Lecture 2 - Qualitative Data Collection

Question 1

(lecture):

Describe individual interviews.

Answer 1

(lecture):

Like everyday conversations between researcher and interviewee

¤ Focused on researchers need for data

¤ Conducted to ensure trustworthiness of data (reliability & validity)
- Reproducible: Someone else with same topic guide can generate similar
findings
- Systematic: No cherry picking participants or observations from the interview
- Credible: Reasonable design (questions and methods) to yield truthful accounts
- Transparent: Method used written up and accessible to people so all know how
data was generated

Question 2

(lecture):

What are key features of interviews?

Answer 2

(lecture):

see slide 10

Question 3

(lecture):

How would an interviewer try to build and painting rapport

Answer 3

(lecture):

Interviewees need to trust interviewer

¤ Interviewer interested in them and what they have to say

¤ Interviewer will not judge interviewee for their answers

Interviewer should set the interview context

¤ Introduce yourself and give your name, aims of interview, reminder that interview can stop at any time and possibility of asking any questions; be sensitive to needs of interviewees (e.g., hard of
hearing, frail, embarrassed, literacy level for topic)

Keep in mind effects of interviewer personal characteristics
(ethnicity, status, gender, social distance, clothing)

Question 4

(lecture):

Give examples of two types of interviews.

Answer 4

(lecture):

Semi-structured [open-ended] interviews

¤ topic guide comprises open-ended questions for a defined area of interest (e.g., quality of life and arthritis)

In-depth qualitative or unstructured interviews

¤ Very broad open-ended questions

¤ ‘Tell me about your experiences of arthritis’

¤ Goal is to elicit information as is relevant to the intervieween quality of life may or may not be a topic interviewee brings up

Question 5

(lecture):

Read slide 19

Answer 5

(lecture):

Question 6

(lecture):

Describe group discussions.

Answer 6

(lecture):

May be more useful than individual interviews for some topics

¤ Ease of disclosure in groups - Expressing dissatisfaction with healthcare
- Sensitive topics that all group members share

¤ Group processes can help people to explore and clarify their views in ways
that would be less easily accessible in a one-to-one interview

¤ Groups give access to how people talk to each other about topic
- Informative about social structure (context, fabric) of the community and how
opinions

¤ Informs how knowledge is formed in social contexts (behaviour in action)
- May not be appropriate for marginalised or vulnerable group members

Question 7

(lecture):

Read slide 28-31

Answer 7

(lecture):

Question 8

(lecture):

What are some challenges for focus group interviews?

Answer 8

(lecture):

Balance between homogeneity (similar) and heterogeneity
(dissimilar)

¤ Viewpoints too extreme (anti-vaxer Vs virologist)

¤ Social divisions too great (Company CEO vs shop floor assistant)

¤ Dominance of one voice (Loudest, most informed or confident)

Participant interested in topic but not personally invested

¤ No motivation to engage fully

¤ Group context makes it easier to not engage

Question 9

(reading):

Brikci, N., & Green, J. (2007). A guide to using qualitative research methodology. Field Research Médecins sans Frontières

Answer 9

(reading):