Department of General Practice/Family Medicine, Amsterdam University Medical Centers, Amsterdam, The Netherlands.
Department of General Practice, Erasmus Medical Center, Rotterdam, The Netherlands.
Teach Learn Med. 2022 Jan-Mar;34(1):113-121. doi: 10.1080/10401334.2021.1971989. Epub 2021 Sep 29.
: The term "phenomenology" is increasingly being used in Health Professions Education research. Phenomenology refers to a philosophical tradition or discipline. For researchers in Health Professions Education without a philosophical or humanities background, there are two practical problems. The first is that it is not always clear how studies that call themselves "phenomenological" are distinct from studies that use other methods; phenomenology as a label seems to be used for any study that is interested in the experiences of participants. The second problem is that a more in-depth study of phenomenology in the literature yields either abstract definitions such as "examining the underlying structures of consciousness," or contrasting translations of phenomenology to concrete research tools. What would phenomenology in medical education research look like that is both true to its philosophical roots and yields research findings that contribute to the quality of medical education? : Two medical education researchers, one with a medical background and the other with a philosophy background, engaged in a dialogue with the purpose of formulating an approach for phenomenology in medical education research. The first departed from the practical demands of his research project in which phenomenology was suggested as a methodology, but guidance was lacking. The other departed from the philosophical tradition of phenomenology with the purpose of exploring how phenomenological insights can be valuable for medical education research. The paper presents these journeys and the results of this dialogue where they formulate starting points for an approach to conducting HPE research that has scientific phenomenological integrity and yields practical results. : Phenomenology has been one of the defining developments in philosophy and the humanities in the 20th century. A basic grasp of its insights is useful for medical education researchers since any research today takes place in the light of these insights. Within medical education, there are certain types of phenomena, research questions, and research goals that call for an explicitly phenomenological approach. Rather than prescribing specific methods or methodologies, phenomenology offers signposts for how to think about the relationship between our research object, methods, and data, and our own role as researchers. We suggest that researchers in HPE, when reporting a phenomenological study, instead of claiming to have followed a certain phenomenological method, explain how their research question, methods, and results fit the purposes and standards of phenomenology. We illustrate this with an example of how to use phenomenology in an interview study.
: “现象学”一词在医疗保健专业教育研究中越来越多地被使用。现象学是指一种哲学传统或学科。对于没有哲学或人文学科背景的医疗保健专业教育研究人员来说，存在两个实际问题。第一个问题是，那些自称“现象学”的研究如何与使用其他方法的研究区别开来，并不总是很清楚；作为一个标签，现象学似乎被用于任何对参与者体验感兴趣的研究。第二个问题是，对文献中现象学的更深入研究要么产生了诸如“检查意识的潜在结构”之类的抽象定义，要么将现象学翻译成具体的研究工具。那么，什么样的医学教育研究中的现象学既符合其哲学根源，又能为医学教育质量做出贡献呢？
: 两位医学教育研究人员，一位具有医学背景，另一位具有哲学背景，进行了对话，旨在为医学教育研究中的现象学制定一种方法。第一位研究人员从他的研究项目的实际需求出发，该项目建议使用现象学作为一种方法，但缺乏指导。另一位研究人员则从现象学的哲学传统出发，目的是探索现象学的见解如何对医学教育研究有价值。本文介绍了这些旅程以及对话的结果，他们为此制定了一种方法的起点，该方法可以进行具有科学现象学完整性并产生实际结果的 HPE 研究。
: 现象学是 20 世纪哲学和人文学科的重要发展之一。任何研究都必须考虑到这些见解，因此，对医学教育研究人员来说，对其见解有一个基本的掌握是很有用的。在医学教育中，有某些类型的现象、研究问题和研究目标需要明确的现象学方法。现象学不是规定具体的方法或方法论，而是为如何思考我们的研究对象、方法和数据与我们作为研究人员的角色之间的关系提供了路标。我们建议，HPE 的研究人员在报告现象学研究时，不是声称遵循了某种现象学方法，而是解释他们的研究问题、方法和结果如何符合现象学的目的和标准。我们用一个如何在访谈研究中使用现象学的例子来说明这一点。
