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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

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Published on: September 27, 2020

Navigating Multiple Researcher Roles in the Analysis of Video-Recorded Simulation-Based Learning.

Amisha Kanji¹, Jennifer Watermeyer¹

¹Department of Speech Pathology and Audiology, School of Human and Community Development, University of the Witwatersrand, Johannesburg, South Africa.

Teaching and Learning in Medicine

|April 22, 2026

Summary

This summary is machine-generated.

Multidisciplinary teams enhance qualitative data analysis by reconciling diverse researcher perspectives. This approach reveals how positionality and reflexivity are co-constructed and negotiated during analysis.

Keywords:

Healthcare education multidisciplinary research simulation-based learning

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Area of Science:

Qualitative research methodology
Medical education
Audiology

Background:

Guidance on reconciling diverse researcher perspectives in qualitative data analysis is limited.
Team-based analysis of video-recorded data offers unique insights into this process.

Purpose of the Study:

To explore the affordances and challenges of multidisciplinary team-based qualitative data analysis.
To illuminate the co-construction and negotiation of researcher positionality and reflexivity.

Main Methods:

Analysis of nine video-recorded simulation-based learning experiences (SLEs) in Audiology.
Individual analysis followed by paired analysis and team discussion.
Reflective insights from a multidisciplinary academic team.

Main Results:

Multidisciplinary qualitative data analysis is both valuable and complex.
Researcher positionality can shift during the analytic process and influence findings.
Positionality and reflexivity are dynamic and co-constructed.

Conclusions:

Multidisciplinary teamwork enriches qualitative data analysis with multiple perspectives.
Team member roles in qualitative analysis are fluid and extend beyond 'insider'/'outsider' boundaries.
The analytical process requires ongoing refinement and reflection on positionality.