Kennedy Tara J T, Lingard Lorelei A
Bloorview MacMillan Children's Centre, Wilson Centre for Research in Education, Faculty of Medicine, University Health Network, Toronto, ON, Canada.
Med Educ. 2006 Feb;40(2):101-8. doi: 10.1111/j.1365-2929.2005.02378.x.
Grounded theory is a research methodology designed to develop, through collection and analysis of data that is primarily (but not exclusively) qualitative, a well-integrated set of concepts that provide a theoretical explanation of a social phenomenon.
This paper aims to provide an introduction to key features of grounded theory methodology within the context of medical education research.
In this paper we include a discussion of the origins of grounded theory, a description of key methodological processes, a comment on pitfalls encountered commonly in the application of grounded theory research, and a summary of the strengths of grounded theory methodology with illustrations from the medical education domain.
The significant strengths of grounded theory that have resulted in its enduring prominence in qualitative research include its clearly articulated analytical process and its emphasis on the generation of pragmatic theory that is grounded in the data of experience. When applied properly and thoughtfully, grounded theory can address research questions of significant relevance to the domain of medical education.
扎根理论是一种研究方法，旨在通过收集和分析主要（但不限于）定性数据，形成一套高度整合的概念，为社会现象提供理论解释。
本文旨在介绍医学教育研究背景下扎根理论方法的关键特征。
本文包括对扎根理论起源的讨论、关键方法过程的描述、对扎根理论研究应用中常见陷阱的评论，以及结合医学教育领域实例对扎根理论方法优势的总结。
扎根理论在定性研究中一直占据突出地位，其显著优势包括清晰阐述的分析过程以及强调基于经验数据生成实用理论。如果运用得当且经过深思熟虑，扎根理论能够解决与医学教育领域密切相关的研究问题。
