目的 了解全景绘图(rich pictures)的内涵、发展及应用,鼓励国内研究者进行相关实践。方法 梳理和解读全景绘图的关键性文献,并结合实例介绍全景绘图在医学教育研究中的应用。结果 全景绘图是近年来医学教育研究中备受关注的一种质性研究范式。它既能够帮助研究者从多角度描述并理解复杂问题,又能够支持相关参与者深入沟通。全景绘图的研究步骤包括:研究对象选择与应用策略、数据收集、数据分析、报告撰写。研究过程需要注意使参与者个体的绘图具备解释研究问题的广泛意义。结论 全景绘图这一独特的研究范式,通过绘图呈现出研究问题所对应的情景,触发更深入的访谈讨论,形象地展示研究结果,将因其自身优势和特点而受到我国医学教育研究更多的关注。
Objective To understand the connotation, development and application of rich pictures, and to encourage related practices among researchers in China. Methods To sort out and interpret the key literature on rich pictures, and to introduce the application of rich pictures in health professions education with examples. Results rich pictures are qualitative research approaches that have gained much attention in health professions education research in recent years. It can help researchers describe and understand complex issues from multiple perspectives as well as support in-depth communication among relevant participants. The research steps of rich pictures include research object selection and application strategy, data collection, data analysis, and report writing. The research process requires attention to equip individual participants' drawings with the broader meaning of explaining the research problem. Conclusions rich pictures have a unique research paradigm, including presenting scenarios corresponding to the research questions, triggering more in-depth interviews and discussions, exemplifying the results of the research. It will receive more attention from health professions educational research in China because of its unique advantages and characteristics.
[1] 孙宝志. 全球视野下高等医学教育面临的挑战与改革出路[J].医学与哲学,2013,34(13):1-4. DOI:CNKI:SUN:YXZX.0.2013-07-002
[2] Cristancho SM, Goldszmidt M, Lingard L, et al. Qualitative research essentials for medical education[J]. Singapore Med J, 2018,59(12):622-627. DOI: 10.11622/smedj.2018093.
[3] Sawatsky AP, Ratelle JT, Beckman TJ. Qualitative research methods in medical education[J]. Anesthesiology, 2019,131(1):14-22. DOI: 10.1097/ALN.0000000000002728.
[4] 张立平,陈向明.质性研究的迷思与澄清[J].中国远程教育,2024,44(2):62-78.DOI:10.13541/j.cnki.chinade.20240003.001.
[5] Cristancho SM, Helmich E. Rich pictures: a companion method for qualitative research in medical education[J]. Med Educ, 2019,53(9):916-924. DOI: 10.1111/medu.13890.
[6] Conte KP, Davidson S. Using a ‘rich picture’ to facilitate systems thinking in research coproduction[J]. Health Res Policy Syst, 2020,18(1):14. DOI: 10.1186/s12961-019-0514-2.
[7] Cristancho S, Bidinosti S, Lingard L, et al. Seeing in different ways: introducing “rich pictures” in the study of expert judgment[J]. Qual Health Res, 2015,25(5):713-725. DOI: 10.1177/1049732314553594.
[8] Velthuis F, Dekker H, Coppoolse R, et al. Educators' experiences with governance in curriculum change processes: a qualitative study using rich pictures[J]. Adv Health Sci Educ Theory Pract, 2021,26(3):1027-1043. DOI: 10.1007/s10459-021-10034-1.
[9] Bell S, Morse S. Rich pictures: a means to explore the ‘sustainable mind’?[J]. Sustain Dev, 2013, 21(1): 30-47.DOI:10.1002/sd.497.
[10] Oakden, J. If a picture paints a thousand words: the use of rich pictures in evaluation [EB/OL]. [2024-08-15]. https://www.pragmatica.nz/sensemaking/.
[11] Checkland P, Scholes J. Soft systems methodology: a thirty year retrospective[J]. Syst Res Behav Sci, 2000. 17:11–58. DOI: 10.1002/1099-1743(200011).
[12] Cristancho S. Eye opener: exploring complexity using rich pictures[J]. Perspect Med Educ, 2015, 4(3):138-141. DOI: 10.1007/s40037-015-0187-7.
[13] Reynolds M, Holwell S. Systems approaches to making change: a practical guide [M]. London: Springer, 2020: 201-253.
[14] Bronte-Stewart M. Regarding rich pictures as tools for communication in information systems development[J]. Computing and Information Systems, 1999, 6: 85-104.
[15] Berg T, Pooley R. Rich pictures: Collaborative communication through icons[J]. Syst Pract Act Res, 2013, 26: 361-376. DOI: 10.1007/s11213-012-9238-8.
[16] 谢爱磊, 陈嘉怡. 质性研究的样本量判断——饱和的概念、操作与争议[J].华东师范大学学报(教育科学版),2021, 39(12): 15-27. DOI: 10.16382/j.cnki.1000-5560.2021.12.002.
[17] Ribeiro DL, Costa M, Helmich E, et al. ‘I found myself a despicable being!’:medical students face disturbing moral dilemmas[J]. Med Educ, 2021,55(7):857-871. DOI: 10.1111/medu.14447.
[18] Cristancho S, LaDonna K, Field E. Visual methods in health professions research: purpose, challenges and opportunities[J]. Researching medical education, 2022: 139-151. DOI:10.1002/9781119839446.ch13.
[19] Charmaz K. Constructing grounded theory [M]. Thousand Oaks, CA: Sage, 2021:261-284.
[20] Booton CM. Using rich pictures to verify, contradict, or enhance verbal data[J]. The Qualitative Report, 2018, 23(11): 2835-2849. DOI: 10.46743/2160-3715/2018.3279.
[21] Hensel WA, Rasco TL. Storytelling as a method for teaching values and attitudes[J]. Acad Med, 1992,67(8):500-504. DOI: 10.1097/00001888-199208000-00003.
[22] Benbassat J. Changes in wellbeing and professional values among medical undergraduate students: a narrative review of the literature[J]. Adv Health Sci Educ Theory Pract, 2014,19(4):597-610. DOI: 10.1007/s10459-014-9500-1.
[23] Berg T, Bell S, Morse S. Using rich pictures outside of soft systems methodology: a case study analysis[J]. International Journal of System of Systems Engineering, 2019, 9(3): 257-276. DOI: 10.1504/IJSSE.2019.10024404.
[24] Lozano R.Proposing a definition and a framework of organisational sustainability: a review of efforts and a survey of approaches to change[J]. Sustainability, 2018, 10(4): 1157. DOI: 10.3390/su10041157.
[25] Bell S, Berg T, Morse S. Rich pictures: encouraging resilient communities[M]. London: Routledge, 2016:15-40. DOI:10.4324/9781315708393.
[26] Cristancho SM, Bidinosti SJ, Lingard LA, et al. What's behind the scenes? Exploring the unspoken dimensions of complex and challenging surgical situations[J]. Acad Med, 2014,89(11):1540-1547. DOI: 10.1097/ACM.0000000000000478.
