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![Page 1: Qualitative Research Methods and Data Collection Research and Development in Medical Education: Educational Skills Workshop Arianne Teherani, PhD Bridget.](https://reader033.fdocuments.us/reader033/viewer/2022042616/56649e7e5503460f94b8242f/html5/thumbnails/1.jpg)
Qualitative Research Methods and Data Collection
Research and Development in Medical Education:
Educational Skills Workshop
Arianne Teherani, PhDBridget O’Brien, PhD
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Overview of Workshop
Evaluation of qualitative research
Definition of qualitative methods
Types of qualitative data
Design of qualitative data collection methods
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Qualitative Research
Research about lives, behavior, organizational functioning, interactional relationships
Exploratory
Open-ended
Data = Words
Analytic procedures are interpretivist
Analysis is concurrent with and post data collection
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Research
Multiple Purposes of Qualitative Methods
Curriculum Development
Instrument Development
Evaluation
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Qualitative Research Questions
• What are the qualities of an ideal mentor?
• How are attending physicians prepared and trained to perform the tasks and duties after transitioning to their new positions?
• How do clerkship students characterize the struggles they face when transitioning to the clerkships? How do clinical teachers characterize students’ struggles?
• How do residents describe the contributions of their fourth year experiences to their professional development.
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Qualitative Paradigms
Sets of beliefs that guide action
Qualitative research takes place within a vast spectrum of paradigms:
–Positivism
–Post-positivism
–Interpretivism / Constructivism
–Critical Theory
See: Bunniss & Kelly. Research paradigms in medical education. Medical Education, 2010, 44: 358-366.
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Qualitative Approaches
Explore social processes through interpretation of data
Four Most Common in Medical Education:
• General Inductive Approach
• Ethnography
• Grounded theory
• Case study
• Phenomenology / Phenomenography
• Hermeneutics
• Narrative research
• Action research
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Sampling
• Purposeful
– Seeking the best sources of information about the phenomenon of interest
• Theoretical
– Seeking the best sources of information to confirm / disconfirm your developing explanatory model
“Participants are not recruited on a representative basis, but rather because of their expert knowledge of the phenomenon under inquiry” (Green & Thorogood, 2005)
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Qualitative Data Collection
Observation
Interview
Focus groups
Open-ended prompts
Artifacts (documents, photos)
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Observation
Spend time with a group of people as they carry out their daily activities, to understand their way of life and how they make sense of the world in which they live.
– To understand experiences of group members, their activities, interactions, discussions
– To understand how contextual factors influence the activities and decisions of group members
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Observation
Types of observation
– Field Notes
– Sketches
– Relation diagrams
• Role of Researcher
– Continuum of roles that range from complete participation to complete observation
– Type of role adopted depends on research question
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Interviews Types of Interviews
– Structured: verbal questionnaire, scripted questions
– Semi-structured: outline of topics guides questions
– Informal: conversational, questions arise in context
– Retrospective: focuses on past events
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Focus Groups• Small groups with a moderator
• Concentrated data on topic of interest in short time span
• Group interview with insight into interactions on topic (compared to interviews)
• Important that topic of interest would be easy for participants to discuss in a group
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Exercise 1: Designing Instruments
Each group will be charged with developing a qualitative instrument to answer the following research question:
How do students’ roles in patient care change over the course of the clerkship year?
Group 1: Observation tool
Group 2: Interview protocol
Group 3: Focus group protocol
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Exercise 2: Interviewing Skills
We will role play 2 interviews between a qualitative researcher and participant.
After each interview, discuss:
•How you feel the interview went
•Thoughts about the questions asked and the responses elicited
•What you think was done particularly well and/or what could be improved
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Data Collection Decisions
Methods
Types of Data
Focus groups
Interviews
Open ended prompts
Observations Collect Artifacts
How Interactive? Researcher’s Role?
Audio Recording
Notes
Transcripts
Written response
Typed response
Notes
Video
Documents
Photos / Visual
Video
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Example: How does participation in a teamwork & communication skills curriculum improve small group process in Year 1 of medical school?
• Observation of small groups pre & post
• Interviews with small group leaders (retrospective comparison)
• In-depth interviews with students
• Focus group with students
• Written evaluations of group process by students and faculty
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Other topics / questions
• Recording (audio, video)
• Transcription
• Software for qualitative analysis
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Convincing a Colleague
“You are about to present the results of a survey evaluating your program to colleagues in your department. The results include both quantitative results (descriptive statistics for responses to structured questions) and an analysis of responses to open-ended questions. One of your colleagues says: “Let’s just look at the numbers, the hard data, not the anecdotes.” You would say (or do) . . .
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Teaching Material References
Lofland & Lofland. Analyzing social settings. Rubin, H.J. & Rubin, I.S. (1995). Qualitative
interviewing: The art of hearing data. Thousand Oaks, CA: Sage Publications
Strauss, A. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park: Sage Publications
Cote, L., & Turgeon, J. (2005). Appraising qualitative research articles in medicine and medical education. Medical Teacher, 27(1), 71-75.
Green J, Thorogood N. Qualitative methods for health research. London: Sage; 2005.
Thomas D. A general inductive approach for analyzing qualitative evaluation data. Am J of Eval. 2006; 27: 237-246.
Expanded bibliography distributed via handout
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Exercise 1: Manuscript Discussion
1.Why was this study done? What questions or problems does the study examine?
2.Do you have a clear sense of the context of the study and the role of the researcher(s)?
3.How well do you feel the methodology used in this study captured the research question? Explain some of the strengths and/or limitations.
4.What other methods could have been used to study this topic?