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Although this distinction is useful in some circumstances, we do not advise to apply it to every mixed methods design. First, Morse and Niehaus contend that the supplemental component can be done “less rigorously” but do not explain which aspects of rigor can be dropped. In addition, the idea of decreased rigor is in conflict with one key theme of the present article, namely that mixed methods designs should always meet the criterion of multiple validities legitimation (Onwuegbuzie and Johnson 2006). The purpose of mixed methods research is to provide a more comprehensive understanding of a research problem than can be obtained through either quantitative or qualitative methods alone. This design involves using mixed methods research to not only understand the research question but also to bring about social change or transformation. The research is conducted in collaboration with stakeholders and aims to generate knowledge that can be used to improve policies, programs, and practices.
Games in dental education: playing to learn or learning to play?
An example of this could be a study of a specific business organization to understand the organizational dynamics and culture within the organization. This design involves collecting quantitative data and then taking action, usually in the form of an intervention or intervention program. An example of this could be a research team who collects data from a group of participants, evaluates it, and then implements an intervention program based on their findings.
What is Qualitative in Qualitative Research
Telephone calls may be appropriate for patients of lower socio-economic status, or those having poor internet access and low levels of technological literacy. This research supports the design and implementation of a gamified online role-play in dental education, as dental learners could develop self-perceived confidence and awareness with satisfaction. A well-designed gamified online role-play is necessary to support learners to achieve expected learning outcomes, and the conceptual framework developed in this research can serve as a guidance to design and implement this interactive learning strategy in dental education. However, further research with robust design should be required to validate and ensure the educational impact of gamified online role-play in dental education.
What is mixed methods research?
This design involves collecting one type of data as the primary method and then using the other type of data to elaborate or clarify the primary data. For example, a researcher may use quantitative data as the primary method and qualitative data as a secondary method to provide more context and detail. Multiple methods involve collecting data from different sources, such as surveys and interviews, but not necessarily combining them into one analysis. Mixed methods offer greater flexibility but can lead to differing or conflicting results when integrating data. Using qualitative and quantitative data in one study allows researchers to understand their subject more deeply. The flexibility of mixed methods research designs means that researchers can choose any combination of the four frameworks outlined above and other methodologies, such as convergent parallel, explanatory sequential, and exploratory sequential, to suit their particular needs.
Self-perceived assessments toward confidence and awareness of teledentistry
During each session the participants were educated about renal disease and treatment, food and water management, exercise and stress management, and medication management at home. They also learned how to use video visiting, online monitoring, and telephone counselling. The feasibility and practicality of telehealth in dental education present ongoing challenges and concerns.
The study
There are several reasons why mixed methods research can be beneficial, including generalizability, contextualization, and credibility. The aim is to provide a snapshot of some of themost exciting work published in the various research areas of the journal. “From the activity, I would consider teledentistry as a convenient tool for communicating with patients, especially if a patient cannot go to a dental office”.
MMR challenges the mono-method approaches that are still dominant in the social sciences, and this is both refreshing and important. The first topic is that the approach is moving towards defining a unified MMR methodology. There are differences in opinion as to how this is best achieved, but there is widespread agreement that some kind of common methodological and conceptual foundation of MMR is needed. To this end, some propose a broad methodology that can serve as distinct marker of MMR research.
Theme 3: Pedagogical components
On the basis of these dimensions, mixed methods designs can be classified into a mixed methods typology or taxonomy. In the mixed methods literature, various typologies of mixed methods designs have been proposed (for an overview see Creswell and Plano Clark 2011, p. 69–72). Overall, mixed methods research aims to provide a more holistic and nuanced understanding of the research problem, allowing researchers to draw more valid and reliable conclusions, make more informed decisions, and develop more effective interventions and policies. In this design, the researcher collects and analyzes quantitative data first, and then uses qualitative data to explain or elaborate on the quantitative findings.
Advanced frameworks in mixed methods research
In this capacity, they (as well as other philosophers like Vico and Montesquieu) are presented as part of MMR providing a philosophical validation of the project by presenting it as a continuation of ideas that have already been voiced by great thinkers in the past. A nice collection of examples of mixed methods studies can be found in Hesse-Biber (2010), from which the following examples are taken. Observations are a qualitative data collection method that involves systematically watching and recording behavior in a natural setting. Observations can be structured or unstructured and can be used to gather information about behavior, interactions, and context. It depends on the research objectives, but a few methods are often used in mixed methods research designs.
Moreover, conducting mixed-methods research does not necessarily guarantee an improvement in the quality of health research. Therefore, mixed-methods research is only appropriate when there are appropriate research questions [4,6]. As a further indication of institutionalization, a research association (the Mixed Methods International Research Association—MMIRA) was founded in 2013 and its inaugural conference was held in 2014. Prior to this, there have been a number of conferences on MMR or occasions on which MMR was presented and discussed in other contexts. An example of the first is the conference on mixed method research design held in Basel in 2005.
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More precisely, we need to be specific about the context and distinguish between institutionalization in the academic field and institutionalization within the scientific field (see Gingras and Gemme 2006; Sapiro et al. 2018). The first process refers to the establishment of degrees, curricula, faculties, etc., or to institutions tied to the academic bureaucracy and academic politics. The latter refers to the emergence of institutions that support the autonomization of scholarship such as scholarly associations and scientific journals. Since MMR is still a relatively young phenomenon and academic institutionalization tends to lag scientific institutionalization (e.g., for the case of sociology and psychology, see Sapiro et al. 2018, p. 26), we mainly focus here on the latter dimension.
We recommend that novice researchers collaborate with more experienced colleagues and protect time to read key references and access other resources that can help them. Moreover, interdisciplinary research is now being recommended and is becoming more common, but these different ways of working need to be considered early on in the design of a research project. Something similar applies to the classification of the purposes of mixed methods research. The classifications of purposes mentioned in the “Purpose”-section, again, are basically meant for the classification of whole mixed methods studies. In practice, however, one single study often serves more than one purpose (Schoonenboom et al. 2017). The more purposes that are included in one study, the more difficult it becomes to select a design on the basis of the purpose of the investigation, as advised by Greene (2007).
The authenticity of simulated patient and immediate feedback could also affect the game flow, leading to the enhancement of learner engagement45. These elements could engage participants with a learning process, leading to the enhancement of educational impact. A gamified online role-play can be considered as a learning strategy for teledentistry according to its educational impact.
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