The conceptual framework is an important aspect of rigor in qualitative research. For some journals, the conceptual framework will need to be explicit. In this case, the background (or methods) need to provide adequate justification for the conceptual framework.
The following provides an example of how distributed leadership was used as a conceptual framework in the example study:
One way to re-imagine how continuing education can address questions of team training and leadership is to consider alternative leadership models. Distributed leadership (DL) refers to leadership models that spread leadership responsibilities across teams or organizations (Bolden, 2011). DL scholarship suggests that the dominant notion of an individual ‘heroic’ team leadership is problematic (Bolden, 2011; Curtis et al., 2021; Gronn, 2002; Zhu et al., 2018)because one hierarchically-elevated person puts unrealistic demands on the leader (Yukl, 2012).
Faculty at the Zamierowski Institute for Experiential Learning have proposed an innovative modification to CRM training to address a gap in CRM approaches that emphasizes physician leadership. Faculty developed an intervention that relies on distributed leadership, rather than surgeon leadership during a critical event. Previous studies indicate distributed leadership is associated with a number of advantages that would be beneficial to operating room teamwork training, including spreading cognition among team members (Spillane, 2005), improving psychological safety, improving professional satisfaction, patient safety, and improving diffusion and adoption of innovations (Buckley et al., 2009; Curtis et al., 2021; Pelayo, 2008; Swensen et al., 2016).
