Qualitative sampling and data collection

Page 1: Introduction to Qualitative Research Methods

• Qualitative Sampling and Data Collection: Focuses on understanding participants' experiences and perspectives.

• Research Context: Emphasizes the importance of context in qualitative research; understanding the community of the researcher and participants.

• Researcher Role: The researcher acts as an observer, aiming to gain insights into the participants’ academic mind and cultural backgrounds.

• Methods Mentioned: Observational methods and interviewing techniques are common in qualitative research to gather diverse data.

Page 2: Aims of the Session

• Objectives:

  • Explore various sampling methods used in qualitative research.

  • Evaluate the data collection methods commonly utilized in qualitative research.

Page 3: Sampling Methods for Qualitative Research

• Convenience Sampling:

  • Purpose: To recruit easily accessible respondents.

  • Characteristics: Targets groups that are readily available and likely to respond (Bowling, 2010).

• Purposive Sampling:

  • Purpose: To select individuals with specific characteristics relevant to the research question.

  • Characteristics: Ensures the sample will provide useful information (Bowling, 2010; Bourgeault et al., 2013).

• Snowball Sampling:

  • Purpose: A method where existing study subjects recruit future subjects from among their acquaintances.

  • Characteristics: Useful for reaching populations that are difficult to access (Bowling, 2010).

Page 4: Overview of Data Collection Methods

• Interviews: A direct method of data collection involving asking participants questions.

• Focus Groups: Group discussions that provide insights through interaction among participants.

• Observations: Monitoring behaviors and interactions to gather qualitative data.

Page 5: Understanding Interviews as a Data Collection Method

• Definition: A trained interviewer collects data by asking questions and noting responses (Bowling, 2010).

• Types of Interviews:

  • 1:1: Conducted face-to-face, or through Zoom/telephone.

  • Structured Interviews: Predetermined set of questions.

  • Semi-Structured Interviews: Predominantly open-ended questions allowing for exploration of topics (Bourgeault et al., 2013).

  • Unstructured Interviews: Use of topics to guide open discussion (Bowling, 2010).

Page 6: Advantages of Semi-Structured Interviews

• Depth of Insight: Allows exploration of issues and uncovering of new ideas.

• Personal Narratives: Facilitates capturing of respondent's own words and experiences.

• Complexity of Attitudes: Can reflect nuanced views and behaviors.

• High Response Rate: Generally yields more comprehensive data than questionnaires.

• Flexibility: Researcher can adjust questions based on responses and observe non-verbal cues.

Page 7: Limitations of Semi-Structured Interviews

• Subjectivity: Personal biases can distort findings.

• Sociability Effects: Peer influence may bias responses.

• Skill Dependent: Requires interviewer proficiency in conducting interviews.

• Resource Intensive: Can be time-consuming and costly; may lack representational data.

Page 8: Types of Interview Questions

• Introductory Questions: Used to ease into the interview.

• Follow-Up Questions: Clarify and dig deeper into earlier answers.

• Probing Questions: Encourage elaboration on responses.

• Specifying Questions: Seek specific experiences or reactions.

• Direct Questions: Ask straightforwardly about experiences (i.e. discrimination).

• Indirect Questions: Assess general perceptions rather than personal experiences.

• Silence: Strategic pauses can help respondents reflect and give thoughtful answers.

Page 9: Alternatives to Traditional Interview Questions

• Verbal Diaries: Participants describe typical daily activities.

• Critical Incidents: Discuss significant personal experiences.

• Vignettes: Reflect on typical case scenarios.

• Visual Cues: Using images or objects to provoke discussion.

Page 10: Focus Group Methodology

• Group Discussions: Useful for exploring shared values and beliefs in a cultural context.

• Participant Dynamics: Involves interaction among a small group (6-12 participants) guided by a researcher.

• Data Collection Interaction: Observes how ideas are exchanged and developed within the group (Bowling, 2010).

Page 11: Advantages of Focus Group Interviews

• Cultural Insights: Highlights shared norms and beliefs.

• Naturalistic Interaction: Reflects everyday conversation patterns.

• Researcher Observation: Dynamics can reveal dominant voices and group behaviors.

• Supportive Setting: Encourages participation from individuals who may feel intimidated in one-on-one settings.

Page 12: Limitations of Focus Groups

• Bias Potential: Group settings may suppress true opinions and affect participants' comfort level.

• Dynamic Challenges: More dominant individuals might overshadow quieter members.

• Limited Question Scope: Focus arises on only a few key questions.

• Management Skills Required: Facilitators must be adept in handling discussions to avoid superficial consensus.

Page 13: Practical Issues in Focus Groups

• Group Size: Ideal participants are generally between 6 and 12.

• Duration: Sessions usually last 1-2 hours.

• Group Balance: Composition should consider diversity to enhance discussions and perspectives.

Page 14: Skills and Roles of a Group Moderator

• Moderator Characteristics: Personal traits can influence group comfort and participation.

• Discussion Leadership: Skilled in creating an encouraging environment and managing conflicts while guiding discussions.

• Safety and Disclosure: Need to protect participants from over-sharing and ensure a safe sharing space.

Page 15: Observational Techniques in Qualitative Research

• Definition: Observational methods are employed to collect data on behaviors and interactions (Bowling, 2010).

• Types of Observation: Includes participant (researcher engages in the activities) and non-participant methods (observer does not engage).

• Ethical Considerations: Observations should respect participants' privacy and contextual integrity.

Page 16: References for Qualitative Research Methods

• Aveyard, H. (2010) Doing a literature review in health and social care: a practical guide. McGraw Hill Education.

• Bowling, A. (2010) Research methods in health. McGraw Hill Education.

• Bourgeault, I., Dingwall, R., de Vries, R. (2013) The Sage handbook of qualitative methods in health research.

Page 17: Continued References

• Kelly, S.E. (2013) Qualitative interviewing techniques and styles. In Bourgeault et al. (eds), The Sage handbook of qualitative methods in health research.