401238 Qualitative Research Methods In Health

Epistemology is a branch of study in philosophy that deals with the origins, limits and nature of human knowledge. It is derived from a geek term episteme and logos which means knowledge and reason respectively. In a research this comprises of the objectivism, constructionism and all the variants of subjectivism. This belief is often grounded into who can be the knower (Gerken, 2017). Ontology is the branch of philosophy that deals with the studies of the concepts like being, existence, becoming and reality. It is primarily the concern about what kinds of things or entities exist in the universe. Ontology also comprises of the nature of social reality; that is how and what can be known. It creates the dilemma of weather the social world has a predictable pattern or it is being constructed as a result of human interactions and rituals (Hultin, 2019).

The ontological and epistemological positions of the researcher form the basis of the philosophy that would be implemented in their research project. This foundation affects all attributes that comprises of a research process like selection of the topic, formulating the question, selection of the methodology, research design and sampling. The ontological assumptions of the researcher affect the selection of the strategies for conducting researches. Ontology helps in providing connections and interrelationships between the concepts in a manner that would be usually accepted in the given field. In conclusion the ontology and epistemology permits a suitable methodological approach to be designated and diminishes the vagueness adjoining the interpretation of results (Brown & Dueñas, 2020).

As a researcher in healthcare practices it is important to have a clear understanding of one’s standing over the epistemological and ontological positions as these researches pave way for the further advancements in healthcare practices and interventions (Iosifides, 2018).As ontology provides connections and interactions among the concepts that are most likely to be accepted in  the field it is beneficial for physicians to establish different categories and divide the existing things in an order that will be more efficient in understanding those things and how they go together in the broader spectrum. This can lead to create an individual bias and affect the results of the study.

As epistemology is the belief about who can be the knower it affects the consent part of an ethical research study where the participants are kept in dark about the research’s true aim, the exact procedure and especially the consequences if it involves a medical procedure (MacLeod & Ajjawi , 2020). There has been a shift in the medical field about the academic legitimacy of the frameworks used for the theoretical medical science and has deeply affected the way future healthcare researches would be conducted. The medical and its relative fields like the education of the health professionals have been conventionally been done by a positivist or post-positive paradigm, that is universally constant replicable particulars emphasis on the body parts, treatments and conditions  (Brown & Dueñas, 2020). It would be interesting to see and be a part of the changing literary paradigmatic assumptions.

References

Brown, M. E., & Dueñas, A. N. (2020). A medical science Educator’s guide to selecting a research paradigm: building a basis for better research. Medical Science Educator, 30(1), 545-553.

Gerken, M. (2017). On folk epistemology: How we think and talk about knowledge. Oxford University Press.

Hultin, L. (2019). On becoming a socio-material researcher: Exploring epistemological practices grounded in a relational, performative ontology. Information and Organization, 29(2), 91-104.

Iosifides, T. (2018). Epistemological issues in qualitative migration research: Self-reflexivity, objectivity and subjectivity. In Qualitative research in European migration studies (pp. 93-109). Springer.

MacLeod, A., & Ajjawi, R. (2020). Thinking sociomaterially: Why matter matters in medical education. Academic Medicine, 95(6), 851-855.

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