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Remaining “Grounded” in a Laparoscopic Community of Practice: The Qualitative Paradigm

  • Rory Kokelaar
Chapter
Part of the Innovation and Change in Professional Education book series (ICPE, volume 17)

Overview

Without doubt, conducting qualitative surgical educational research has been the most challenging but also the most rewarding part of my professional development. In this chapter I share my experiences of a research project exploring surgical trainees’ learning in a laparoscopic community of practice [1]. My intention is to make explicit some of the challenges I experienced from my perspective as a surgical trainee studying surgical education and to offer guidance on key elements of a qualitative research project.

Keywords

Qualitative surgical education research Laparoscopic community of practice Paradigm Data Community of practice Theoretical framework Individual interviews Reflexivity 

References

  1. 1.
    Kokelaar, R. F. (2016). Learning and identity formation in the laparoscopic community of practice – the conceptions of junior surgical trainees. Masters thesis [MEd], C. Imperial, Editor. London.Google Scholar
  2. 2.
    Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. New Brunswick: Aldine Transaction.Google Scholar
  3. 3.
    Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  4. 4.
    Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  • Rory Kokelaar
    • 1
  1. 1.Swansea UniversitySwanseaUK

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