Methodologies and study designs relevant to medical education research

Abstract

Research is an important part of educational scholarship. Knowledge of research methodologies is essential for both conducting research as well as determining the soundness of the findings from published studies. Our goals for this paper therefore are to inform medical education researchers of the range and key components of educational research designs. We will discuss both qualitative and quantitative approaches to educational research. Qualitative methods will be presented according to traditions that have a distinguished history in particular disciplines. Quantitative methods will be presented according to an evidence-based hierarchy akin to that of evidence-based medicine with the stronger designs (systematic reviews and well conducted educational randomized controlled trials) at the top, and weaker designs (descriptive studies without comparison groups, or single case studies) at the bottom. It should be appreciated, however, that the research question determines the study design. Therefore, the onus is on the researcher to choose a design that is appropriate to answering the question. We conclude with an overview of how educational researchers should describe the study design and methods in order to provide transparency and clarity.

Acknowledgement

The authors (T.L.T. and J.H.C.) wish to acknowledge Will Weber, EdD (1938–2007) who not only taught us the importance of research methodology but also inspired us to be systematic and disciplined in our approach to educational research.

Declaration of interest: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the paper.