scholarly journals Longitudinal Qualitative Research in Medical Education: Time to Conceptualize Time

2021 ◽  
Author(s):  
Dorene F. Balmer ◽  
Lara Varpio ◽  
Deirdre Bennett ◽  
Pim W. Teunissen
Keyword(s):  
Qualitative Research ◽  
Medical Education ◽  
Longitudinal Qualitative Research

scholarly journals Gender, sexuality and medical education: experiences in a federal school that uses active learning methodologies

2021 ◽  
Vol 45 (4) ◽  
Author(s):  
Pedro Mendonça de Oliveira ◽  
Aline Guerra Aquilante ◽  
Rodrigo Otávio Moretti-Pires ◽  
Sueli Fátima Sampaio
Keyword(s):  
Qualitative Research ◽  
Medical Education ◽  
Medical School ◽  
Gender And Sexuality ◽  
Previous Knowledge ◽  
Active Teaching ◽  
The Face ◽  
Main Action ◽  
Competence Profile ◽  
Teaching Learning

Abstract: Introduction: Sexuality is characterized as a device of power and Medicine plays a key role as one of the main action institutions. Medical education tends to ratify the heteronormative discourse and diagnose deviant patterns as a pathology. It is based on the binary categorization of individuals as an implication of their sexuality. The assessed medical course assumes the methodological proposal of the constructivist spiral, which seeks to guarantee the protagonism of the students, as well as the dialogue with their previous knowledge, using the concept of Meaningful Learning. Objective: To analyze the students’ experiences in the development of the competence profile related to gender and sexuality during medical school. Method: It is a qualitative research using focus groups with students attending the sixth year of the medical course. Result: The study indicates the students’ perception of the importance of active methodologies, as well as the early inclusion in the fields of practice. However, the thematic of gender and sexuality needs to be proposed in the list of triggers for the use of the constructivist spiral. Conclusion: The active teaching-learning methodologies can constitute a counter-hegemonic strategy in the face of the device of sexuality in guaranteeing biopower, as there is a reorientation of these contents in the curriculum.

scholarly journals Gênero, sexualidade e educação médica: vivências em uma escola federal que utiliza metodologias ativas de aprendizagem

2021 ◽  
Vol 45 (4) ◽  
Author(s):  
Pedro Mendonça de Oliveira ◽  
Aline Guerra Aquilante ◽  
Rodrigo Otávio Moretti-Pires ◽  
Sueli Fátima Sampaio
Keyword(s):  
Qualitative Research ◽  
Medical Education ◽  
Medical School ◽  
Gender And Sexuality ◽  
Previous Knowledge ◽  
Active Teaching ◽  
The Face ◽  
Main Action ◽  
Competence Profile ◽  
Teaching Learning

Abstract: Introduction: Sexuality is characterized as a device of power and Medicine plays a key role as one of the main action institutions. Medical education tends to ratify the heteronormative discourse and diagnose deviant patterns as a pathology. It is based on the binary categorization of individuals as an implication of their sexuality. The assessed medical course assumes the methodological proposal of the constructivist spiral, which seeks to guarantee the protagonism of the students, as well as the dialogue with their previous knowledge, using the concept of Meaningful Learning. Objective: To analyze the students’ experiences in the development of the competence profile related to gender and sexuality during medical school. Method: It is a qualitative research using focus groups with students attending the sixth year of the medical course. Result: The study indicates the students’ perception of the importance of active methodologies, as well as the early inclusion in the fields of practice. However, the thematic of gender and sexuality needs to be proposed in the list of triggers for the use of the constructivist spiral. Conclusion: The active teaching-learning methodologies can constitute a counter-hegemonic strategy in the face of the device of sexuality in guaranteeing biopower, as there is a reorientation of these contents in the curriculum.

scholarly journals Qualitative research essentials for medical education

2018 ◽  
Vol 59 (12) ◽  
pp. 622-627 ◽  
Author(s):  
S Cristancho ◽  
M Goldszmidt ◽  
L Lingard ◽  
C Watling
Keyword(s):  
Qualitative Research ◽  
Medical Education

scholarly journals Processual Validity in Qualitative Research in Healthcare

2021 ◽  
Vol 58 ◽  
pp. 004695802110607
Author(s):  
Paulo Hayashi ◽  
Gustavo Abib ◽  
Norberto Hoppen ◽  
Lillian Daisy Gonçalves Wolff
Keyword(s):  
Health Care ◽  
Qualitative Research ◽  
Medical Education ◽  
Health Care Research ◽  
Research Process ◽  
Knowledge Development ◽  
Validity Assessment ◽  
Primary Health ◽  
Data Collection And Analysis ◽  
Before And After

Knowledge development has been continuously challenging. Qualitative research seems to be promising; however, there are difficulties and complexities involved, one of which is validity. Qualitative research is based on different paradigms, ontologies, theories, and methods, and validity assessment may vary. We argue that processual validity can positively influence qualitative health care research. Processual validity is a methodological construction that involves all research steps, including those before and after data collection and analysis. We selected a processual validity model and two cases to illustrate its use and demonstrate processual validity’s importance and applicability. One case explores the gap between medical education and patients’ needs in primary health care. Other studies focus on health care improvements in hospitals. Our results highlight the benefits of processual validity to ensure the transparency and reliability of the research process and provide evidence of the findings to positively influence thinking and the execution of qualitative research in health care.

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