Using Phenomenological Inquiry in Pharmacy Education Research

Abstract

Background: Qualitative research is a process of inquiry bounded by specific methodologies, such as phenomenology and ethnography. While there are common elements, each approach has a distinct focus, research questions and methods. Qualitative methods are useful in pharmacy education research and should be explored. Recently, pharmacy educators have shown increased interest in using these methodologies, and pharmacy education journals have published articles providing overviews of qualitative research methodology. Still there is need for detailed description of specific approaches. Objectives: This article describes phenomenological inquiry - the systemic study of the life world with the goal of uncovering research participants’ experiences. The reader will gain important knowledge about phenomenological inquiry including: (1) theoretical orientation, (2) essential elements of phenomenological inquiry, and (3) publishing phenomenological studies. During phenomenological inquiry, the researcher grounds the methodology in assumptions associated with an interpretive theoretical perspective. Through specific methods, meaning is captured, and through reflective writing, text is created. The text centers around the research question and is full of substantial description. Significance: A thorough illustration of phenomenological inquiry is valuable for pharmacy educators who want an explicit qualitative approach in education research. Pharmacy educators are faced with a plethora of broadly defined phenomena, which can be operationally defined through phenomenological inquiry. These phenomena, plus new and elevated educational expectations in Standards 2016, provide a wealth of phenomenological research opportunities for pharmacy education researchers.