Importance of mixed methods in medical education research

Carlos Andrés Pineda-Cañara Department of Family Medicine, School of Medicine, Universidad del Valle, Cali, ColombiaCorrespondence[email protected]

https://orcid.org/0000-0003-0087-0391 View further author information

JoséIvo Montaño-Caicedoa Department of Family Medicine, School of Medicine, Universidad del Valle, Cali, Colombia

https://orcid.org/0000-0002-5060-8589 View further author information

Herney Andrés García-Perdomob Division of Urology/Urooncology. Department of Surgery. School of Medicine, Universidad del Valle, Cali, ColombiaView further author information

References

Yang D, Zhuang X, Li J, et al. Effects of a competence-based approach for clerkship teaching under alternating clinical placements: an explanatory sequential mixed-methods research. Med Teach. 2024;46:1–9. doi:10.1080/0142159X.2024.2356830
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Slaney KL, Tafreshi D. Quantitative, qualitative, or mixed? Should philosophy guide method choice? In: Situating qualitative methods in psychological science. London: Taylor & Francis Group; 2019. p. 115.
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Morgan DL. Paradigms lost and pragmatism regained: methodological implications of combining qualitative and quantitative methods. J Mixed Methods Res. 2007;1(1):48–76. doi:10.1177/2345678906292462
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Importance of mixed methods in medical education research

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