Considering axiological integrity: a methodological analysis of qualitative evidence syntheses, and its implications for health professions education

dc.contributor.authorKelly, Martina A.
dc.contributor.authorEllaway, Rachel H.
dc.contributor.authorReid, Helen
dc.contributor.authorGanshorn, Heather
dc.contributor.authorYardley, Sarah
dc.contributor.authorBennett, Deirdre
dc.contributor.authorDornan, Tim
dc.contributor.funderArnold P. Gold Foundationen
dc.date.accessioned2018-06-15T13:35:23Z
dc.date.available2018-06-15T13:35:23Z
dc.date.issued2018-05-14
dc.date.updated2018-06-15T13:24:45Z
dc.description.abstractQualitative evidence synthesis (QES) is a suite of methodologies that combine qualitative techniques with the synthesis of qualitative knowledge. They are particularly suited to medical education as these approaches pool findings from original qualitative studies, whilst paying attention to context and theoretical development. Although increasingly sophisticated use is being made of qualitative primary research methodologies in health professions education (HPE) the use of secondary qualitative reviews in HPE remains underdeveloped. This study examined QES methods applied to clinical humanism in healthcare as a way of advancing thinking around the use of QES in HPE in general. A systematic search strategy identified 49 reviews that fulfilled the inclusion criteria. Meta-study was used to develop an analytic summary of methodological characteristics, the role of theory, and the synthetic processes used in QES reviews. Fifteen reviews used a defined methodology, and 17 clearly explained the processes that led from data extraction to synthesis. Eight reviews adopted a specific theoretical perspective. Authors rarely described their reflexive relationship with their data. Epistemological positions tended to be implied rather than explicit. Twenty-five reviews included some form of quality appraisal, although it was often unclear how authors acted on its results. Reviewers under-reported qualitative approaches in their review methodologies, and tended to focus on elements such as systematicity and checklist quality appraisal that were more germane to quantitative evidence synthesis. A core concern was that the axiological (value) dimensions of the source materials were rarely considered let alone accommodated in the synthesis techniques used. QES can be used in HPE research but only with careful attention to maintaining axiological integrity.en
dc.description.sponsorshipArnold P. Gold Foundation Research Institute (“Mapping the Landscape, Journeying Together” Grant)en
dc.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationKelly, M., Ellaway, R. H., Reid, H., Ganshorn, H., Yardley, S., Bennett, D. and Dornan, T. (2018) 'Considering axiological integrity: a methodological analysis of qualitative evidence syntheses, and its implications for health professions education', Advances in Health Sciences Education, In Press, doi: 10.1007/s10459-018-9829-yen
dc.identifier.doi10.1007/s10459-018-9829-y
dc.identifier.endpage19en
dc.identifier.issn1573-1677
dc.identifier.journaltitleAdvances In Health Sciences Educationen
dc.identifier.startpage1en
dc.identifier.urihttps://hdl.handle.net/10468/6362
dc.language.isoenen
dc.publisherSpringeren
dc.relation.urihttps://doi.org/10.1007/s10459-018-9829-y
dc.rights© Springer Science+Business Media B.V., part of Springer Nature 2018. This is a post-peer-review, pre-copyedit version of an article published in Advances in Health Sciences Education. The final authenticated version is available online at: http://dx.doi.org/10.1007/s10459-018-9829-yen
dc.subjectAxiological integrityen
dc.subjectHealth professions educationen
dc.subjectHumanismen
dc.subjectQualitative evidence synthesisen
dc.subjectValuesen
dc.titleConsidering axiological integrity: a methodological analysis of qualitative evidence syntheses, and its implications for health professions educationen
dc.typeArticle (peer-reviewed)en
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