CORRESPONDENCE Open Access
How to do a grounded theory study: a worked
example of a study of dental practices
Alexandra Sbaraini1,2*
, Stacy M Carter1
, R Wendell Evans2
and Anthony Blinkhorn1,2
Abstract
Background: Qualitative methodologies are increasingly popular in medical research. Grounded theory is the
methodology most-often cited by authors of qualitative studies in medicine, but it has been suggested that many
‘grounded theory’ studies are not concordant with the methodology. In this paper we provide a worked example
of a grounded theory project. Our aim is to provide a model for practice, to connect medical researchers with a
useful methodology, and to increase the quality of ‘grounded theory’ research published in the medical literature.
Methods: We documented a worked example of using grounded theory methodology in practice.
Results: We describe our sampling, data collection, data analysis and interpretation. We explain how these steps
were consistent with grounded theory methodology, and show how they related to one another. Grounded
theory methodology assisted us to develop a detailed model of the process of adapting preventive protocols into
dental practice, and to analyse variation in this process in different dental practices.
Conclusions: By employing grounded theory methodology rigorously, medical researchers can better design and
justify their methods, and produce high-quality findings that will be more useful to patients, professionals and the
research community.
Keywords: qualitative research, grounded theory, methodology, methods, dental care
Background
Qualitative research is increasingly popular in health
and medicine. In recent decades, qualitative researchers
in health and medicine have founded specialist journals,
such as Qualitative Health Research, established 1991,
and specialist conferences such as the Qualitative Health
Research conference of the International Institute for
Qualitative Methodology, established 1994, and the Global
Congress for Qualitative Health Research, established
2011 [1-3]. Journals such as the British Medical
Journal have published series about qualitative methodology
(1995 and 2008) [4,5]. Bodies overseeing human
research ethics, such as the Canadian Tri-Council Policy
Statement: Ethical Conduct for Research Involving
Humans, and the Australian National Statement on
Ethical Conduct in Human Research [6,7], have included
chapters or sections on the ethics of qualitative research.
The increasing popularity of qualitative methodologies
for medical research has led to an increasing awareness
of formal qualitative methodologies. This is particularly
so for grounded theory, one of the most-cited qualitative
methodologies in medical research [[8], p47].
Grounded theory has a chequered history [9]. Many
authors label their work ‘grounded theory’ but do not follow
the basics of the methodology [10,11]. This may be in
part because there are few practical examples of grounded
theory in use in the literature. To address this problem, we
will provide a brief outline of the history and diversity of
grounded theory methodology, and a worked example of
the methodology in practice. Our aim is to provide a model
for practice, to connect medical researchers with a useful
methodology, and to increase the quality of ‘grounded theory’
research published in the medical literature.
The history, diversity and basic components of ‘grounded
theory’ methodology and method
Founded on the seminal 1967 book ‘The Discovery of
Grounded Theory’ [12], the grounded theory tradition is
* Correspondence: alexandra.sbaraini@sydney.edu.au
1
Centre for Values, Ethics and the Law in Medicine, University of Sydney,
Sydney, New South Wales, Australia
Full list of author information is available at the end of the article
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Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in
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now diverse and somewhat fractured, existing in four
main types, with a fifth emerging. Types one and two
are the work of the original authors: Barney Glaser’s
‘Classic Grounded Theory’ [13] and Anselm Strauss and
Juliet Corbin’s ‘Basics of Qualitative Research’ [14].
Types three and four are Kathy Charmaz’s ‘Constructivist
Grounded Theory’ [15] and Adele Clarke’s postmodern
Situational Analysis [16]: Charmaz and Clarke
were both students of Anselm Strauss. The fifth, emerging
variant is ‘Dimensional Analysis’ [17] which is
being developed from the work of Leonard Schaztman,
who was a colleague of Strauss and Glaser in the 1960s
and 1970s.
There has been some discussion in the literature
about what characteristics a grounded theory study
must have to be legitimately referred to as ‘grounded
theory’ [18]. The fundamental components of a
grounded theory study are set out in Table 1. These
components may appear in different combinations in
other qualitative studies; a grounded theory study
should have all of these. As noted, there are few examples
of ‘how to do’ grounded theory in the literature
[18,19]. Those that do exist have focused on Strauss and
Corbin’s methods [20-25]. An exception is Charmaz’s
own description of her study of chronic illness [26]; we
applied this same variant in our study. In the remainder
of this paper, we will show how each of the characteristics
of grounded theory methodology worked in our
study of dental practices.
Study background
We used grounded theory methodology to investigate
social processes in private dental practices in New
South Wales (NSW), Australia. This grounded theory
study builds on a previous Australian Randomized Controlled
Trial (RCT) called the Monitor Dental Practice
Program (MPP) [27]. We know that preventive techniques
can arrest early tooth decay and thus reduce the
need for fillings [28-32]. Unfortunately, most dentists
worldwide who encounter early tooth decay continue to
drill it out and fill the tooth [33-37]. The MPP tested
whether dentists could increase their use of preventive
techniques. In the intervention arm, dentists were provided
with a set of evidence-based preventive protocols
to apply [38]; control practices provided usual care. The
MPP protocols used in the RCT guided dentists to systematically
apply preventive techniques to prevent new
tooth decay and to arrest early stages of tooth decay in
their patients, therefore reducing the need for drilling
and filling. The protocols focused on (1) primary prevention
of new tooth decay (tooth brushing with high
concentration fluoride toothpaste and dietary advice)
and (2) intensive secondary prevention through professional
treatment to arrest tooth decay progress
(application of fluoride varnish, supervised monitoring
of dental plaque control and clinical outcomes)[38].
As the RCT unfolded, it was discovered that practices
in the intervention arm were not implementing the preventive
protocols uniformly. Why had the outcomes of
these systematically implemented protocols been so different?
This question was the starting point for our
grounded theory study. We aimed to understand how
the protocols had been implemented, including the conditions
and consequences of variation in the process.
We hoped that such understanding would help us to see
how the norms of Australian private dental practice as
regards to tooth decay could be moved away from drilling
and filling and towards evidence-based preventive
care.
Designing this grounded theory study
Figure 1 illustrates the steps taken during the project
that will be described below from points A to F.
A. An open beginning and research questions
Grounded theory studies are generally focused on social
processes or actions: they ask about what happens and
how people interact. This shows the influence of symbolic
interactionism, a social psychological approach
focused on the meaning of human actions [39].
Grounded theory studies begin with open questions, and
researchers presume that they may know little about the
meanings that drive the actions of their participants.
Accordingly, we sought to learn from participants how
the MPP process worked and how they made sense of
it. We wanted to answer a practical social problem: how
do dentists persist in drilling and filling early stages of
tooth decay, when they could be applying preventive
care?
We asked research questions that were open, and
focused on social processes. Our initial research questions
were:
• What was the process of implementing (or notimplementing)
the protocols (from the perspective
of dentists, practice staff, and patients)?
• How did this process vary?
B. Ethics approval and ethical issues
In our experience, medical researchers are often concerned
about the ethics oversight process for such a
flexible, unpredictable study design. We managed this
process as follows. Initial ethics approval was obtained
from the Human Research Ethics Committee at the University
of Sydney. In our application, we explained
grounded theory procedures, in particular the fact that
they evolve. In our initial application we provided a long
list of possible recruitment strategies and interview
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questions, as suggested by Charmaz [15]. We indicated
that we would make future applications to modify our
protocols. We did this as the study progressed - detailed
below. Each time we reminded the committee that our
study design was intended to evolve with ongoing modifications.
Each modification was approved without difficulty.
As in any ethical study, we ensured that
participation was voluntary, that participants could withdraw
at any time, and that confidentiality was protected.
All responses were anonymised before analysis, and we
took particular care not to reveal potentially identifying
details of places, practices or clinicians.
C. Initial, Purposive Sampling (before theoretical sampling
was possible)
Grounded theory studies are characterised by theoretical
sampling, but this requires some data to be collected and
analysed. Sampling must thus begin purposively, as in any
qualitative study. Participants in the previous MPP study
provided our population [27]. The MPP included 22 private
dental practices in NSW, randomly allocated to either
the intervention or control group. With permission of the
ethics committee; we sent letters to the participants in the
MPP, inviting them to participate in a further qualitative
study. From those who agreed, we used the quantitative
data from the MPP to select an initial sample.
Then, we selected the practice in which the most dramatic
results had been achieved in the MPP study (Dental
Practice 1). This was a purposive sampling strategy,
to give us the best possible access to the process of successfully
implementing the protocols. We interviewed all
consenting staff who had been involved in the MPP
(one dentist, five dental assistants). We then recruited
12 patients who had been enrolled in the MPP, based
Table 1 Fundamental components of a grounded theory study
COMPONENT STAGE DESCRIPTION SOURCES
Openness Throughout the
study
Grounded theory methodology emphasises inductive analysis. Deduction is the
usual form of analytic thinking in medical research. Deduction moves from the
general to the particular: it begins with pre-existing hypotheses or theories, and
collects data to test those theories. In contrast, induction moves from the
particular to the general: it develops new theories or hypotheses from many
observations. Grounded theory particularly emphasises induction. This means that
grounded theory studies tend to take a very open approach to the process
being studied. The emphasis of a grounded theory study may evolve as it
becomes apparent to the researchers what is important to the study participants.
[8] p1-3,
15,16,43- 46
[12] p2-6
[15] p4-21
Analysing immediately Analysis and data
collection
In a grounded theory study, the researchers do not wait until the data are
collected before commencing analysis. In a grounded theory study, analysis must
commence as soon as possible, and continue in parallel with data collection, to
allow theoretical sampling (see below).
[8] p12,13,
301
[12] p102
[15] p20
Coding and comparing Analysis Data analysis relies on coding - a process of breaking data down into much
smaller components and labelling those components - and comparing comparing
data with data, case with case, event with event, code with code, to
understand and explain variation in the data. Codes are eventually combined and
related to one another - at this stage they are more abstract, and are referred to
as categories or concepts.
[8] p80,81,
265-289
[12] p101-115
[15] p42-71
Memo-writing (sometimes
also drawing diagrams)
Analysis The analyst writes many memos throughout the project. Memos can be about
events, cases, categories, or relationships between categories. Memos are used to
stimulate and record the analysts’ developing thinking, including the comparisons
made (see above).
[8] p245-
264,281,
282,302
[12] p108,112
[15] p72-95
Theoretical sampling Sampling and data
collection
Theoretical sampling is central to grounded theory design. A theoretical sample
is informed by coding, comparison and memo-writing. Theoretical sampling is
designed to serve the developing theory. Analysis raises questions, suggests
relationships, highlights gaps in the existing data set and reveals what the
researchers do not yet know. By carefully selecting participants and by modifying
the questions asked in data collection, the researchers fill gaps, clarify
uncertainties, test their interpretations, and build their emerging theory.
[8] p304, 305,
611
[12] p45-77
[15] p96-122
Theoretical saturation Sampling, data
collection and
analysis
Qualitative researchers generally seek to reach ‘saturation’ in their studies. Often
this is interpreted as meaning that the researchers are hearing nothing new from
participants. In a grounded theory study, theoretical saturation is sought. This is a
subtly different form of saturation, in which all of the concepts in the substantive
theory being developed are well understood and can be substantiated from the
data.
[8] p306,
281,611
[12] p111-113
[15] p114,
115
Production of a substantive
theory
Analysis and
interpretation
The results of a grounded theory study are expressed as a substantive theory,
that is, as a set of concepts that are related to one another in a cohesive whole.
As in most science, this theory is considered to be fallible, dependent on context
and never completely final.
[8] p14,25
[12] p21-43
[15] p123-150
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on their clinically measured risk of developing tooth
decay: we selected some patients whose risk status had
gotten better, some whose risk had worsened and some
whose risk had stayed the same. This purposive sample
was designed to provide maximum variation in patients’
adoption of preventive dental care.
Initial Interviews
One hour in-depth interviews were conducted. The
researcher/interviewer (AS) travelled to a rural town in
NSW where interviews took place. The initial 18 participants
(one dentist, five dental assistants and 12 patients)
from Dental Practice 1 were interviewed in places
Figure 1 Study design. file containing a figure illustrating the study design.
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convenient to them such as the dental practice, community
centres or the participant’s home.
Two initial interview schedules were designed for each
group of participants: 1) dentists and dental practice
staff and 2) dental patients. Interviews were semi-structured
and based loosely on the research questions. The
initial questions for dentists and practice staff are in
Additional file 1. Interviews were digitally recorded and
professionally transcribed. The research location was
remote from the researcher’s office, thus data collection
was divided into two episodes to allow for intermittent
data analysis. Dentist and practice staff interviews were
done in one week. The researcher wrote memos
throughout this week. The researcher then took a
month for data analysis in which coding and memowriting
occurred. Then during a return visit, patient
interviews were completed, again with memo-writing
during the data-collection period.
D. Data Analysis
Coding and the constant comparative method
Coding is essential to the development of a grounded
theory [15]. According to Charmaz [[15], p46], ‘coding
is the pivotal link between collecting data and developing
an emergent theory to explain these data. Through
coding, you define what is happening in the data and
begin to grapple with what it means’. Coding occurs in
stages. In initial coding, the researcher generates as
many ideas as possible inductively from early data. In
focused coding, the researcher pursues a selected set of
central codes throughout the entire dataset and the
study. This requires decisions about which initial codes
are most prevalent or important, and which contribute
most to the analysis. In theoretical coding, the
researcher refines the final categories in their theory and
relates them to one another. Charmaz’s method, like
Glaser’s method [13], captures actions or processes by
using gerunds as codes (verbs ending in ‘ing’); Charmaz
also emphasises coding quickly, and keeping the codes
as similar to the data as possible.
We developed our coding systems individually and
through team meetings and discussions.
We have provided a worked example of coding in
Table 2. Gerunds emphasise actions and processes.
Initial coding identifies many different processes. After
the first few interviews, we had a large amount of data
and many initial codes. This included a group of codes
that captured how dentists sought out evidence when
they were exposed to a complex clinical case, a new
product or technique. Because this process seemed central
to their practice, and because it was talked about
often, we decided that seeking out evidence should
become a focused code. By comparing codes against
codes and data against data, we distinguished the
category of “seeking out evidence” from other focused
codes, such as “gathering and comparing peers’ evidence
to reach a conclusion”, and we understood the relationships
between them. Using this constant comparative
method (see Table 1), we produced a theoretical code:
“making sense of evidence and constructing knowledge”.
This code captured the social process that dentists went
through when faced with new information or a practice
challenge. This theoretical code will be the focus of a
future paper.
Memo-writing
Throughout the study, we wrote extensive case-based
memos and conceptual memos. After each interview,
the interviewer/researcher (AS) wrote a case-based
memo reflecting on what she learned from that interview.
They contained the interviewer’s impressions
about the participants’ experiences, and the interviewer’s
reactions; they were also used to systematically question
some of our pre-existing ideas in relation to what had
been said in the interview. Table 3 illustrates one of
those memos. After a few interviews, the interviewer/
researcher also began making and recording comparisons
among these memos.
We also wrote conceptual memos about the initial
codes and focused codes being developed, as described
by Charmaz [15]. We used these memos to record our
thinking about the meaning of codes and to record our
thinking about how and when processes occurred, how
they changed, and what their consequences were. In
these memos, we made comparisons between data, cases
and codes in order to find similarities and differences,
and raised questions to be answered in continuing interviews.
Table 4 illustrates a conceptual memo.
At the end of our data collection and analysis from
Dental Practice 1, we had developed a tentative model
of the process of implementing the protocols, from the
perspective of dentists, dental practice staff and patients.
This was expressed in both diagrams and memos, was
built around a core set of focused codes, and illustrated
relationships between them.
E. Theoretical sampling, ongoing data analysis and
alteration of interview route
We have already described our initial purposive sampling.
After our initial data collection and analysis, we
used theoretical sampling (see Table 1) to determine
who to sample next and what questions to ask during
interviews. We submitted Ethics Modification applications
for changes in our question routes, and had no
difficulty with approval. We will describe how the interview
questions for dentists and dental practice staff
evolved, and how we selected new participants to allow
development of our substantive theory. The patients’
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interview schedule and theoretical sampling followed
similar procedures.
Evolution of theoretical sampling and interview questions
We now had a detailed provisional model of the successful
process implemented in Dental Practice 1.
Important core focused codes were identified, including
practical/financial, historical and philosophical
dimensions of the process. However, we did not yet
understand how the process might vary or go wrong,
as implementation in the first practice we studied had
been described as seamless and beneficial for everyone.
Because our aim was to understand the process of
implementing the protocols, including the conditions
and consequences of variation in the process, we
needed to understand how implementation might fail.
For this reason, we theoretically sampled participants
from Dental Practice 2, where uptake of the MPP
protocols had been very limited according to data from
the RCT trial.
We also changed our interview questions based on the
analysis we had already done (see Additional file 2). In
our analysis of data from Dental Practice 1, we had
learned that “effectiveness” of treatments and “evidence”
both had a range of meanings. We also learned that
new technologies - in particular digital x-rays and intraoral
cameras - had been unexpectedly important to the
process of implementing the protocols. For this reason,
we added new questions for the interviews in Dental
Practice 2 to directly investigate “effectiveness”, “evidence”
and how dentists took up new technologies in
their practice.
Then, in Dental Practice 2 we learned more about the
barriers dentists and practice staff encountered during
the process of implementing the MPP protocols. We
Table 2 Coding process
Raw data Initial coding Focused coding Theoretical coding
Q. What did you take into account when you decided to
buy this new technology?
What did we... we looked at cost, we looked at reliability and
we sort of, we compared a few different types, talked to
some people that had them.
Q. When you say you talked to some people who were
they?
Some dental colleagues. There’s a couple of internet sites
that we talked to some people... people had tried out some
that didn’t work very well.
Q. So in terms of materials either preventive materials or
restorative materials; what do you take in account when you
decide which one to adopt?
Well, that’s a good question. I don’t know. I suppose we
[laughs] look at reliability. I suppose I’ve been looking at
literature involved in it so I quite like my own little research
about that, because I don’t really trust the research that
comes with the product and once again what other dentists
are using and what they’ve been using and they’re happy
with. I’m finding the internet, some of those internet forums
are actually quite good for new products.
Deciding to buy based
on cost, reliability
Talking to dental
colleagues on internet
sites
Comparing their
experiences
Looking at literature
Doing my own little
research
Not trusting research
that comes with
commercial products
Talking to other dentists
about their experiences
Seeking out evidence
Gathering and comparing
peers’ evidence to reach a
conclusion
The process of making sense
of evidence and construction
of knowledge
Table 3 Case-based memo
Memo written after interviewing a practice manager
This was quite an eye opening interview in the sense that the practice manager was very direct, practical and open. In his accounts, the bottom line
is that this preventive program is not profitable; dentists will do it for giving back to the community, not to earn money from it. I am so glad we
had this interview; otherwise I am not sure if someone would be so up front about it. So, my question really is, is that the reason why dentists have
not adopted it in other practices? And what about other patients who come here, who are not enrolled in the research program, does the dentistin-charge
treat them all as being part of the program or it was just an impression from the interview and what I saw here during my time in the
practice... or will the dentist continue doing it in the next future?
I definitely learned that dentistry in private practice is a business, at the end of the day a target has to be achieved, and the dentist is driven by it.
During the dentist’s interview, there was a story about new patients being referred to the practice because the way they were treating patients
now; but right now I am just not sure; I really need to check that... need to go back and ask the dentist about it, were there any referrals or not?
Because this would create new revenue for the practice and the practice manager would surely be happy about it. On the other hand, it is
interesting that the practice manager thinks that having a hygienist who was employed few months ago is the way to adopt the preventive
program; she should implement it, freeing the dentist to do more complex work. But in reality, when I interviewed the hygienist I learned that she
does not want to change to adopt the program, she is really focused on what she has been doing for a while and trust her experience a lot! So I
guess, the dentist in charge might be going through a new changing process, different from what happen when the MPP protocols were first tried
in this practice; this is another point to check on the next interview with the dentist. I just have this feeling that somehow the new staff (hygienist)
is really important for this practice to regain and maintain profit throughout the adoption of preventive protocols but there are some personality
clashes happening along the way.
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confirmed and enriched our understanding of dentists’
processes for adopting technology and producing knowledge,
dealing with complex cases and we further clarified
the concept of evidence. However there was a new,
important, unexpected finding in Dental Practice 2.
Dentists talked about “unreliable” patients - that is,
patients who were too unreliable to have preventive
dental care offered to them. This seemed to be a potentially
important explanation for non-implementation of
the protocols. We modified our interview schedule again
to include questions about this concept (see Additional
file 3) leading to another round of ethics approvals. We
also returned to Practice 1 to ask participants about the
idea of an “unreliable” patient.
Dentists’ construction of the “unreliable” patient during
interviews also prompted us to theoretically sample
for “unreliable” and “reliable” patients in the following
round of patients’ interviews. The patient question route
was also modified by the analysis of the dentists’ and
practice staff data. We wanted to compare dentists’ perspectives
with the perspectives of the patients themselves.
Dentists were asked to select “reliable” and
“unreliable” patients to be interviewed. Patients were
asked questions about what kind of services dentists
should provide and what patients valued when coming
to the dentist. We found that these patients (10 reliable
and 7 unreliable) talked in very similar ways about dental
care. This finding suggested to us that some deeplyheld
assumptions within the dental profession may not
be shared by dental patients.
At this point, we decided to theoretically sample dental
practices from the non-intervention arm of the MPP
study. This is an example of the ‘openness’ of a
grounded theory study potentially subtly shifting the
focus of the study. Our analysis had shifted our focus:
rather than simply studying the process of implementing
the evidence-based preventive protocols, we were
studying the process of doing prevention in private dental
practice. All participants seemed to be revealing deeply
held perspectives shared in the dental profession,
whether or not they were providing dental care as outlined
in the MPP protocols. So, by sampling dentists
from both intervention and control group from the previous
MPP study, we aimed to confirm or disconfirm
the broader reach of our emerging theory and to complete
inductive development of key concepts. Theoretical
sampling added 12 face to face interviews and 10 telephone
interviews to the data. A total of 40 participants
between the ages of 18 and 65 were recruited. Telephone
interviews were of comparable length, content
and quality to face to face interviews, as reported elsewhere
in the literature [40].
F. Mapping concepts, theoretical memo writing and
further refining of concepts
After theoretical sampling, we could begin coding theoretically.
We fleshed out each major focused code,
examining the situations in which they appeared, when
they changed and the relationship among them. At time
of writing, we have reached theoretical saturation (see
Table 1). We have been able to determine this in several
ways. As we have become increasingly certain about our
central focused codes, we have re-examined the data to
find all available insights regarding those codes. We
have drawn diagrams and written memos. We have
looked rigorously for events or accounts not explained
by the emerging theory so as to develop it further to
explain all of the data. Our theory, which is expressed
as a set of concepts that are related to one another in a
cohesive way, now accounts adequately for all the data
we have collected. We have presented the developing
theory to specialist dental audiences and to the participants,
and have found that it was accepted by and resonated
with these audiences.
Table 4 Conceptual memo
Believing + Embracing + Developing = Adapting?
In these dental practices the adaptation to preventive protocols was all about believing in this new approach to manage dental caries and in
themselves as professionals. New concepts were embraced and slowly incorporated into practice. Embracing new concepts/paradigms/systems and
abandoning old ones was quite evident during this process (old concepts = dentistry restorative model; new concepts = non-surgical approach).
This evolving process involved feelings such as anxiety, doubt, determination, confidence, and reassurance. The modification of practices was
possible when dentists-in-charge felt that perhaps there was something else that would be worth doing; something that might be a little different
from what was done so far. The responsibility to offer the best available treatment might have triggered this reasoning. However, there are other
factors that play an important role during this process such as dentist’s personal features, preconceived notions, dental practice environment, and
how dentists combine patients’ needs and expectations while making treatment decisions. Finding the balance between preventive non-surgical
treatment (curing of disease) and restorative treatment (making up for lost tissues) is an every moment challenge in a profitable dental practice.
Regaining profit, reassessing team work and surgery logistics, and mastering the scheduling art to maximize financial and clinical outcomes were
important practical issues tackled in some of these practices during this process.
These participants talked about learning and adapting new concepts to their practices and finally never going back the way it was before. This
process brought positive changes to participants’ daily activities. Empowerment of practice staff made them start to enjoy more their daily work
(they were recognized by patients as someone who was truly interested in delivering the best treatment for them). Team members realized that
there were many benefits to patients and to staff members in implementing this program, such as, professional development, offering the best care
for each patient and job satisfaction.
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We have used these procedures to construct a
detailed, multi-faceted model of the process of incorporating
prevention into private general dental practice.
This model includes relationships among concepts, consequences
of the process, and variations in the process.
A concrete example of one of our final key concepts is
the process of “adapting to” prevention. More commonly
in the literature writers speak of adopting, implementing
or translating evidence-based preventive
protocols into practice. Through our analysis, we concluded
that what was required was ‘adapting to’ those
protocols in practice. Some dental practices underwent
a slow process of adapting evidence-based guidance to
their existing practice logistics. Successful adaptation
was contingent upon whether (1) the dentist-in-charge
brought the whole dental team together - including
other dentists - and got everyone interested and actively
participating during preventive activities; (2) whether the
physical environment of the practice was re-organised
around preventive activities, (3) whether the dental team
was able to devise new and efficient routines to accommodate
preventive activities, and (4) whether the fee
schedule was amended to cover the delivery of preventive
services, which hitherto was considered as “unproductive
time”.
Adaptation occurred over time and involved practical,
historical and philosophical aspects of dental care. Participants
transitioned from their initial state - selling
restorative care - through an intermediary stage - learning
by doing and educating patients about the importance
of preventive care - and finally to a stage where
they were offering patients more than just restorative
care. These are examples of ways in which participants
did not simply adopt protocols in a simple way, but
needed to adapt the protocols and their own routines as
they moved toward more preventive practice.
The quality of this grounded theory study
There are a number of important assurances of quality
in keeping with grounded theory procedures and general
principles of qualitative research. The following points
describe what was crucial for this study to achieve
quality.
During data collection
1. All interviews were digitally recorded, professionally
transcribed in detail and the transcripts checked against
the recordings.
2. We analysed the interview transcripts as soon as
possible after each round of interviews in each dental
practice sampled as shown on Figure 1. This allowed
the process of theoretical sampling to occur.
3. Writing case-based memos right after each interview
while being in the field allowed the researcher/
interviewer to capture initial ideas and make comparisons
between participants’ accounts. These memos
assisted the researcher to make comparison among her
reflections, which enriched data analysis and guided
further data collection.
4. Having the opportunity to contact participants after
interviews to clarify concepts and to interview some participants
more than once contributed to the refinement
of theoretical concepts, thus forming part of theoretical
sampling.
5. The decision to include phone interviews due to
participants’ preference worked very well in this study.
Phone interviews had similar length and depth compared
to the face to face interviews, but allowed for a
greater range of participation.
During data analysis
1. Detailed analysis records were kept; which made it
possible to write this explanatory paper.
2. The use of the constant comparative method
enabled the analysis to produce not just a description
but a model, in which more abstract concepts were
related and a social process was explained.
3. All researchers supported analysis activities; a regular
meeting of the research team was convened to discuss
and contextualize emerging interpretations,
introducing a wide range of disciplinary perspectives.
Answering our research questions
We developed a detailed model of the process of adapting
preventive protocols into dental practice, and analysed
the variation in this process in different dental
practices. Transferring evidence-based preventive protocols
into these dental practices entailed a slow process
of adapting the evidence to the existing practices logistics.
Important practical, philosophical and historical
elements as well as barriers and facilitators were present
during a complex adaptation process. Time was needed
to allow dentists and practice staff to go through this
process of slowly adapting their practices to this new
way of working. Patients also needed time to incorporate
home care activities and more frequent visits to
dentists into their daily routines. Despite being able to
adapt or not, all dentists trusted the concrete clinical
evidence that they have produced, that is, seeing results
in their patients mouths made them believe in a specific
treatment approach.
Concluding remarks
This paper provides a detailed explanation of how a
study evolved using grounded theory methodology
(GTM), one of the most commonly used methodologies
in qualitative health and medical research [[8], p47]. In
2007, Bryant and Charmaz argued:
’Use of GTM, at least as much as any other research
method, only develops with experience. Hence the
failure of all those attempts to provide clear,
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mechanistic rules for GTM: there is no ‘GTM for
dummies’. GTM is based around heuristics and
guidelines rather than rules and prescriptions. Moreover,
researchers need to be familiar with GTM, in
all its major forms, in order to be able to understand
how they might adapt it in use or revise it into new
forms and variations.’ [[8], p17].
Our detailed explanation of our experience in this
grounded theory study is intended to provide, vicariously,
the kind of ‘experience’ that might help other
qualitative researchers in medicine and health to apply
and benefit from grounded theory methodology in their
studies. We hope that our explanation will assist others
to avoid using grounded theory as an ‘approving bumper
sticker’ [10], and instead use it as a resource that can
greatly improve the quality and outcome of a qualitative
study.
Additional material
Additional file 1: Initial interview schedule for dentists and dental
practice staff. file containing initial interview schedule for dentists and
dental practice staff.
Additional file 2: Questions added to the initial interview schedule
for dentists and dental practice staff. file containing questions added
to the initial interview schedule
Additional file 3: Questions added to the modified interview
schedule for dentists and dental practice staff. file containing
questions added to the modified interview schedule
Abbreviations
GTM: grounded theory methods; MPP: Monitor Dental Practice Program;
NSW: New South Wales; RCT: Randomized Controlled Trial.
Acknowledgements
We thank dentists, dental practice staff and patients for their invaluable
contributions to the study. We thank Emeritus Professor Miles Little for his
time and wise comments during the project.
Funding
The authors received financial support for the research from the following
funding agencies: University of Sydney Postgraduate Award 2009; The Oral
Health Foundation, University of Sydney; Dental Board New South Wales;
Australian Dental Research Foundation; National Health and Medical
Research Council Project Grant 632715.
Author details
1
Centre for Values, Ethics and the Law in Medicine, University of Sydney,
Sydney, New South Wales, Australia. 2
Population Oral Health, Faculty of
Dentistry, University of Sydney, Sydney, New South Wales, Australia.
Authors’ contributions
All authors have made substantial contributions to conception and design
of this study. AS carried out data collection, analysis, and interpretation of
data. SMC made substantial contribution during data collection, analysis and
data interpretation. AS, SMC, RWE, and AB have been involved in drafting
the manuscript and revising it critically for important intellectual content. All
authors read and approved the final manuscript.
Competing interests
The authors declare that they have no competing interests.
Received: 17 June 2011 Accepted: 9 September 2011
Published: 9 September 2011
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Cite this article as: Sbaraini et al.: How to do a grounded theory study:
a worked example of a study of dental practices. BMC Medical Research
Methodology 2011 11:128.
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