Grounded theory in medical education research: AMEE Guide No. 70

Christopher J. WatlingWestern University, Canada; DR. CHRIS WATLING, MD, MMEd, FRCP(C), is Associate Professor in the Departments of Clinical Neurological Sciences and Oncology and Associate Dean for Postgraduate Medical Education at the Schulich School of Medicine and Dentistry, Western University, in London, Ontario, Canada. He received his MD from Dalhousie University in Halifax, Nova Scotia, Canada, in 1990, and then completed residency training in neurology at The University of Western Ontario in 1995. He completed a Masters in Medical Education at the University of Dundee in 2009, and is presently a PhD student in Health Professions Education at Maastricht University. His research explores how learners perceive and respond to various learning influences, with a particular focus on the dimensions of learner receptivity to feedback.Correspondence[email protected]

Lorelei LingardWestern University, Canada; PROF. LORELEI LINGARD, PhD, is Professor in the Department of Medicine and Director of the Centre for Education Research & Innovation, in the Schulich School of Medicine & Dentistry, Western University, in London, Ontario, Canada. She received her PhD in Rhetoric from Simon Fraser University in 1998. Her research program investigates communication, collaboration and socialization on healthcare teams, often using a constructivist grounded theory approach. She has conducted studies in a variety of clinical settings, including the operating room, the intensive care unit, the internal medicine ward, the adult rehabilitation unit and the transplantation unit. She is also well-known as a teacher and mentor for emerging qualitative researchers in health professions education.

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