let's talk research 2015 -juliet goldbart - introduction to qualitative methods: different...
TRANSCRIPT
Introduction To Qualitative Methods: Different Approaches For Different Contexts
Jois Stansfield, Maxine Holt, Nigel Cox, Suzanne Gough, Juliet Goldbart, MMU
WHAT IS QUALITATIVE RESEARCH? An inquiry process of understanding based on distinct methodological traditions.
Research questions address understanding, exploring or meaning in a social or human issue.
Data collection is in a natural setting,
Data analysis is inductive and establishes patterns or themes.
The output includes the voices of the participants, the reflexivity of the researcher and a complex description and interpretation of the problem.
(adapted from Cresswell, 2007, p.37)
WHY QUALITATIVE RESEARCH? Good for how and why questions.
No experimental controls or manipulations.
Sampling is often non-random or “purposive.”
Multiple means of data collection can be used.
Aims are usually hypothesis development rather than hypothesis testing.
Researcher has an active, integrative role.
Has its own approaches to ensuring rigour.
METHODOLOGICAL OPTIONS INCLUDE: ALSO:
Ethnography (e.g. Atkinson et al, 2001)
Thematic Analysis including Thematic Network Analysis (e.g. Braun & Clarke, 2006; Attride-Stirling, 2001)
Framework Analysis (e.g. Ritchie & Spencer, 1994)
Grounded Theory (e.g. Charmaz, 1995; Glaser & Strauss, 1967; Strauss & Corbin, 1990)
Phenomenological including IPA (e.g. Smith & Osborne, 2003)
Lifestory and some Narrative methods (e.g. Murray, 2003)
YOUR RESEARCH QUESTION
A WHY or HOW question
A SOCIAL or HUMAN issue
Data can be collected in a naturalistic context
Participant voices will be evident
e.g. why do more women than men apply for speech and language therapy programmes?
e.g. how can we make our service more patient/service user–led?
THEMATIC NETWORKS: AN ANALYTIC TOOL FORQUALITATIVE RESEARCHDetails a technique for conducting thematic analysis of qualitative material, presenting a step-by-step guide of the analytical process.
Applying thematic networks is simply a way of organizing a thematic analysis of qualitative data.
What thematic networks offers is the web-like network of themes.
The networks are only a tool in analysis, not the analysis itself.
A thematic network is developed starting from the Basic Themes, then that of Organising Themes and working inwards toward a Global Theme (the underlying story they are telling).
(Attride-Stirling, 2001)
OUR APPROACH Our qualitative study explored Student Perceptions of a Healthy University (Holt, Monk, Powell, Dooris 2015).
Our approach to network analysis was a rather rudimentary version of Attride-Stirling but was useful when working with a ‘new researcher’
A priori themes (key themes, which arise from, previously agreed definitions, literature and constructs) were used as the Organising Themes.
Dissected the text to identify the Basic Themes
The Global Theme or what the story told us about Aspects of a Healthy University
Basic Themes
Organising Themes
Global Theme
FRAMEWORK ANALYSIS
A content analysis approach involving summarising and classifying data within a thematic framework.
A priori codes can be used to construct the framework but others are added as the data are explored.
Unlike most approaches, the integrity of individual respondents’ accounts is preserved.
Often used in research relating to social or health policy
A helpful 5 step process. (See Ritchie & Spencer, 1994)
AN INITIAL THEMATIC FRAMEWORK1. Environmental influences
a) Familyi. Mother
ii. Siblings/other children
iii. Other family
b) Home resources
c) External resources
d) Activities
2. Things to assessa)Relationships /Closeness
b)Play
c) Home
3. Interventiona)Teaching
b)Partnership
5 STAGES IN USING FRAMEWORK ANALYSIS
Familiarisation
Identifying a thematic framework
Indexing
Charting
Mapping and interpretation
(Ritchie and Spencer 1994)
GROUNDED THEORY Aims to develop conceptual categories or theories about social processes.
Data collection and analysis occur concurrently in a cyclical process.
Sampling is typically “purposive” or “theoretical.”
Analysis involves three steps:
•Open coding - reading transcripts line by line and coding the concepts found in the data.
•Axial coding - organising the concepts and making them more abstract.
•Selective coding - focusing on the main ideas, developing the story and building the GT.
Time limited and cost
effective: need to translate
quickly and easily into an
analytical design
Busy, non-academic field-
based researchers, so
needs to be practical and
relevant
Must address funder-
specific
indicators/outcomes and
sector/theoretical
constructs
Must add value to the
design, promote ongoing
(post-evaluation)
collaboration
Design challenges in a bespoke
qualitative evaluation
Example: a mixed-method evaluation of a voluntary
sector service that also required demonstration of
UK Gov. Cabinet Office outcomes
Dr Nigel Cox, HPSC, Manchester Metropolitan University
Design built from the
ground-up to meet software
needs (Nvivo, matrix
analysis)
PG Research Assistant
inexperienced with
Qualitative Research add
pedagogic value
Stakeholder consultation –
needs of the client/service
user group (YP, 16+)
Bespoke theory questions
(TQ) translated into
stakeholder-agreed
interview questions
Cabinet office outcomes
address explicitly
ONS Social Capital definitions
mapped
Multiple outcomes translate
to bespoke theory questions
Insertion of a theory-
question (TQ) stage in the
research design to generate a
deeper dataset
Post-evaluation, ongoing
plans to re-analyse dataset
(permission to do this)
Design solution
A bespoke qualitative design that responded to
evaluation goals, funder’s priorities and
opportunities ongoing 3rd sector/HEI
collaboration
Dr Nigel Cox, HPSC, Manchester Metropolitan
University [email protected]
e.g. TQ5 (resilience)IQ5.1: “Did anything
during the project make you stretch your talents
to their limit?”
Theory cluster
s
Multiple outcome clusters
Analysis & mapping matrix
Dr Nigel Cox, HPSC, Manchester Metropolitan University [email protected]
The combination of video-ethnography and video-reflexivity methods (known as video-reflexive ethnography, VRE) is becoming increasingly popular in healthcare research (Carrol, 2009; Iedema, et al., 2011).
Video-reflexivity has been described as a process whereby the participants replay ethnographic video footage for review and discussion (Carroll, 2009).
VRE has also been used by researchers in the quest to improve patient safety in healthcare (Carrol, 2009; Iedema, et al., 2011; Iedema, Mesman and Carroll, 2013).
VIDEO-REFLEXIVE ETHNOGRAPHY
METHODOLOGICAL APPLICATION (Gough,
2015)
Ontology
• Multiplicity
• Complexity
Epistemology
• Social constructivism (aligned with an interpretivist approach)
Methodology
• Video-reflexive ethnography
Methods
• Video observation (Immersive emergency on-call physiotherapy simulation scenario)
• Video-reflexive interviews
CASE STUDY: KEY FINDINGS LINKED TO
THE METHODOLOGYThe use of VRE in this study illuminated the multi-
layered impact of personal experiences, ethics and
behaviours on their practices, clinical reasoning, clinical
decisions, dynamics, and the complexities and
interconnectivity of participants’ to the simulated
learning environment (SLE).Findings of this study, have demonstrated that the
combination of SBE and video-reflexivity has the
potential to optimize learning and enhance both
professional practice, patient safety and organisational
change. Additional benefits of using video-reflexivity included
the potential to provide an in-depth exploration of
‘learning’ and the impact of objects and artefacts
embodied within the scenario and SLE, by drawing on
complexity and cultural-historical activity theories.
WHAT’S THE BEST METHOD FOR MY QUESTION?
There is no simple flowchart, but:
Will my data be (mainly) video, photographic, text?
Do I have “a priori” themes to consider?
Is there much known about my topic?
Can I collect and analyse my data simultaneously?
What kind of output do I need?
ENSURING QUALITY
Challenges in getting qualitative research accepted in fields like psychology and medicine –and through Ethics committees!
Tools developed for critical appraisal e.g. CASP (Public Health Resource Unit, 2006) and COREQ (Tong et al., 2007)
Member-checking / respondent validation
Thick description
Peer review and consensus of coding procedures
External audit / peer debriefing
NEXT STEPS
Any questions?
Reference list available on request to [email protected]
North West Qualitative Research Group in Health – based at MMU. Contact Julie Marshall [email protected]