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FPH exam > 1D qualitative research > Flashcards

1D qualitative research Flashcards

1
Q

4 common methods of qualitative research data collection

A
  1. interviews (semi structured, narrative, in depth)
  2. Focus groups
  3. Action research
  4. Participant (or non-participant) observation
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1
Q

What sort of questions is qualitative research often used to answer?

A
  1. How

how to different patients view their illness?

  1. What?

What influences parents decisions to vaccinate their children?

  1. Why?

Why would some patients decline information about their condition?

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2
Q

Qualitative research data collection: semi structured interviews

A
  • researcher uses the same topic guide for each interview but not rigid questions
  • issues arise naturally but same key questions to guide interview
  • suitable when the researcher already has some grasp of what is happening within the population in relation to the study topic
    -interviews can be more comfortable for some people discussing certain topics
  • participants can feel they need to give answers which meet interview approval
  • interviews can help generate new ideas and topics around an issue
  • good for exploring peoples accounts of experiences and beliefs
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3
Q

Qualitative research data collection: narrative interviews

A
  • unstructured interviews allowing a participant to tell their own story with only prompting from the interviewer
  • researcher simply has a lost of topics they would like the participant to talk about
  • aim is to determine the types of things that are happening rather than the frequency of predetermined things the interviewer already believes is happening
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4
Q

Qualitative research data collection: in depth interviews

A
  • aim to obtain a rich, deeper understanding of the topic of interest
  • participants thoughts, beliefs, attitudes and behaviours may be probed deeply to identify underlying concepts that the researcher analyses to generate theory surrounding the research topic
    -good for exploring peoples accounts of experiences and beliefs
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5
Q

Qualitative research data collection: focus groups

A
  • group interview
  • aims to capture the interaction between participants on topics supplied by the interviewer
  • the main purpose is to evoke a level of respondents attitudes, feelings, beliefs of experiences which is not otherwise available when using methods such as interviews
  • these are more likely to be revealed via the social gathering and interaction that a focus group creates
  • shared experiences and beliefs can be explored
  • generates large amount of data in a relatively short period of time
  • explores how or whether people come to a consensus view point
  • Limited by the researcher having little control over the interaction other than keeping participants on topic
  • can be difficult to align diaries etc to set up focus group
  • limited that the researcher cannot guarantee confidentiality or anonymity
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6
Q

Qualitative research data collection: action research

A
  • the people under study (eg service users) are actively involved in the research
  • action research enables researchers to make changes to projects during the course not simply at the end
  • aims to change practice as well as study it
  • involves people who would not normally be involved in research
  • often used in community development
    -also particularly useful in evaluation and assessing health needs
  • it can use innovative methods such as drama and creative arts
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7
Q

Qualitative research data collection: participant (or non-participant) observation

A
  • researcher actively takes part in setting in which they conduct their research
    -ie if study is looking at waiting room rules in a GP practice then researcher would sit in the waiting room
  • observation can be conducted as a participant (ie nurse in hospital) or non-participant (ie sits in meeting but does not contribute)
  • immerse the researcher in the people under study
  • useful for gaining insight into subcultures that are not usually open to study/ observation
  • explores what people actually do rather than what they say they do
  • observation can involve a number of methods (ie unstructured conversations, illustrative materials such as floor maps, videos etc)
  • limited by observer bias (the presence of the observer may change behaviours)
  • limited by difficulty reproducing the data
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8
Q

3 criteria for judging qualitative data quality

A
  • criteria are very similar to those for Quantitative research
  • reliability and validity are based on a positivist perspective- that there is one true answer to the study question. Much qualitative research follows a constructivist tradition (that research may yield several valid perspectives depending on who conducts it where and when)

RELIABILITY
- degree to which the data is consistent and repeatable

VALIDITY
- the extent to which the findings reflect what is ‘true’

GENERALISABILITY
- the applicability of the findings to other settings

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9
Q

Methods for improving the quality of qualitative data collection

A

1 DATA COLLECTION TOOL
Have a single data collection tool used by all researchers (ie topic guide) for all interviews/focus groups etc

  1. SINGLE RESEARCHER
    Use a single researcher for all interviews/ focus groups all agree a common approach amongst multiple researchers
  2. STANDARDISED TRAINING
    deliver the same training and written material to all researchers to keep participants on the study topic
  3. RECORD KEEPING
    use recordings if possible to reduce need to take notes and ensure an accurate record is kept
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10
Q

-

A
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11
Q

Contribution of qualitative research to public health research and policy

A

The principle contributions of qualitative research to public health research and policy fall into 3 key areas:

  1. PUBLIC HEALTH RESEARCH AND POLICY FORMULATION
  2. PUBLIC HEALTH RESEARCH AND POLICY DEVELOPMENT
  3. PUBLIC HEALTH RESEARCH AND POLICY EVALUATION
    -explain the outcomes found
    - identify unintended consequences
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12
Q

How does qualitative research contribute to public health research and policy formulation?

A

Can assist with establishing research questions or policy problems

Can help define the boundaries of an issues

can help create a contextual understanding of an issue (how it developed and who is central to addressing it)

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13
Q

How does qualitative research contribute to public health research and policy development?

A

Qualitative research can be used to to establish which questions to ask in research and how to interpret the responses

ie qualitative research was used to develop questions on a sexual dysfunction for a national survery

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14
Q

How does qualitative research contribute to public health research and policy evaluation?

A
  • quantitative research may demonstrate that an intervention worked but qualitative research may be able to establish why it worked
  • by asking questions qualitative research can reveal outcomes which were not expected consequences of the intervention.
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15
Q

Deductive VS Inductive

A

Inductive- aims to generate new theories
Deductive- aims to test an exisiting theory

16
Q

methods of analysing qualitative data: what is interpretative phenomenological analysis

A

explores a persons experiences of a particular phenomenon

17
Q

methods of analysing qualitative data: what is discourse analysis

A

focuses on the linguistic aspects of the data

ie it looks at syntax and language style rather than just content

18
Q

methods of analysing qualitative data: what is thematic content analysis and what are the stages and what is it good for

A
  • simplest form of qualitative analysis
  • method for identifying and analysis patterns in qualitative data
  • can be used inductively or deductively
  • useful for areas where no much is known
  • Braun and clarke proposed 6 stages:
    1. FAMILIARISATION with data
    2. GENERATE INTIAL CODES
    3. SEARCH FOR THEMES- collate codes into themes
    4. REVISE THE THEMES - do the themes work with the codes?
    5. DEFINE AND NAME THEMES
    6. PRODUCE REPORT
19
Q

methods of analysing qualitative data: what is grounded theory

A
  • aims to develop theories from the data (develop a theory that is grounded in the data)
    -data collection is cyclical, themes are identified and then fed back into topics for discussion in subsequent interviews
    -analysis involves organising data into codes which are constantly revised
20
Q

methods of analysing qualitative data: what is framework analysis

A
  • Used in research which is highly applied as looks to develop practical strategies as a result of research
  • involves 5 stages:
    1. FAMILARISATION
    2. DEVELOP THEMATIC FRAMEWORK (identify key themes and set up framework around which data can be organised)
    3. INDEXING (apply data to thematic framework)
    4. CHARTING (put data into a chart so you can see similarities and differences)
    5 MAPPING AND IDENTIFICATION (involves distinguishing key aspects of data and searching for patterns, associations and offering explanations).
21
Q

what is reflexivity?

A
  • recognises that the researcher has an impact on the people they are researching
  • recognises that researchers have subjective views and these may impact on the outcomes of research
22
Q

methods for enhancing the validity of qualitative research

A
  1. TRANSPARENCY (clearly report data collection and analysis methods, include quotes in results
  2. FEEDBACK (show analysis to participants to ensure it accurately reflects what they said)
  3. CODING (use codes to organise data)
  4. DEVIANT DATA (identify and account for deviant data)
  5. MULTIPLE METHODS (can use different methods to confirm results ie could use surveys to confirm results of interviews)
  6. COMPARE FINDINGS (compare results with those from other studies)
23
Q

Key components of qualitative research reporting

A
  • many peer review journals require researchers to complete a checklist i.e. COREQ checklist to ensure standardisation of reporting
  • checklists usually require reporting of:
    1. context (study rationale, aims, methods)
    2. themes (summarise the data into themes)
    3. reflexivity (comment on researchers impact on the findings generated)
    4. comparison (how the data compares to the findings in other studies)
24
Q

Qualitative research: ethical issues which may arise

A
  1. cost (participants will give up time and energy to participate so need to ensure research is valuable)
  2. harm to participants:
    - psychological harm caused by…disclosure of sensitive information/reliving past trauma/ reaction of other participants or researchers
  3. harm to researcher (ensure researcher safety ie by not going to participants homes etc)
25
Q

Methods to mitigate ethical issues in qualitative research

A

BEFORE DATA COLLECTION
1. Risk assessment (ensure benefits outweigh risks of research)
2. Ethical approval
3. Informed consent (clear explanation of aims of study, what involvement entails and how they can withdraw any time)

DURING DATA COLLECTION
1. Ground rules (establish ground rules during focus groups)
2. Anonymity (maintain anonymity as much as possible during focus groups ie pseudonyms

AFTER DATA COLLECTION
1. Anonymity- anonymise data
2. information governance- ensure data is stored securely
3. contact- ensure participants have numbers for support services/where to call to raise concerns with research

26
Q

give 3 broad categories for common issues with qualitative research

A
  1. Inadequate sample
  2. data lacks credibility
  3. findings sidelined
27
Q

Common issues in qualitative research: Inadequate sample (reasons this occurs and mitigation strategies)

A
  1. Too few participants or participants lack necessary experience
    - allow sufficient recruitment time
    - devise recruitment strategy

2; logistical barriers to participation
- make participation easier ie travel vouchers, locations close to participants hime
-consider alternative methods ie interviews easier to align with one persons diary

28
Q

Common issues in qualitative research: Data lack credibility (reasons this occurs and mitigation strategies)

A
  1. interviews: interviewee does not give true opinions
    - ensure interviewee is comfortable ie appropriate location and conduct of researcher, consider face to face/ phone

2 focus groups: participants do not give true opinions
- ensure participants are comfortable (ie appropriate location and conduct, consider online option, emphasise there are no wrong answers

  1. Observation: participants may change behaviour due to presence of observer
    - observe subtly, observe over longer time period as normal behaviours normally re-emerge
  2. Analysis: analysis too superficial
    - allow adequate timr
29
Q

Common issues in qualitative research: findings sidelined (reasons this occurs and mitigation strategies)

A
  1. Time lag: study concludes too late to inform decisions
    -set realistic timeline ad ensure study plan is commensurate with time available
  2. Findings unknown
    - have findings dissemination plan
    -use appropriate communication methods for audience (ie scientific paper, video etc)
30
Q

Strengths of qualitative research (4)

A
  1. Depth of data: often gives a very detailed exploration of an issue
  2. Can elicit compelling narratives
  3. When combined with quantitative methods can give a more complete picture
  4. Can lead to generation of new theory that goes against conventional thinking
31
Q

Weaknesses of qualitative research (3)

A
  1. Rigour can be more difficult to demonstrate
  2. Results can be sidelined if not seen as generalisable to different settings
  3. can be time consuming and labour intensive to conduct

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