A synthesis technique for grounded theory data analysis

AIMS: The purposes of this paper are to examine the issues surrounding current changes in grounded theory (GT) research methods and to explicate an innovative synthesis technique to GT data analysis. BACKGROUND: In recent years there has been a steady rise in the number of published research reports that use the GT method. However, this growing body of GT literature has been criticized for its lack of adherence to the method as explicated by its originators, Glaser and Strauss. METHODS: Recent and past literature that explicates, describes, and discusses GT methods is reviewed. A synthesis technique for grounded theory data analysis was developed to analyse qualitative data collected for a grounded theory study on caregiving. This synthesis technique was derived from the works of four grounded theorists (Kathy Charmaz, Mark Chesler, Juliet Corbin and Anselm Strauss). RESULTS: The lack of clarity and the inconsistencies surrounding GT analysis, as reported in the literature, resulted in the development of a synthesis technique based on the works of the aforementioned-grounded theorists. The product was a synthesis approach that included analytical steps from each of these authors. CONCLUSIONS: This synthesis approach increased understanding and enhanced clarity of GT data analysis techniques. This paper illustrates how integration of works by noted qualitative scholars is an appropriate and effective means to advance the discourse on data analysis for GT research studies.     

医学领域“中国高被引学者”群体特征分析

目的/意义 探究我国医学领域近年高层次人才特征,为制定人才培养政策、有效发挥科技人才作用提供参考。方法/过程 以爱思唯尔2017—2021年“中国高被引学者”榜单为基础,分析医学领域连续5年入选者的分布和发展态势。结果/结论 入选“中国高被引学者”的专家主要集中在高校和科研院所,一定程度上与科研资源集聚呈正向关系,临床医学和药学学科(方向)入选人数优势明显,入选者大多保持较高的科研产出和研究活跃度。基于分析结果,提出医学领域顶尖人才发展建议。     

高水平临床试验研究者的培养

目前我国医药院校毕业生尤其药学毕业生,受限于高校既定的培养模式,几乎没有接受过针对临床试验方面的教育。然而,每年有相当比例的医药院校毕业生全职从事与临床试验相关的职业。如何在高校中培养出专业性强、水平高的潜在临床试验研究者,使其能更快地进入角色、融入临床试验的职业群体并发挥重要的作用,是个值得思考和探讨的课题。结合多年的临床试验教学和实践经验,文章探析高校培养临床试验研究者的举措,以期为医药院校培养临床试验相关人才的模式探索提供参考。     

An e-resource to coordinate research activity with the readiness for interprofessional learning scale (RIPLS)

Research into interprofessional education is often performed by professionals in practice alongside their other “core” duties, thus additional help and support to achieve quality research outcomes would be beneficial. This study aimed to create a virtual community of researchers with shared interest in quantitative studies of interprofessional learning using the Readiness for Interprofessional Learning Scale. An e-resource was built which provided access to relevant resources, helped to coordinate research effort, and promoted communication. Use of the resource was monitored over a 14-month period and evaluated at the end of this time. Forty-eight researchers across six different countries were assigned usernames and passwords. According to a self-report measure, 23/27 (85%) respondents to the evaluation questionnaire had accessed the resource and 95% planned to use it in the coming year. This paper shares our experiences and observations from the study.     

A list of highly influential biomedical researchers, 1996–2011

We have generated a list of highly influential biomedical researchers based on Scopus citation data from the period 1996‐2011. Of the 15,153,100 author identifiers in Scopus, approximately 1% (n=149,655) have an h‐index >=20. Of those, we selected 532 authors who belonged to the 400 with highest total citation count (>=25,142 citations) and/or the 400 with highest h‐index (>=76). Of those, we selected the top‐400 living core biomedical researchers based on a normalized score combining total citations and h‐index. Another 62 authors whose focus is outside biomedicine had a normalized score that was at least as high as the score of the 400th core biomedical researcher. We provide information on the profile of these most influential authors, including the most common Medical Subject Heading terms in their articles that are also specific to their work, most common journals where they publish, number of papers with over 100 citations that they have published as first/single, last, or middle authors, and impact score adjusted for authorship positions, given that crude citation indices and authorship positions are almost totally orthogonal. We also show for each researcher the distribution of their papers across 4 main levels (basic‐to‐applied) of research. We discuss technical issues, limitations and caveats, comparisons against other lists of highly‐cited researchers, and potential uses of this resource.     

‘I went in feeling like a student and came out feeling like a researcher’ An evaluation of the first Australian Masterclass for Emerging Researchers in Ageing

Objective: To assess how well the 2008 Masterclass for Emerging Researchers in Ageing (ERA) increased capacity for building careers in ageing research in Australia. Methods: Twenty‐six delegates rated 13 career‐development activities for (i) the importance of each to their future careers and (ii) their perceived competence in each, before and after the Masterclass. Further qualitative feedback was collected at programme conclusion. Results: Publishing research and working on large‐scale, collaborative research projects were rated significantly more important after the Masterclass. Delegates’ competence in 11 of the 13 activities increased significantly, as did averaged overall competence. Qualitative data analysis indicated the Masterclass was particularly valued for networking opportunities and for providing access to senior people in the field. Conclusions: This inaugural ERA Masterclass assisted emerging researchers in ageing to develop capacity in career development activities. These outcomes have important implications for building research capacity in ageing in Australia.     

Faculty Participation in and Needs around Community Engagement within a Large Multiinstitutional Clinical and Translational Science Awardee

Community engagement is recommended to ensure the public health impact of NIH‐funded science. To understand the prevalence of community‐engaged research and faculty interest in and needs around this, from 2012 to 2013, an online survey (n = 3,022) was sent to UCLA Clinical and Translational Science Institute faculty. Among respondents, 45% reported community‐engaged project participation in the last year and 64% an interest in learning about community‐engaged research. Over 50% indicated career development and pilot grants would increase participation in community‐engaged research. A greater percentage of pretenure than tenured faculty (pretenure 54.9%, tenured 42.2%, p = 0008) noted faculty promotion criteria incentivizing community‐engaged research would increase participation. In adjusted analyses, African American (OR 4.06, CI 1.68–9.82, p = 0.002) and Latino (OR 1.91, CI 1.10–3.33, p = 0.022) faculty had higher odds of prior participation in community‐engaged projects than Whites. Female faculty had greater odds of interest (OR 1.40, CI 1.02–1.93, p = 0.038) in learning about community‐engaged research than males. African American (OR 4.31, CI 1.42–13.08, p = 0.010) and Asian/Pacific Islander (OR 2.24, CI 1.52–3.28, p < 0.001) faculty had greater interest in learning about community‐engaged research than Whites. To build community‐engaged faculty research capacity, CTSAs’ may need to focus resources on female and minority faculty development.     

Succeeding in Aging Research During the Pandemic: Strategies for Fellows and Junior Faculty

Fellows and junior faculty conducting aging research have encountered substantial new challenges during the COVID-19 pandemic. They report that they have been uncertain how and whether to modify existing research studies, have faced difficulties with job searches, and have struggled to balance competing pressures including greater clinical obligations and increased responsibilities at home. Many have also wondered if they should shift gears and make COVID-19 the focus of their research. We asked a group of accomplished scientists and mentors to grapple with these concerns and to share their thoughts with readers of this journal.