Appraising the trustworthiness of qualitative studies: Guidelines for occupational therapists

Curtin, Michael; Fossey, Ellie

doi:10.1111/j.1440-1630.2007.00661.x

Cited by 341 publications

(287 citation statements)

References 43 publications

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“…In addition, researchers completed the member checking process by sending each transcribed interview to participants to validate and revise the content (Curtin & Fossey, 2007). Researchers also completed an audit trail to document each step of this portion of the study.…”

Section: Discussionmentioning

confidence: 99%

Identifying Instructional Methods for Development of Clinical Reasoning in Entry-Level Occupational Therapy Education: A Mixed Methods Design

Henderson

Coppard

Yuan

2017

JOTE

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Occupational therapy education must teach using contemporary and evidence-based practices that yield graduates with clinical reasoning skills to successfully practice in dynamic and challenging environments. Researchers used a mixed-methods research design to identify the most frequently used and valued instructional methods for developing clinical reasoning with entry-level occupational therapy students. Researchers recruited full-time educators teaching in entry-level occupational therapy programs throughout the United States. Ninety-two occupational therapy educators completed the survey for the quantitative portion of the study. Subsequently, six occupational therapy educators participated in an interview for the qualitative portion of the study. Participants most frequently used laboratory experiences and least frequently used rotating chair discussion for developing clinical reasoning. Participants perceived experiential learning as the most valuable and rotating chair discussion as the least valuable instructional method for developing clinical reasoning. The three themes of the educator, the student, and the environment emerged from the qualitative data. Outcomes suggest occupational therapy educators must embrace the role of facilitator and continue to explore a variety of effective instructional methods. In order to achieve this role, occupational therapy educators need to engage in personal and professional development. Researchers provide additional strategies for developing the clinical reasoning skills required for successful occupational therapy practice.

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Section: Discussionmentioning

confidence: 99%

Identifying Instructional Methods for Development of Clinical Reasoning in Entry-Level Occupational Therapy Education: A Mixed Methods Design

Henderson

Coppard

Yuan

2017

JOTE

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“…Also, the guidelines by Elliott, Fischer, and Rennie (1999) were followed, including: participant checking and comparing the results with the conceptual-theoretical framework of the study. Furthermore, there was a thick description of the empirical investigation and findings, employing within-method triangulation where transcriptions of the design sessions, field notes and observations served as different methods within the same methodological approach (Curtin & Fossey, 2007).…”

Section: Trustworthiness and Validitymentioning

confidence: 99%

Design Principles for Lesson Study Practice: A Case Study for Developing and Refining Local Theory

Jagals

Walt

2018

EURASIA J MATH SCI T

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The practice of Lesson study in the field of mathematics education is often restricted due to the assumptions of education theory and its impact on the teaching and learning practice. The paper discusses possible constructs and design principles that arise from such preconceptions of Lesson study. By incorporating these principles into the facilitation of Lesson study, a stronger community of practice can be established. As part of an undergraduate mathematics education methodology course's content, two volunteer groups of students specialising in Grades 4 to 7 mathematics participated in the design and study of a research lesson. The aim was to determine how these students depict Lesson study in theory and practice through a-priori design principles, and how these principles led to the identifying of constructs that produced new principles that can inform the development of a (new) Local theory. The results indicate that the design principles produced constructs of metacognitive skills, metacognitive language and metacognitive networking that can be theorised. Recommendations follow on how Lesson study practice can be theorised about and facilitated through these design principles.

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“…Curtin and Fossey (2007), emphasized that trustworthiness is the "extent which the findings are an authentic reflection of the personal and lived experiences of the phenomenon under investigation". While Decrop (2004), called it, the adequacy of methodology.…”

Section: Trustworthiness and Credibilitymentioning

confidence: 99%

Shaken But Unruffled: Stories of Psychologically Distressed Public Secondary School Teachers

Olmedo¹,

Gempes²

2016

International Journal of Management Excellence

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Appraising the trustworthiness of qualitative studies: Guidelines for occupational therapists

Cited by 341 publications

References 43 publications

Identifying Instructional Methods for Development of Clinical Reasoning in Entry-Level Occupational Therapy Education: A Mixed Methods Design

Identifying Instructional Methods for Development of Clinical Reasoning in Entry-Level Occupational Therapy Education: A Mixed Methods Design

Design Principles for Lesson Study Practice: A Case Study for Developing and Refining Local Theory

Shaken But Unruffled: Stories of Psychologically Distressed Public Secondary School Teachers

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