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Peer-reviewedCC BYMedical science educator

Using Listening Rooms for Qualitative Data Collection in Medical Science Education Research.

  • Emily Green1
  • Beth Lawry2
  • Vanessa Armstrong2
  • Alison I Graham1
  1. 1Newcastle University (School of Medicine), Newcastle upon Tyne, UK.
  2. 2Newcastle University (School of Biomedical, Nutritional and Sport Sciences), Newcastle upon Tyne, UK.
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Abstract

Listening Rooms are a qualitative data collection method, wherein two participants have a discussion without a researcher present. The conversation is guided by prompts provided by the researcher. This approach can elicit more candid, honest accounts of experiences than may occur when participants communicate directly with researchers, which can be advantageous in medical science education contexts. This article outlines practical tips for getting the most out of using Listening Rooms in medical science education research, including guidance on deciding whether listening rooms are appropriate for a particular project, advice regarding prompt design, and logistical, safety and wellbeing factors to consider.

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Cite

BibTeXRIS
BibTeX
@article{green2026using,
  title = {{Using Listening Rooms for Qualitative Data Collection in Medical Science Education Research.}},
  author = {Emily Green and Beth Lawry and Vanessa Armstrong and Alison I Graham},
  journal = {Medical science educator},
  year = {2026},
  month = sep,
  doi = {10.1007/s40670-026-02875-5},
  url = {https://europepmc.org/article/MED/42968785},
  note = {CC BY},
}
RIS
TY  - JOUR
TI  - Using Listening Rooms for Qualitative Data Collection in Medical Science Education Research.
AU  - Emily Green
AU  - Beth Lawry
AU  - Vanessa Armstrong
AU  - Alison I Graham
PY  - 2026
DA  - 2026/09/04
JO  - Medical science educator
DO  - 10.1007/s40670-026-02875-5
UR  - https://europepmc.org/article/MED/42968785
AB  - Listening Rooms are a qualitative data collection method, wherein two participants have a discussion without a researcher present. The conversation is guided by prompts provided by the researcher. This approach can elicit more candid, honest accounts of experiences than may occur when participants communicate directly with researchers, which can be advantageous in medical science education contexts. This article outlines practical tips for getting the most out of using Listening Rooms in medical science education research, including guidance on deciding whether listening rooms are appropriate for a particular project, advice regarding prompt design, and logistical, safety and wellbeing factors to consider.
SN  - 2156-8650
ER  -