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Mixed-methods research in medical education: Lessons from a meta-study of methodological practice
Jennifer Cleland1,2, Anna MacLeod3, Susan van Schalkwyk4
1Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore.
Medical Education
|January 24, 2026
Summary
Mixed-methods research (MMR) in medical education often lacks integration and theoretical grounding. A new checklist aims to improve the rigor and transparency of future MMR studies.
Area of Science:
- Medical Education Research
- Research Methodology
Background:
- Mixed-methods research (MMR) combines multiple research approaches.
- Concerns exist regarding the quality of MMR in medical education.
- A meta-study was conducted to evaluate MMR practices.
Purpose of the Study:
- To explore the strengths and weaknesses of MMR in medical education.
- To identify recurring issues in MMR conduct and reporting.
- To propose a framework for improving MMR.
Main Methods:
- Conducted structured searches to establish a corpus of 1070 articles.
- Performed full data extraction on purposively sampled articles (547).
- Synthesized findings using descriptive statistics and dialogical analysis.
Main Results:
- Significant increase in MMR publications over 20 years.
- Identified issues: lack of theoretical grounding, diversity, rigor, and integration.
- These identified issues have not improved over time.
Conclusions:
- Major gaps exist in MMR justification and application, particularly in integration.
- A checklist is proposed to enhance the rigor, transparency, completeness, and accuracy of MMR.
- The checklist aims to guide researchers and reviewers in medical education research.
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