title: Sharing methodology: a worked example of theoretical integration with qualitative data to clarify practical understanding of learning and generate new theoretical development.
abstract: BACKGROUND
  Theoretical integration is a necessary element of study design if clarification of experiential learning is to be achieved. There are few published examples demonstrating how this can be achieved.
  
  
  OBJECTIVE
  This methodological article provides a worked example of research methodology that achieved clarification of authentic early experiences (AEEs) through a bi-directional approach to theory and data.
  
  
  METHODS
  Bi-directional refers to our simultaneous use of theory to guide and interrogate empirical data and the use of empirical data to refine theory. We explain the five steps of our methodological approach: (1) understanding the context; (2) critique on existing applications of socio-cultural models to inform study design; (3) data generation; (4) analysis and interpretation and (5) theoretical development through a novel application of Metis.
  
  
  RESULTS
  These steps resulted in understanding of how and why different outcomes arose from students participating in AEE. Our approach offers a mechanism for clarification without which evidence-based effective ways to maximise constructive learning cannot be developed. In our example it also contributed to greater theoretical understanding of the influence of social interactions.
  
  
  CONCLUSIONS
  By sharing this example of research undertaken to develop both theory and educational practice we hope to assist others seeking to conduct similar research.
authors.affiliation: Department of Medical Education, Keele University Medical School, UK. syardley@doctors.org.uk
authors.forename: Sarah
authors.initials: S
authors.lastname: Yardley
authors.forename: Caragh
authors.initials: C
authors.lastname: Brosnan
authors.forename: Jane
authors.initials: J
authors.lastname: Richardson
mesh_terms: D004504:Education, Medical, Undergraduate; D006801:Humans; D008962:Models, Theoretical; D018794:Problem-Based Learning; D036301:Qualitative Research; D006113:United Kingdom