Undertaking and reporting qualitative research.

Abstract

Editors’ note: As the authors of this informative toolbox article attest, many clinical teachers have been educated within a quantitative framework. We frequently come to qualitative research late in our training, and have to learn a new vocabulary and change the way that we gather, interpret, and report on data and evidence. This transition can be very challenging, particularly as some colleagues may consider qualitative methodologies an easier option. ‘Becoming qualitative’ opens up a whole new literature, a small part of which is cited in this toolbox article. At The Clinical Teacher we acknowledge the diffi culties of presenting qualitative work within our limited word count. We aim to publish innovative and practical studies, and therefore accept work that might not be as in-depth as is required by other journals that publish much lengthier articles. We do expect a rationale for methods, a clear description of data collection, a recognised (and referenced) way of analysing the data and a synthesis of fi ndings that does not need the reader to do the main work of interpretation, however. We hope this toolbox article is helpful for both reading and carrying out qualitative research.