Abstract
Interpreting qualitative data in the context of existing theories is a process frequently alluded to, but rarely discussed in detail. This article is a case study illustrating how existing theories and research findings were used to enrich a qualitative, preassessment study examining effective teaching by attending physicians. The investigators advocate an approach in which preliminary theoretical assumptions and orienting concepts are explicitly stated prior to conducting fieldwork. These assumptions and concepts are then modified during an initial pilot phase of study from which more focused theoretical perspectives and key orienting principles emerge. The remainder of the field experience is used for refinement of these perspectives and principles, which serve as the final results of the study.
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