Walker M
Faculty of Education and Design, Brunel University, Runnymede Campus, Egham, Surrey, UK.
Med Educ. 1989 Nov;23(6):498-503. doi: 10.1111/j.1365-2923.1989.tb01575.x.
Quantitative methods of evaluating the outcomes of medical education may not always deliver the information which course organizers and teachers most need in order to improve their courses. Qualitative methods of research could provide such information. However, the use of qualitative methods has been limited by the difficulties associated with the analysis of subjective data and by the validity of its results. Qualitative data from an evaluation of the 2-year part-time MSc Course in General Practice at Guy's and St Thomas's Hospitals are presented and a rigorous method of analysis demonstrated. It is argued that for qualitative research validity is progressively achieved through the process of analysis, unlike experimental research where validity is ascribed in the research design. The relationship of research methods and approaches to evaluation is discussed and the potential contribution of qualitative research methods is outlined.
评估医学教育成果的定量方法可能无法总是提供课程组织者和教师为改进课程最需要的信息。定性研究方法可以提供此类信息。然而，定性方法的使用受到与主观数据分析相关的困难及其结果有效性的限制。本文展示了对盖伊和圣托马斯医院为期两年的全科医学兼职理学硕士课程评估的定性数据，并展示了一种严谨的分析方法。有人认为，与在研究设计中赋予有效性的实验研究不同，定性研究的有效性是通过分析过程逐步实现的。讨论了研究方法和途径与评估的关系，并概述了定性研究方法的潜在贡献。
