Hermeneutic or Phenomenological Research Hermeneutic and Phenomenological

Hermeneutic or Phenomenological Research

Hermeneutic and phenomenological research is qualitative measurement analysis tools. They focus on the understanding and interpretation and execution of theory. Both are becoming more and more popular with contemporary research methodologies (Fuchs 1993). Together, they embody the studying of social phenomenon external to the manipulation of the research. They aim to understand how we construct and gain knowledge from the external world around us. Thus, hermeneutic research "is interpretive and concentrated on historical meanings of experience and their development and cumulative effects on individual and social levels," (Laverty 2003 p 15). Phenomenological research is additionally very descriptive and thus examines the foundational structure of experience as a way of gaining knowledge (Fuchs 1993). One study, conducted by Ajjawi & Higgs (2007) embodies these elements within its methodological structure.

The study contains particular elements adhering to ontological, axiological, and epistemological assumptions. Ontology focuses on the categories of being and the phenomenon already exists outside the real of the internal. Ontological endeavors then focus on exploring what exists and what can then be categorized and better understood. Here, the study used hermeneutic phenomenology as a way to understand and categorize unconscious methodologies experienced practitioners use in communicating their clinical reasoning within the scope of their professional practice (Ajjwai & Higgs 2007). The researchers used experiences as a type of data to be understood. There were axiological elements as well. Axiology focuses on the understanding of the value a particular phenomenon shows, both in individual and social realms. The study aimed to categorize and list experiences and communicative strategies as a way to create value through possibly impacting learning strategies for future clinical physicians and practitioners. Epistemological assumptions study of knowledge and how we learn from the external world around us (Fuchs 1993). They examined how we know and understand the external phenomenon. In such research, "one cannot stand outside the pre-understandings and historicality of one's experience," (Laverty 2003 p 14). The epistemological assumptions of this research are based on idealism, where knowledge is essentially socially constructed (Ajjwai & Higgs 2007).

This is then manifested in the research questions and other study elements. "Clinical reasoning is a complex phenomenon;" thus, the study aims to explore how experienced practitioners come to particular communicative strategies in order to understand and communicate their own clinical reasoning as developed from their individual personal experiences (Ajjwai & Higgs 2007 p 614). Essentially, the research questions examine how physiotherapists understand and execute clinical reasoning and how that is learned and communicated. Here, the variables include clinical reasoning and communication. These are variables that are "cognitive and interactive processes that are frequently tacit and subconscious and occur in context," (Ajjwai & Higgs 2007 p 615). The study used an interpretive paradigm which aims to categorize abstract data elements and then categorize them to create fundamental assumptions on the origin and meaning of the phenomenon being studied within the context of this research. Data collection was through observation of the interviews of 12 clinical professionals. Additionally, the study used observation in the actual work environment through examinations of particular incident reports (Ajjwai & Higgs 2007). Finally, the research collected abstract data from the participants through reflective written exercises, where participants were asked to draw learning timelines and reflect on the development of their own clinical reasoning strategies. Data collection procedures depended on a qualitative methodological structure because of the subconscious elements of perceptions and experiences which then essentially drive the creation of clinical reasoning (Ajjwai & Higgs 2007). This includes the immersion into the experiences of the clinical practitioners being studied, then understanding through "synthesis and theme development," (Ajjwai & Higgs 2007 p 616). The research focused on the creation of themes and storied that then can be used to assume the reason behind the creation of particular clinical reasoning strategies and how they are then communicated within contemporary practice. Interpretive research was used to create themes and explanations for the existence of the phenomenon itself. Researchers used coding the textual into hierarchies and subcategories to create larger assumptions. All in all, the research discovered "Seven themes emerged that explicate how experiences physiotherapists learn to reason and communicate clinical reasoning," (Ajjwai & Higgs 2007 p 627).