Twelve tips for conducting medical education research via videoconference

Abstract

The demand for current practical advice in how to conduct research by videoconference is internationally recognised. Many researchers in medical education are transitioning to using online methods for the first time, through design or necessity. This paper aims to provide practical advice on utilising videoconference technology for research, from design to execution. The tips include how to manage important elements such as ethics approval, online etiquette, contingency planning, technology management, and data capture. Recommendations include how to promote participant engagement with online data collection methods, in some cases paralleling the literature around synchronous online learning. The tried and tested tips have been developed by the authors based on their research experience, a literature review and the results of a post-participation survey of medical students on their experiences engaging in research online via videoconference.

Keywords:

• Medical education research
• e-learning/computers
• trends
• methods
• general

Disclosure statement

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

Additional information

Notes on contributors

Fiona Osborne

Fiona Osborne, MBChB, BSc, PGCertMedEd, is trained in online data collection and has conducted numerous interviews and focus groups via videoconference.

Paul Paes

Paul Paes, MBBS, MSc, MMEd, EdD, FRCP, SFHEA.

Janice Ellis

Janice Ellis, BDS, FDS RSC ED, PhD, FHEA have extensive research experience in clinical education.

Charlotte Rothwell

Charlotte Rothwell, PhD, MSc, BA.