Differing viewpoints around healthcare professions’ education research priorities: A Q-methodology approach

Yau, Sze-Yuen; Babovič, Mojca; Liu, Garrett Ren-Jie; Gugel, Arthur; Monrouxe, Lynn V.

doi:10.1007/s10459-021-10030-5

Cited by 8 publications

(5 citation statements)

References 21 publications

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“…The viewpoint analysis of the data provides the means to account systematically for participants' subjectivity and identify the characteristics of each belief system in the sample [22]. Q-methodology has been successfully used to answer key questions in medical education, including examining the professional identities of medical physicians [23][24][25].…”

Section: Methodsmentioning

confidence: 99%

“…Varimax rotation is a commonly used method that contributes to generating a clearer viewpoint and yields more distinguishing statements [27]. Viewpoints with an eigenvalue greater than 1.00 were chosen for optimal viewpoint identification [23,25,29]. The human judgment rule was also applied to determine the most appropriate number of viewpoints, if necessary [25,29].…”

Section: Interpretation Of Factorsmentioning

confidence: 99%

“…Viewpoints with an eigenvalue greater than 1.00 were chosen for optimal viewpoint identification [23,25,29]. The human judgment rule was also applied to determine the most appropriate number of viewpoints, if necessary [25,29]. In Q-methodology studies, a variability explained by the viewpoints of 40% or higher is considered acceptable [29].…”

Section: Interpretation Of Factorsmentioning

confidence: 99%

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An Exploration of Pediatricians’ Professional Identities: A Q-Methodology Study

Tiao,

Chang,

et al. 2024

Healthcare

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Professional identities may influence a wide range of attitudes, ethical standards, professional commitments and patient safety. This study aimed to explore the important elements that comprise pediatricians’ professional identities. A Q-methodology was used to identify the similarities and differences in professional identity. Forty pediatricians were recruited from two tertiary referral hospitals in Taiwan. A list of statements was developed by five attending physicians and three residents. R software was used to analyze the Q-sorts to load the viewpoints and formulate the viewpoint arrays. Additional qualitative data—one-to-one personal interviews—were analyzed. Twenty-eight of forty pediatricians, 11 males and 17 females, with an average age of 39.9 (27–62) years, were associated with four viewpoints. We labeled the four viewpoints identified for professional identity as (1) professional recognition, (2) patient communication, (3) empathy and (4) insight. The professional recognition viewpoint comprised of youngest participants—28–36 years—with the majority as residents (77.8%), while the empathy viewpoint comprised the oldest participants—38–62 years—with all as attending physicians. All participants in the empathy and insight viewpoints were married. This study found professional identity to be a multifaceted concept for pediatricians, especially in the areas of professional recognition, patient communication, empathy and insight into patient care.

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Section: Methodsmentioning

confidence: 99%

Section: Interpretation Of Factorsmentioning

confidence: 99%

Section: Interpretation Of Factorsmentioning

confidence: 99%

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An Exploration of Pediatricians’ Professional Identities: A Q-Methodology Study

Tiao,

Chang,

et al. 2024

Healthcare

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“…This group of experts generated a list of statements for inclusion in the next step of the process, the Q-sorting exercise. We started with a broad list of Q-statements collected in an agendasetting exercise for a national HPE research agenda in Taiwan (Yau et al, 2021). All experts judged this list independently and assessed the relevance of each statement for the Dutch situation.…”

Section: Data Collectionmentioning

confidence: 99%

“…Until now, the Q-methodology has not been applied with the considerations for future collaboration in mind. While Yau et al used Q-methodology, they did not highlight future collaboration, as they focused on understanding why participants prioritize their viewpoints (Yau et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Advancing collaboration in health professions education in the general practice domain, developing a national research agenda

de Groot,

der Vossen,

Slootweg

et al. 2024

Adv in Health Sci Educ

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Background Health professions education (HPE) research in the General Practice domain (GP-HPE) is vital for high-quality healthcare. Collaboration among GP-HPE researchers is crucial but challenging. Formulating a research agenda, involving stakeholders, and fostering inter-institutional collaboration can address these challenges and connect educational research and practice. Methods We used Q-methodology to explore perspectives on GP-HPE research of participants from all Dutch postgraduate GP training institutes. Participants individually sorted statements based on the relevance of future GP-HPE research for educational practice. Data analysis comprised inverted factor analysis, rotation, and qualitative interpretation of configurations of all statements. The National Meeting on Educational Research took a participatory approach. Results We included 73 participants with diverse involvement in GP-HPE research. We identified five distinct perspectives, each representing a research focus area for developing and innovating GP education: the clinician scientist, the socially engaged GP, the specific GP identity, the GP as an entrepreneur, and the GP engaged in lifelong learning. Discussion The resulting five perspectives align with General Practice hallmarks. Q-methodology and a participatory approach facilitated collaboration among stakeholders. Successful inter-institutional collaboration requires a common goal, neutral leadership, participant commitment, regular meetings, audit trail support, process transparency, and reflexivity. Future research should address evidence gaps within these perspectives. Conclusion Using Q-methodology turned out to be valuable for compiling a national research agenda for GP-HPE research. The research process helped to cross boundaries between researchers in different institutions, thus putting inter-institutional collaborative advantage center stage. Our approach could provide a conceivable procedure for HPE researchers worldwide.

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IntroducingFoundations of Health Professions Education Research

Rees,

Monrouxe

2023

Foundations of Health Professions Education Research

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Differing viewpoints around healthcare professions’ education research priorities: A Q-methodology approach

Cited by 8 publications

References 21 publications

An Exploration of Pediatricians’ Professional Identities: A Q-Methodology Study

An Exploration of Pediatricians’ Professional Identities: A Q-Methodology Study

Advancing collaboration in health professions education in the general practice domain, developing a national research agenda

IntroducingFoundations of Health Professions Education Research

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