Elsevier

Currents in Pharmacy Teaching and Learning

Volume 8, Issue 5, September–October 2016, Pages 715-721
Currents in Pharmacy Teaching and Learning

Methodology Matters
Mixed methods: Expanding research methodologies in pharmacy education

https://doi.org/10.1016/j.cptl.2016.06.015Get rights and content

Abstract

Mixed methods research combines quantitative and qualitative research to address a research question. Researchers engaging in mixed methods can establish a more complete understanding of an issue, triangulate findings, develop a complementary picture, identify trends, and validate results. Using mixed methods research may provide a more accurate and comprehensive reflection of educational experiences and outcomes across the span of pharmacy, including admissions, experiential education, and faculty development. Expanding our research toolkit to include multiple approaches for collecting, analyzing, and applying quantitative and qualitative data are likely to strengthen educational research in pharmacy education and broaden our impact across the health professions. After reviewing this article, the reader should be able to define mixed methods research, provide recommendations for its use, identify applications for pharmacy education, and describe the implications and limitations of the mixed methods approach.

Section snippets

Our Situation, issue, or problem

A growing body of literature in health care and education point to the challenges of providing students with opportunities to develop critical workplace skills (e.g., adaptability, collaboration, communication, and initiative).1, 2, 3 In many cases, these skills are best taught and assessed in the context of experiential education; however, researchers interested in examining student development during experiential education are faced with a number of challenges, including small sample sizes

Methodological literature review

In general, mixed methods research can be defined as the combination of both quantitative and qualitative research efforts to address one research question (Table 1).6, 7, 8 The combination of these two approaches can answer a specific research question more comprehensively, increase the tools available to conduct a research study, and broaden the scope of research possible.7, 9 Through integration of quantitative and qualitative research, investigators are able to maximize the strengths and

Our recommendations and their applications

In the situation described at the start of this article (i.e., my research team was recently tasked with developing a new experiential education program and evaluating its impact on the professional identity development of students), mixed methods were used for a number of reasons. First, our sample size was relatively small (about 20 students). This meant that while we planned to collect valuable and relevant information in the form of survey items (e.g., self-efficacy), there was a risk that

Potential impact

Pharmacy educators are uniquely positioned to examine critical research questions that are not only of importance in pharmacy and pharmacy education, but of increasing importance and interest to larger audiences within health professions and higher education. Expanding research toolkits to include approaches to collecting, analyzing, and applying quantitative and qualitative data are likely to strengthen educational research in pharmacy education, contribute to associated research in other

Conclusion

Mixed methods research can equip pharmacy educators to expand the scope and reach of their research. It has implications across the full span of pharmacy education and provides unique opportunities for designing studies that more accurately and comprehensively address questions of interest. Blending quantitative and qualitative methods can expand our understanding of a phenomenon, help us triangulate findings, and generate complementary results. Expanding our research toolkits to include mixed

Conflict of interest

None.

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