1. Methodological challenges for qualitative researchers Viv Cook Senior Education Adviser and EdD student

2. Qualitative research
“Interesting stories…of unknown truth and validity”? Miles and Huberman (1994)
Aim
Share methods/problems for seeking validity
Validity: design - transparency
multi method - interviews/concept maps
respondent validation

3. Research focus – medical educators
GP teachers – models of teaching and learning
An exploration of how GP educators think about teaching and learning: commitment, humanism and the development of practice
Novice teachers in medical settings –
Becoming a teacher in medical settings: an enquiry into work-based learning

4. Respondent validation
Contested
“One of the most logical sources of corroboration is the people you have talked with and watched” Miles and Huberman, 1994
“no reason to assume that members have privileged status as commentators on their action” Silverman, 1993
Mason, 1997

5. Reasons for use Model – Eraut (1998) work-based learning
Professional significance - guidelines
Developmental opportunity – reflective tool

6. GP educators Composite pen portrait – Dr Jones - seminar
7/11 – ‘face validity’
Refine my analysis – ‘authenticity’
Engagement
Act upon material
Independent facilitator
Create new data

7. Novice teachers Summary, narrative – second person
“telling their story back to them”
12 participants agreed summary – ‘face validity’
Likely to verify – ‘helpful’
Act upon the data – global questions
Translation from spoken to written
Context

8. Useful Allows for verification - builds authenticity Creates new data
Professionally significant

9. Discussion points
“Interesting stories…of unknown truth and validity”? Miles and Huberman (1994)
How can the challenge of validation be met?

10. People and groups: Learning
Expert
Tasks and activities: Learning
Novice