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EBM > Qualitative research > Flashcards

Qualitative research Flashcards

1
Q

What are the strengths of a qualitative research?

A
  1. Focus on the ‘real world’ and real patients
  2. high level of detail and context - links between pts and interviewees means that the results are generalisable
  3. can capture experiences and help understand how people behave - v important for health behaviours
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2
Q

What are the weaknesses of a qualitative research?

A
  1. Methods to reduce bias rely on researchers themselves (loss of auditability - need to trust researchers) - this leads to bias which is hard to reduce as the interviewers may have their own bias. HOWEVER it does mean that the research is more flexible and context-based
  2. Cannot predict (but can suggest) causations and outcomes
  3. Generalisable only with caution (not supposed to be generalisable but a valid representation of a specific context) - the reader must decide if it is more widely applicable and this requires a judgement call
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3
Q

How is a qualitative research study done?

A
  • No pre-defined hypotheses
  • Repeating cycles of data collection and analysis until a stage where sampling more participants will be unlikely to add substantially to the development of themes or theory (Saturation) - DEDUCTIVE AND ITERATIVE METHOD
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4
Q

Advantages of focus groups in a qualitative study

A
  1. More ‘natural’ and more participant-centred format - more control over convo topics, able to bring up and discuss amongst themselves in own lang, identify topics that the researchers did not - opp. to heart others views, exchange ideas, clarify indiv understanding and attitudes - presence of opposing views can prompt further explanation of own views in greater depth
  2. The interactions between group members and how they discuss/ argue/ come to a consensus are as important as their answers
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5
Q

Disadvantages of focus groups

A
  1. Less good at capturing indiv’s thoughts/ feelings/ rationales behind their behaviours in depth
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6
Q

Advantages of interviews

A
  1. Allows an in-depth exploration of the topic with the participant. with opportunities to probe and ask additional questions
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7
Q

Disadvantages of interviews

A
  • A v artificial situation and assumes the interviewee is articulate and comfortable with talking for a long time
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8
Q

What is purposive sampling?

A
  • ’ a form of non-probability sampling in which researchers rely on their own judgment when choosing members of the population to participate in their surveys.’
  • ‘a non-probability sample that is selected based on characteristics of a population and the objective of the study.’
  • Want diff demographics to ensure range of perspectives
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9
Q

What is snowball sampling

A

non-probability sampling technique in which a researcher begins with a small population of known individuals and expands the sample by asking those initial participants to identify others that should participate in the study

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10
Q

Why use purposive sampling in qualitative studies?

A
  • A non-random sampling approach
  • Sample does not need to be representative as it is an exploratory study which aims to generate insights
  • Purposive samples are groups of parts that are chosen because their perspectives are thought to be important to understand the study issue (usually has a variety of demographics and experiences of healthcare)
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11
Q

What is trustworthiness in qualitative studies and how can it be shown?

A
  • Validity (can we trust the results?)
  • Need to justify interpretation - clearly explain how conclusions reached
  • Inclusion of quotations and other contextual materials to support the analysis
  • Inv others to comment during analysis?
  • Compare diff perspectives, e.g. HCPs and pts
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12
Q

What is credibility in qualitative studies and how can it be shown?

A
  • Reliability (results not random?)
  • Fair representation of data
  • Make sure all data available analysed (no cherry picking)
  • Use more than one coder to assure that the analysis is not one dimensional (dominated by one perspective)
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13
Q

What is reflexivity in qualitative studies and how can it be shown?

A
  • Critical examination of researchers’ own role in the research (reflecting on how the interviewer may influence their own researcher either in the interview or in the analysis)
  • Their professional bg, experience and personality influence the data
  • Does not need to be a bias - but needs to be addressed
  • Should critically examine their own role, potential bias and influence during:
    1. Formulation of the research question
    2. Data collection, including recruitment/ choice of location
    3. Relationship with participants
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14
Q

What is relevance in a qualitative study and how can it be shown?

A
  • Does it illuminate an important issue/ add knowledge/ potentially improve lives
  • Explore important issue within social context
  • Give voice to participants - those ‘rarely heard’
  • Understanding of values and experiences especially where they are different from practitioners
  • Helps to see healthcare as embedded in everyday life (especially in chronic illness)
  • Influences clinical practice (by studies being read, e.g. in BMJ or guidelines)
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15
Q

What makes a good qualitative study?

A
  1. Not trying to identify/ prove/ predict
  2. Validity - can we trust the results
  3. Reliability (not random results)
  4. Reflexivity
  5. Relevance
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16
Q

Definition of EBM

A

The study of the distribution and determinants of disease in human populations and the application of this study to control of health problems
- Consists of making decisions about care of indiv pts that take account of the best available evidence, the doctor’s own clinical expertise and their own preferences regarding care

17
Q

Why do we need qualitative data?

A
  1. Find out about patients’ and providers’ experiences and opinions to improve care
  2. Describes and explains behaviour
  3. Improves quantitative research by informing questions to ask (e.g. in questionnaire)
  4. Helps understand study findings (why did intervention work/ fail)
  5. Unique insight generation

-> understand how ppl act in social context - understanding health related behaviour, i.e. seeking help

18
Q

What is the iterative method in qualitative research?

A
  • Concurrent data collection with analysis
  • Changing methods depending on results (adding new questions to the interview topic guide)
  • Can continually modify research question
  • ‘repeating cycles of data collection and analysis’
  • Do this until no more insights are gained - SATURATION
19
Q

How is qualitative data analysed?

A
  1. Transcripts coded (i.e. topics and issues raised by parts. identified and labelled)
  2. Main themes (most important issue) identified (esp. emerging themes that were not researcher lead)
  3. Researchers interpret data throughout and not only in the discussion sect
20
Q

What are type 1 errors in qualitative data interpretation?

A

FINDING SMTH IN THE DATA THAT IS NOT THERE

  • Suspicions or conflicts of interest - need to look at context?? - Drs interviewing own pts??
  • Social press on parts to give +ve answers??
  • ‘Cherry picking’ quotes that supp their interpretation - many similar quotes or from v few parts.
  • Forcing a predefined model on the data - although hard to prove???

-> Hard to prove these issues but suspected if there is little evidence of how conclusions were obtained from data/ conclusions do not match data

21
Q

What are type 2 errors in qualitative data interpretation?

A

IGNORING SMTH THAT IS THERE

  • Overly influenced by a particular context, theoretical approach or researcher interest
  • Forcing parts. into labelled cats. - good/ bad pts?
  • Overly simplistic interpretation where the data is complex - ignoring contradictions and diff perspectives within the dat
22
Q

What do we need to improve the rigour of qualitative research?

A
  1. Transparency - achieved with explicitness of methods and analysis
  2. VALIDITY - need to justify our interpretation, poss return to parts or invite their comments to capture their experiences??? - aka member validation
  3. RELIABILITY - diff researchers analyse differently but using more than one coder can flag up blind spots and inc complexity as they have diff experiences and demographics -> ANALYTIC TRIANGULATION (the use of more than one coder will inc complexity)
  4. COMPARATIVE METHOD - compare between and within indiv. parts.accounts and compare this with other studies
  5. REFLEXIVITY - account for the role of the researcher (their bg and area of study)
23
Q

What is the main criterion for qualitative research/ data?

A

Whether researchers have credibly described and explained participants’ understandings and actions in relation to a health issue

24
Q

What are emerging themes

A

Themes which emerge from the data but not directly from the researcher’s questions

25
Q

What are the q’s covered by the CASP checklist for qualitative research?

A
  1. Is it qualitative (the research q)
  2. Is it justified
  3. Is it appropriate
  4. Reflexive stance of researcher
  5. Is it ethical
  6. Has the data been analysed thoroughly
  7. Is there a clear and credible statement of findings
  8. How valuable is this research
  9. ??
26
Q

Disadvantages of having clinician researchers?

A
  1. Parts may feel pressurised to give a socially acceptable response, or to appear more knowledgeable, o more health focused in their behaviours than they really are
  2. May feel judged
27
Q

What is qualitative data?

A
  • Anything that sheds light on understandings, attitudes and experiences
  • Most commonly conducted in the form of interviews or focus groups where the parts. explore the topics
  • Other forms inc. obs, analysis of materials prod. by the parts such as diaries or photographs and analysis of written docs (dont need to know)
28
Q

What are the 4 important questions that qualitative research aims to ask about?

A
  1. Health literacy - awareness/ beliefs
  2. Emotions - fear/ embarrassment
  3. Social interactions - role of the family
  4. Decision making - when is a symptom serious?
29
Q

What are the diff possible qualitative approaches?

A
  1. Grounded theory - dev theory grounded in data from the field
  2. Ethnography - describing/ interpreting cultural or social group
  3. Case study - in depth analysis of a single or multiple cases
  4. Narrative - eliciting meaning of experiences expressed as stories of individuals
  5. Phenomenology - Understanding the essence of experience of a phenomenon
  6. Also generic/ descriptive studies

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