Answering educational questions in a scholarly way requires a diverse set of conceptual and methodological resources and strategies. Mixed methods approaches can yield robust findings.1 For example, the Clinical Learning Environment Review (CLER) National Report of Findings, published in May 2016, used mixed methods “to improve accuracy of the findings.”2 Effectively utilizing a mixed methods approach requires unique knowledge and skills.

A mixed methods approach is often misconceived as any study using both qualitative data (eg, interviews, focus groups, responses to open-ended questions) and quantitative data (eg, survey statistics such as satisfaction ratings, performance ratings, examination scores). However, a mixed methods approach requires careful thought regarding the problem or question, assumptions about what constitutes evidence, types of data that best inform the problem or question, analytic techniques needed, and resources available.

Rip Out Action Items
  • 1. 

    For your next journal club, select a mixed methods study and assess how it addresses the essential elements.

  • 2. 

    Have a perplexing education question? Exploring how you would study it using a mixed methods approach may enrich your understanding. Begin with a discussion of the format and sequencing of data collection and how your study would mix qualitative and quantitative elements.

Mixed methods approaches focus on obtaining contextualized understanding of a phenomenon such as the learning environment explored by the CLER program. This understanding is obtained by taking multiple perspectives and cultural influences into account, with the approach guided by a conceptual or theoretical framework.1 To obtain these perspectives, researchers use qualitative approaches to explore meaning and processes associated with a phenomenon and quantitative approaches to assess the magnitude and frequency of a phenomenon. (See the online supplemental material for how the CLER report's mixed methods approach addresses these elements.)

When considering a mixed methods approach, such as a study to follow up on CLER findings at your institution, think through the elements found in the table.1,3,4 

table

Design Elements and Considerations for Mixed Methods Research Studies

Design Elements and Considerations for Mixed Methods Research Studies
Design Elements and Considerations for Mixed Methods Research Studies
  • 1. 

    Study recommended mixed methods readings in and beyond health professions education.

  • 2. 

    When you read an article reporting the use of mixed methods, critically review it. Consider the elements described in the table, noting the description of study purpose, conceptual framework, study design, methodological choices (eg, types of data, sequence, analytic process), and how findings are presented. The phrase mixed methods is often misapplied. For example, a report describing findings from an evaluation form with Likert scale–type responses and open-ended comments is not a mixed methods approach, unless assumptions and decisions described in the table are included.

  • 3. 

    Identify individuals, evaluators, and researchers who have expertise in mixed methods approaches and ask for their guidance.

When you are considering a project that may be suited to mixed methods, ask yourself the following questions:

  • 1. 

    Does the project purpose align with 1 of the common purposes for using a mixed methods approach?

  • 2. 

    Does your question, problem, and/or theoretical orientation lend itself to mixed methods? Will the combination of qualitative and quantitative data strengthen the credibility, validity, trustworthiness, and representativeness of your findings?

  • 3. 

    Do you have the resources, skills, and capacity required to conduct a mixed methods project?

1
Creswell
JW,
Plano Clark VL. Designing and Conducting Mixed Methods Research. 2nd ed
.
Thousand Oaks, CA
:
Sage Publications;
2011
.
2
Koh
NJ,
Wagner
R,
Weiss
KB,
et al.
The methodology for the CLER national report of findings
2016
.
J Grad Med Educ
.
2016;8(2 suppl 1):15–19.
3
Leech
NL,
Onwuegbuzie
AJ.
A typology of mixed methods research designs
.
Qual Quant
.
2009
;
43
(
2
):
265
275
.
4
Bryman
A.
Integrating quantitative and qualitative research: how is it done?
Qual Res
.
2006
;
6
(
1
):
97
113
.

Author notes

Editor's Note: The online version of this article contains additional resources for further reading and a table showing how the Clinical Learning Environment Review report's mixed methods approach addressed Creswell's elements.

Supplementary data