A practical guide to using diary methods in qualitative research

The use of qualitative methods is growing in anatomical sciences education. While common qualitative methods such as interviews and focus groups can provide rich insights into participant experiences, there is a wide variety of other qualitative methods that are ideal for different research topics. Research topics that may be emotive or sensitive can be challenging for participants to discuss when face‐to‐face with a researcher, and thus, methods such as qualitative research diaries can be ideal in circumstances where focus groups and interviews may limit participant engagement and depth of data collection. As diaries are added to over time, they can also be used to understand change and learning. Accordingly, studies using diary methods have substantive potential for furthering anatomical sciences education research. To aid researchers interested in using diary methods, this discursive article provides a practical beginner's guide to qualitative diary studies. First, we review the background and benefits of qualitative diary studies with relevance to health professions and anatomical sciences education. This includes a description of different types of diaries, such as handwritten, typed, audio, and audio‐visual diaries. We also discuss key quality indicators to ensure that diary studies are conducted with rigor and ultimately contribute important research findings to advance anatomical sciences education. Drawing on case examples from our own prior health professions education research, we provide practical guidance on how to design and undertake diary studies, including ethical considerations, participant support, and analytical considerations, as well as highlighting challenges that researchers may encounter.