![]() Today, one can pick up most any issue of a wide variety of health professions education journals and find at least one article that includes some type of qualitative research, whether a full study or the inclusion of a qualitative component within a quantitative or mixed methods study. Within the past 20 years, qualitative research in health professions education has increased significantly, both in practice and publication. This article reviews common standards of rigor, quality scholarship criteria, and best practices for qualitative research from design through dissemination. Researcher reflexivity, essentially a researcher’s insight into their own biases and rationale for decision-making as the study progresses, is critical to rigor. ![]() Qualitative data collection and analyses are often modified through an iterative approach to answering the research question. A research question must be clear and focused and supported by a strong conceptual framework, both of which contribute to the selection of appropriate research methods that enhance trustworthiness and minimize researcher bias inherent in qualitative methodologies. Attributes of rigor and quality and suggested best practices for qualitative research design as they relate to the steps of designing, conducting, and reporting qualitative research in health professions educational scholarship are presented. ![]()
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