Table 1.

Exemplar Papers for Qualitative Paradigms and Data Collections Methods

	Actual Study Questions/Aims	Exemplar Papers
Paradigms
Grounded theory	To better understand why feedback is challenging, we explored the unique perspectives of doctors who had also trained extensively in sport or music, aiming to: 1) distinguish the elements of the response to feedback that are determined by the individual learner from those determined by the learning culture and 2) understand how these elements interact to make recommendations for improving feedback in medical education. This study explores how beginning teachers in the field of undergraduate medical education integrate the teacher role into their identity.	Watling 2014 van Lankveld 2017
Ethnography	This study explored how supervisors made entrustment decisions based on residents’ performance in a long‐term family medicine training program.	Sagasser 2017
Phenomenology	This study explores the challenges and strengths of dual‐ and single‐physician relationships. To describe the essential elements of social support and their meaning for medical educators.	Perlman 2015 Berg 2017
Data collection method
Interviews	This study explored Canadian Emergency Medicine residents’ beliefs about their intent to contribute summaries of landmark articles to a collaborative slideshow while studying for a certification examination. This study conducted semistructured interviews of educational leaders who direct well‐established faculty development programs to inform the development of postgraduate medical education fellowships.	Archambault 2015 Coates 2016
Focus groups	This study explored multispecialty residents’ experiences with giving and receiving feedback to identify feedback barriers and facilitators. The purposes of this paper were to further explore the processes used by learners and physicians to interpret, accept and use (or not) data to inform their perceptions of their clinical performance, and to further understand the factors (internal and external) that appear to influence their interpretation of feedback.	Reddy 2015 Eva 2012
Observations	This study conducted observations to explore the range of practices used by junior trainees performing follow‐up and documentation in clinical settings.	Cadieux 2017
Document analysis	This study used document analysis, among other data collection strategies, to explore the work involved in the delivery of a distributed medical education (DME) program. This study analyzed student portfolio documents to gain an understanding of the role of peer meetings in students’ learning experiences regarding reflection.	MacLeod 2017 Schaub‐de Jong 2009

Table 1 Bibliography
Paradigms
Grounded theory
Watling C, Driessen E, van der Vleuten CP, Lingard L. Learning culture and feedback: an international study of medical athletes and musicians. Med Educ 2014;48:713–23.
Van Lankveld T, Schoonenboom J, Kusurkar RA, Volman M, Beishuizen J, Croiset G. Integrating the teaching role into one's identity: a qualitative study of beginning undergraduate medical teachers. Adv Health Sci Educ 2017;22:601–22.
Ethnography
Sagasser MH, Fluit CR, van Weel C, van der Vleuten CP, Kramer AW. How entrustment is informed by holistic judgments across time in a family medicine residency program: ;an ethnographic participant observational study. Acad Med 2017;92:792–9.
Phenomenology
Perlman RL, Ross PT, Lypson ML. Understanding the medical marriage: physicians and their partners share strategies for success. Acad Med 2015;90:63–8.
Berg JW, Verberg CP, Scherpbier AJ, Jaarsma AD, Lombarts KM. Is being a medical educator a lonely business? The essence of social support. Med Educ 2017;51:302–15.
Data collection methods
Interviews
Archambault PM, Thanh J, Blouin D, et al. Emergency medicine residents’ beliefs about contributing to an online collaborative slideshow. CJEM 2015;17:374–86.
Coates WC, Runde D, Yarris LM, et al. Creating a cadre of fellowship‐trained medical educators: a qualitative study of faculty development program leaders’ perspectives and advice. Acad Med 2016;91:1696–704.
Focus groups
Reddy ST, Zegarek MH, Fromme HB, Ryan MS, Schumann SA, Harris IB. Barriers and facilitators to effective feedback: a qualitative analysis of data from multispecialty resident focus groups. J Grad Med Educ 2015;7:214–9.
Eva K, Armson H, Holmboe E, et al. Factors influencing responsiveness to feedback: on the interplay between fear, confidence, and reasoning process. Adv Health Sci Educ 2012;17:15–26.
Observations
Cadieux DC, Goldszmidt M. It's not just what you know: junior trainees’ approach to follow‐up and documentation. Med Educ 2017;51:812–25.
Document tracing/document analysis
MacLeod A, Kits O, Mann K, Tummons J, Wilson KW. The invisible work of distributed medical education: exploring the contributions of audiovisual professionals, administrative professionals and faculty teachers. Adv Health Sci Educ 2017;22:623–38.
Schaub‐de Jong MA, Cohen‐Schotanus J, Dekker H, Verkerk M. The role of peer meetings for professional development in health science education: a qualitative analysis of reflective essays. Adv Health Sci Educ 2009;14:503–13.