what exactly you were going to count before you even saw the data. 447 00:48:11,440 --> 00:48:14,290 You'd know what you were going to count or not, and then you'd count that thing. 448 00:48:14,290 --> 00:48:21,130 And that would be a much more small, cute sample because you're not really doing the research from a very qualitative philosophy in the sense that, 449 00:48:21,130 --> 00:48:26,440 you know, it's not so much about the participants lived experiences or being open to interpreting the findings. 450 00:48:26,440 --> 00:48:28,180 It's much more like closed off, 451 00:48:28,180 --> 00:48:33,760 like a questionnaire would be something that is much it's like a much more quantitative way to do qualitative research. 452 00:48:33,760 --> 00:48:43,420 So that's kind of part of the divide, I think within and it's not necessarily bad to do small q that could be exactly what you need in a study, 453 00:48:43,420 --> 00:48:52,240 but it is recognising that it is a very different approach from having much more open questions in your interviews and be much more 454 00:48:52,240 --> 00:49:00,850 open to following kind of lines of enquiry from the participant versus is this much more kind of closed off way of of doing it? 455 00:49:00,850 --> 00:49:05,890 And I guess this kind of shows in terms of thematic analysis, different approach, 456 00:49:05,890 --> 00:49:12,190 a thematic analysis kind of set along different ends of this continuum from big Q to small q research, is that right? 457 00:49:12,190 --> 00:49:14,200 Yeah, yeah, that's right. That's what they talk about. 458 00:49:14,200 --> 00:49:22,820 Some of the papers, this kind of codebook one or the more kind of content analysis or their reflexive organic one, which is like the big Q So it does. 459 00:49:22,820 --> 00:49:29,710 And that kind of middle that big ish q in the middle where you are some maybe predefined ideas in mind, 460 00:49:29,710 --> 00:49:36,400 but also you're open to what the participants are saying as well, which is kind of where I think the keramine paper sits in the middle. 461 00:49:36,400 --> 00:49:45,580 Yeah, I guess. Before we wrap up, do you have any other final thoughts or tips that you'd have for me, such as approaching qualitative research? 462 00:49:45,580 --> 00:49:48,220 Yeah, I guess just to be open to qualitative research, 463 00:49:48,220 --> 00:49:52,880 if you haven't done it before as a it's just I think most people that even if they haven't done it before, 464 00:49:52,880 --> 00:49:58,150 they're going to say to do find it intrinsically really interesting finding out more about their experiences, 465 00:49:58,150 --> 00:50:02,680 because it you know, compared to the questionnaire studies where you just really can't get much information 466 00:50:02,680 --> 00:5

Episode length: 38:15 Voting for Methodology and Educational Impact: 29:25 Author: Kua et. al. Publication: A scoping review of adaptive expertise in education Medical Teacher 2021,VOL.43.NO.3,347-355 Follow our co-hosts on Twitter! Jason R. Frank: @drjfrank  Jonathan Sherbino: @sherbino  Linda Snell: @LindaSMedEd  Lara Varpio: @LaraVarpio Lara Varpio's Disclaimer: The views expressed in this manuscript are solely those of the authors and do not necessarily reflect those of the Uniformed Services University of the Unites States Department of Defense.  Want to learn more about KeyLIME? Click here! Full transcript for this Episode is available upon request.

Ethan goes over the history of the Lao Peoples' Democratic Republic from French colonization up until about present day, and Alekx describes modern Laos and its struggles and achievements. Outro: "Lao People's Party / ພັກປະຊາຊົນ ປະຕິວັດລາວ" Sources / Suggested reading (As always, remember that bourgeois sources we list here should be read very critically) https://liberationschool.org/mung-lao-a-portrait-of-the-lao-peoples-democratic-republic/ Blum, William. Killing Hope: US Military & CIA Interventions since World War II. Evans, Grant. A Short History of Laos: The Land Between. "Laos." Worldmark Encyclopedia of the Nations, edited by Melissa Sue Hill, 14th ed., vol. 4: Asia & Oceania, Gale, 2017, pp. 489-504. https://socialistvoice.ie/2018/05/laos-building-the-foundations-of-socialism/ https://thediplomat.com/2016/09/laos-reform-or-revolution/ Noonan R. (2020) Summary and Conclusions. In: Noonan R. (eds) Education in the Lao People’s Democratic Republic. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 51. Springer, Singapore. Timothy Alan Wittick, Ketsomsouk Bouphavanh, Vannyda Namvongsa, Amphay Khounthep & Amy Gray (2019) Medical education in Laos, Medical Teacher, 41:8, 877-882, DOI: 10.1080/0142159X.2018.1552780 Recommended by a comrade: For regional news, check out The Isaan Record, a publication from ethnic Lao in Thailand, and DinDeng, a Thai publication that covers regional politics.

Thanks for listening to Fac Dev Lounge! Subscribe to this podcast on SoundCloud, iTunes or YouTube and feel free to send us suggestions for medical education questions you'd like to have answered at dalmedicalpodcast@gmail.com. Don't forget to claim your MOC section 2 credits for this podcast. Join us in the faculty lounge next time! In this episode, Sarah Gander and Nisal Karunarantne talk about being "The Silent Teacher" and surviving with four senses in the medical world/field. Being the silent teacher means observing what happens around you in the medical field and imparting your knowledge to anyone who wants to learn. Nisal has asked us to include this Neil deGrasse Tyson quote that has helped him persevere during hard times: “For me, I am driven by two main philosophies: know more today about the world than I knew yesterday and lessen the suffering of others. You'd be surprised how far that gets you.” Resources: Nisal Karunaratne & Dilhara Karunaratne (2020: The implications of hearing loss on a medical student: A personal view and learning points for medical educators, Medical Teacher, DOI: 10.1080/0142159X.2020.1839036 To link to this article: doi.org/10.1080/0142159X.2020.1839036 Episode Guide: 0:05 Introduction 1:37 Nisal's Story 5:50 What distinguishes the helpful doctors from the unhelpful 10:58 Nisal's superpower 12:46 The story that inspired Nisal 17:57 Parting message

The Harvard Macy Institute Podcast aims to connect our Harvard Macy Institute community and to develop our interest in health professions education topics and literature. Our podcast is hosted by our Program for Educators in the Health Professions course faculty Victoria Brazil, and will feature interviews with health professions education authors and their research papers.Podcast #6 explores evidenced based learning strategies – and whether learners and teachers practice them. Felipe Piza is first author of an article in Medical Teacher looking at this issue. He joins host Victoria Brazil and his research mentor and Harvard Macy Institute Program for Educators in Health Professions co-director Holly Gooding to discuss.In this episode Victoria Brazil speaks with Felipe Piza about his Medical Teacher publication Awareness and Usage of Evidence-Based Learning Strategies Among Health Professions Students andFaculty. His study was conducted in collaboration with an international group of Harvard Macy Institute scholars, including Jennifer Kesselheim, Juliette Perzhinsky, Joanna Drowos, Roni Gillis, Khen Moscovici, Theodora E. Danciu, Agnieszka Kosowska, and Holly Gooding. They used a survey methodology to review learning practices among health professions students. The team also investigated how educators help students with the process of learning. They noted a wide gap between what science has learned about effective teaching and learning and what our health professions students and faculty report actually doing in practice.Victoria and Felipe were joined by Holly Gooding, who served as research mentor for Felipe on this paper. We discussed the findings and their implication for our educational practices, including the cultivation of metacognition.Happy listening!

The Harvard Macy Institute Podcast aims to connect our Harvard Macy Institute community and to develop our interest in health professions education topics and literature. Our podcast is hosted by our Program for Educators in the Health Professions course faculty Victoria Brazil, and will feature interviews with health professions education authors and their research papers.Podcast #5 explores a recent paper on Social Learning Theory and Continuing Professional Development,with Louise Allen (first author) and Graham McMahon Accreditation Council for Continuing Medical Education (ACCME) in the United States.In this episode Victoria Brazil speaks with Louise Allen about her recent Medical Teacher publication on Applying Social Learning Theory to explain the impacts of Continuing Professional Development. Her paper, with co-authors Marg Hay, Elizabeth Armstrong and Claire Palermo is an exemplar of qualitative research, and involved semi-structured interviews with previous Harvard Macy and Monash Institute for Health and Clinical Education program participants. The team found that scholars broadened their networks, affirmed themselves, applied learning in practice and enjoyed career progression. The impacts of these courses reached beyond themselves to both the people and organizations with which  they are involved.Victoria and Louise were also joined by Graham McMahon from ACCME (see his succinct Stanford X talk on CME or listen to his new Coffee with Graham podcast) to consider what this means for the planning, delivery and regulation of continuing professional development. In a broad ranging discussion we draw on the prior Harvard Macy Institute podcast on virtual communities of practice, Dan Pratt’s 5 perspectives on teaching , and the translational of these principles in a COVID imposed ‘virtual CME’ era.

Today's episode on Redefining Medicine spotlights Louise Aronson, MD, MFA. Louise the doctor is a practicing geriatrician and Professor of Medicine at the University of California, San Francisco (UCSF). A graduate of Harvard Medical School, she has served as director of the Northern California Geriatrics Education Center, the UCSF Pathways to Discovery program, and currently leads the campus-wide Health Humanities and Social Advocacy Initiative. She has received awards including California Homecare Physician of the Year, the Gold Professorship in Humanism in Medicine, and American Geriatrics Society Clinician-Teacher of the Year. Her scholarly articles have been published in the New England Journal of Medicine, the Lancet, Health Affairs, Medical Education, Academic Medicine, Medical Teacher, JGIM, STAT News, Annals of Internal Medicine, the Journal of the American Geriatrics Society and JAMA.   Louise the writer is a graduate of the Warren Wilson Program for Writers and the author of articles, essays and stories that explore the intersection of medicine and life. Her first book, A History of the Present Illness, was a finalist for both the Chautauqua Prize and the PEN America debut fiction award. Her second book, the New York Times non-fiction bestseller, Elderhood: Redefining Aging Transforming Medicine, and Reimagining Life, was released to starred reviews and national media attention in June 2019. It has been described as “stunning, extraordinary,” “beautiful, enormous in scope,” and “sophisticated, nuanced beyond almost anything.” Her writing has been featured on National Public Radio and in publications including the New York Times, Washington Post, San Francisco Chronicle, Narrative Magazine, New England Review, Discover Magazine, and Bellevue Literary Review. She has earned 4 Pushcart nominations and a MacDowell Colony fellowship.

In this episode, we begin by discussing the counselling issues and interventions raised in case 2: reflecting on the past. We’ll then present this week’s case: a couple referred to discuss genetic testing for cardiomyopathy. References mentioned in our discussion: Schwartz, M, et al. Randomized noninferiority trial of telephone versus in-person genetic counseling for hereditary breast and ovarian cancer. Journal of Clinical Oncology 2014 32:7, 618-626 Cohen, S, Huziak, R, Gustafson, S and Grubs, R. Analysis of advantages, limitations, and barriers of genetic counseling service delivery models. J Genet Counsel (2016) 25: 1010.  Edwards JC, Brannan JR, Burgess L et al. Case presentation format and clinical reasoning: a strategy for teaching medical students. Medical Teacher 1987;9:285–292. Goldberg C. A practical guide to clinical medicine: overview and general information about oral presentation. 2009. University of California, San Diego. Available from: https://meded.ecsd.edu/clinicalmed.oral.htm  Join the discussion on social media with #GCchatpodcast  On our website, you will find suggestions for support, our privacy statement and disclaimer, and more information about topics referenced in our discussion.  http://www.gcchatpodcast.libsyn.com

Total length of episode 38:17 This episode was recorded live at ICRE 2019 in Ottawa, Ontario. Jon presents paper first paper at 7:30 Purpose:  “…we sought to determine which interventions aimed at increasing under-represented populations are associated with meeting the desired outcomes of increasing the representation of these populations within the health professions student body.”  Audience participation 1) 24:42 Stan Hamstra - @StanHamstra 2) 28:04 Paula Craigo  - 3) 29:05 Saleem Razack @SaleemRazack  Methodology vote starts at: 32:04 Educational Impact vote: 34:26 Authors:   Simone et al., Publication details: What are the features of targeted or systemwide initiatives that affect diversity in health professions trainees? A BEME systematic review: BEME Guide No. 50 2018 Medical Teacher, 40:8, 762-780,  View the abstract here Follow our co-hosts on Twitter! Jason R. Frank: @drjfrank  Jonathan Sherbino: @sherbino  Linda Snell: @LindaSMedEd   Lara Varpio: @LaraVarpio Lara Varpio's Disclaimer: The views expressed in this manuscript are solely those of the authors and do not necessarily reflect those of the Uniformed Services University of the Unites States Department of Defense.  Want to learn more about KeyLIME? Click here!

Ben and Vic discuss the paper of the month, including expert commentary from Dr Marc Berg.  Resuscitation Education Science: Educational Strategies to Improve Outcomes From Cardiac Arrest: A Scientific Statement From the American Heart Association  Cheng, A., Nadkarni, V., Mancini, M., Hunt, E., Sinz, E., Merchant, R., Donoghue, A., Duff, J., Eppich, W., Auerbach, M., Bigham, B., Blewer, A., Chan, P. and Bhanji, F. (2018) Circulation, 138(6).    We also discussed 3 other papers, with a theme of assessment and feedback  Hendrik Friederichs, Bernhard Marschall & Anne Weissenstein (2018) Simulation-based mastery learning in medical students: Skill retention at 1-year follow up, Medical Teacher, DOI: 10.1080/0142159X.2018.1503411  Molloy, E. and Bearman, M. (2018), Embracing the tension between vulnerability and credibility: ‘intellectual candour’ in health professions education. Med Educ. . doi:10.1111/medu.13649  Jeffrey N. Siegelman, Michelle Lall, Lindsay Lee, Tim P. Moran, Joshua Wallenstein, and Bijal Shah (2018) Gender Bias in Simulation-Based Assessments of Emergency Medicine Residents. Journal of Graduate Medical Education: August 2018, Vol. 10, No. 4, pp. 411-415.  (and also discussed here by our friends at em simcases https://emsimcases.com/2018/10/23/limiting-gender-bias-in-simulation-assessment/ )   

In this episode we listen to a debate held at the AMEE 2017 meeting. Professor Paul McMenamin, from Monash University in Australia, chaired the debate under the question: “Do we really need cadavers anymore to learn anatomy in undergraduate medicine?”   Speaking for the motion was: Dr Adam Wilson, an Assistant Professor, from the Department of Cell and Molecular Medicine, Rush University, United States. Dr Jennifer M. McBride, an Associate Professor of Surgery, from Cleveland Clinic Lerner College of Medicine, Cleveland Clinic, United States. Prof Andreas Winklemann, Institute of Anatomy, Medizinische Hochschule Brandenburg, Neuruppin, Germany.   Speaking against the motion was: Prof John McLachlan, School of Medicine, UCLAN, United Kingdom. Dr James Pickering, an Associate Professor, Division of Anatomy, University of Leeds, United Kingdom. Prof Darrell Evans, Deputy Vice-Chancellor (Academic) and Professor of Developmental Tissue Biology, The University of Newcastle (UON), Australia   Since recording the debate a version has been published in Medical Teacher and can be found here. For information about AMEE visit: Association of Medical Education in Europe   To continue the conversation use: #AnatPodcast Follow: @AnatEducPodcast Visit: anatomypodcast.co.uk for more information   This episode is sponsored by: The American Association of Anatomists. For information about upcoming events, membership details and much more, visit www.anatomy.org and @anatomymeeting. The International Association of Medical Science Education (IAMSE). For more information on meetings, membership options and funding, visit www.iamse.org and @iamse. Adam Rouilly. For information on their wide range of products to support all aspects of healthcare education, visit www.adam-rouilly.co.uk and @AdamRouilly. Primal Pictures. For information on their 3D anatomy resources, visit www.primalpictures.com and @PrimalPictures.  

Welcome to the Simulcast Journal Club Podcast and monthly wrap post. Please read our pdf summary of the Journal Club article, the month’s discussion and our expert commentary here. This month's journal club podcast was a special live recording from on stage at Don't Forget the Bubbles conference in Melbourne. Ben, Victoria and Jesse were handed a whole concurrent session to deliver a Simulcast Presents Play School session. One of these sessions saw Jesse join Vic and Ben for the August Journal Club Live - excuse the few ums and ahs, crowd coughs and babies babbling (yep DFTB lead the way in being a parent and baby friendly conference. We broke through the high cognitive load to hopefully deliver the normal JC gold. We discussed Intellectual Streaking in depth. Listen in for Ben's most risqué JC commentary yet.  Intellectual streaking: The value of teachers exposing minds (and hearts) Bearman, M. and Molloy, E. (2017). Medical Teacher, 39(12), pp.1284-1285. Victoria then brought us the Sim Cup article to discuss. A novel simulation competition format as an effective instructional tool in post-graduate medical education by Ingrassia et al. Advances in Simulation 2018. https://advancesinsimulation.biomedcentral.com/articles/10.1186/s41077-018-0075-4  We then previewed the September Journal club, another classic debriefing paper so make sure to tune in. Cheers, Jesse

Simulcast Journal Club podcast July 2018 episode    Ben and Vic discuss the paper of the month, including expert commentary from Steph Barwick (@InSituSteph)  J. Grant, T. Robinson, H. Catena, W. Eppich & A. Cheng (2018) Difficult Debriefing Situations : A toolbox for simulation educators” Medical Teacher, DOI: 10.1080/0142159X.2018.1468558   And we talked about a few other sim papers across a range of topics and research methods,   Bajaj K, Minors A, Walker K, Meguerdichian M, Patterson M. "No-Go Considerations" for In Situ Simulation Safety. Simul Healthc. 2018 Jun;13(3):221-224.     Walsh, Chloe, MSc; Lydon, Sinéad, PhD; Byrne, Dara, MMEd Ed; Madden, Caoimhe, MSc; Fox, Susan, PhD; O'Connor, Paul, PhD The 100 Most Cited Articles on Healthcare Simulation: A Bibliometric Review. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare: June 2018 - Volume 13 - Issue 3 - p 211–220  (#FOAMsim)    Verkuyl, M., Lapum, J. L., Hughes, M., McCulloch, T., Liu, L., Mastrilli, P., Romaniuk, D., & Betts, L. (2018, July). Virtual gaming simulation: Exploring self-debriefing, virtual debriefing, and in-person debriefing. Clinical Simulation in Nursing, 20, 7-14. (#FOAMsim)      So we’ll be back at the end of August with our wrap – join the discussion at simulationpodcast.com    Victoria  

Ben and Vic discuss the paper of the month, which provoked controversy about the interplay of feeling and facts in clinical debriefing. Rose, S. & Cheng, A. (2018). “Charge nurse facilitated clinical debriefing in the emergency department.” CJEM, 1-5. doi:10.1017/cem.2018.369.   And we talked about a few other sim papers across a range of topics and research methods, including simulation educators’ qualifications and transformative experiences, and sim for improving telephone conversations in healthcare   Gardner, Aimee K. et al. Entrustable Professional Activities (EPAs) for Simulation Leaders: The Time Has Come. Journal of Surgical Education, 2018 Dieckmann, M. Birkvad Rasmussen, S. B. Issenberg, E. Søreide, D. Østergaard & C. Ringsted (2018): Long-term experiences of being a simulation-educator: A multinational interview study, Medical Teacher, DOI: 10.1080/0142159X.2018.1471204 Walter J. Eppich, Jan-Joost Rethans, Timothy Dornan & Pim W. Teunissen. (2018): Learning how to learn using simulation: Unpacking disguised feedback using a qualitative analysis of doctors’ telephone talk, Medical Teacher, DOI: 10.1080/0142159X.2018.1465183   So we’ll be back with journal club in July – join the discussion   Victoria

Jason chose an interesting case report of an innovation by Orthopedics surgeons reviewing the cutting edge of curriculum design for the anticipated CBME in Canada. Authors: Markku T. Nousiainen, Polina Mironova, Melissa Hynes, Susan Glover Takahashi, Richard Reznick, William Kraemer, Benjamin Alman, Peter Ferguson & The CBC Planning Committee (2018):  Publication details: Eight-year outcomes of a competency-based residency training program in orthopedic surgery, Medical Teacher 2018 Jan 18:1-13  Follow our co-hosts on Twitter! Jason R. Frank: @drjfrank  Jonathan Sherbino: @sherbino  Linda Snell: @LindaSMedEd  Want to learn more about KeyLIME? Click here!

Jason's article choice discusses undergraduate assessments to the prediction of internship performance.   Authors: Ming Lee and Michelle Vermillion Publication details: Ming Lee and Michelle Vermillion, Comparative values of medical school assessments in the prediction of internship performance, Medical Teacher. Feb 2018. Follow our co-hosts on Twitter! Jason R. Frank: @drjfrank  Jonathan Sherbino: @sherbino  Linda Snell: @LindaSMedEd  Want to learn more about KeyLIME? Click here!

In this episode: KeyLIME LIVE guest co-host Eric J Warm selects a narative review by medical ‘Rock Star’ van der Vleuten on 12 Tips for programmatic assessment. If there’s one thing the audience can take away from the ICRE 2016 Jason R Frank says these tips should be it! Length: 25:52 min Authors: van der Vleuten CP, Schuwirth LW, Driessen EW, Govaerts MJ, Heeneman S.  Publication details: 12 Tips for programmatic assessment. Medical Teacher. 2014 Nov 20:1-6. [Epub ahead of print] PubMed Link View the abstract here Follow our co-hosts on Twitter! Jason R. Frank: @drjfrank  Jonathan Sherbino: @sherbino  Eric J. Warm: @CincyIM Want to learn more about KeyLIME? Click here!

In this episode: Linda’s choice this week is a research paper that aims to develop an inventory of competencies for Program Directors. With a TWIST this episode: Jon agrees with Jason!! Length: 24:51 min Authors: Lieff SJ, Zaretsky A, Bandiera G, Imrie K, Spadafora S, Glover Takahashi S. Publication details: What do I do? Developing a competency inventory for postgraduate (residency) program directors. Medical Teacher. 2016 Apr 6:1-6. [Epub ahead of print] PubMed Link View the abstract here Follow our co-hosts on Twitter! Jason R. Frank: @drjfrank  Jonathan Sherbino: @sherbino  Linda Snell: @LindaSMedEd  Want to learn more about KeyLIME? Click here!

In this episode: Linda discusses: "Why do a masters degree in Medical Education?"  Length: 16:00 min Authors: Sethi A, Schofield S, Ajjawi R, McAleer S. Publication details: How do postgraduate qualifications in medical education impact on health professionals? Medical Teacher. 2016 Feb;38 2):162-7 PubMed Link  View the abstract here Follow our co-hosts on Twitter! Jason R. Frank: @drjfrank  Jonathan Sherbino: @sherbino  Linda Snell: @LindaSMedEd  Want to learn more about KeyLIME? Click here!

In this episode: Linda presents a paper that may stimulate how you may think of your own institution Length: 17:10 min  Authors: Guerrasio J, Furfari KA, Rosenthal LD, Nogar CL, Wray KW, Aagaard EM. Publication details: Failure to fail: The institutional perspective. Medical Teacher. 2014. [ePub ahead of print]: 1-5. PubMed Link View the abstract here Follow our co-hosts on Twitter! Jason R. Frank: @drjfrank  Jonathan Sherbino: @sherbino  Linda Snell: @LindaSMedEd  Want to learn more about KeyLIME? Click here

In this episode: Jon discusses the opportunities and pitfalls of big data in a commentary paper; Length: 15:32 min  Authors:  Ellaway RH; Pusic MC; Galbraith RM; Cameron T. Publication details: Developing the role of big data and analytics in health professional education; Medical Teacher. 2014. 36 (3): 216-22. PubMed Link View the abstract here Follow our co-hosts on Twitter! Jason R. Frank: @drjfrank  Jonathan Sherbino: @sherbino  Linda Snell: @LindaSMedEd  Want to learn more about KeyLIME? Click here

In this episode: Jason describes this paper as an example of a systematic needs assessment. Length: 14:08 min.  Authors: Van der Lee N, Fokkema JP, Westerman M, Driessen EW, van der Vleuten CP, Scherpbier AJ, Scheele F. Publication details:  The CanMEDS framework: relevant but not quite the whole story. Medical Teacher. 2013; 35(11):949-55.  PubMed Link View the abstract here Follow our co-hosts on Twitter! Jason R. Frank: @drjfrank  Jonathan Sherbino: @sherbino  Linda Snell: @LindaSMedEd  Want to learn more about KeyLIME? Click here!

In this episode: Linda presents a paper that looks at an evaluation tool for measuring residents as educators.  Length: 16:36 min.  Authors: Butani, L; Paterniti, D; Tancredi, D; Li, ST. Publication details: Attributes of residents as teachers and role models - A mixed methods study of stakeholders. Medical Teacher; 2012 Nov 8. PubMed Link View the abstract here Follow our co-hosts on Twitter! Jason R. Frank: @drjfrank  Jonathan Sherbino: @sherbino  Linda Snell: @LindaSMedEd  Want to learn more about KeyLIME? Click here!

In this episode: A podcast on podcasting! The hosts discuss how podcasts were evaluated for core teaching over a six week period to undergrad general surgery clerkship. Length: 14:31 min Authors: White, J.; Sharma, N.; Boora, P. Publication details: Surgery 101: Evaluating the use of podcasting in a general surgery clerkship. Medical Teacher; 33(11):941-3. PubMed Link View the abstract here Follow our co-hosts on Twitter! Jason R. Frank: @drjfrank  Jonathan Sherbino: @sherbino  Linda Snell: @LindaSMedEd  Want to learn more about KeyLIME? Click here!  

In this episode: Jon discusses “Competency-based Medical Education: Theory to practice” from Medical Teacher which the hosts either wrote or contributed to and certainly don’t have ulterior motives when they claim it is the best publication of 2010. Length: 8:09 min Authors: Frank, J.; Snell, L.; ten Cate, O.; Holmboe, E.; Carraccio, C.; Swing, S.; Harris, P.; Glasgow, N.; Campbell, Craig; Dath, D.; Harden, R.M.; Iobst, W.; Long, D.; Mungroo, R.; Richardson, D.; Sherbino, J.; Silver, I.; Taber, S.; Talbot, M.; Harris, K.A. Publication details: Competency-based Medical Education: Theory to practice. Medical Teacher.  2010;32(8):638-45. PubMed Link View the abstract here Follow our co-hosts on Twitter! Jason R. Frank: @drjfrank  Jonathan Sherbino: @sherbino  Linda Snell: @LindaSMedEd  Want to learn more about KeyLIME? Click here!