Fadzli Baharom Research Analyst, HOMER

Transcription

1 Fadzli Baharom Research Analyst, HOMER

2 Recap Reliability and validity are important because it ensures that the conclusions we make about the social phenomena we are studying are objective Reliability = consistency Validity = accuracy Quantitative research Scale construction and validation to achieve reliability and validity of our measuring instrument

3 Qualitative Research Qualitative research is concerned with behaviour how people interact with one another in particular settings. It often studies a phenomenon in the contexts in which they arise through observations, interviews or the analysis of textual material. David Silverman (2011)

4 Objectives Understand why reliability and validity are not as appropriate to appraise qualitative studies and what are the additional criteria needed Develop techniques to enhance quality in qualitative design and analysis

5 Differences between quantitative and qualitative Criteria for evaluating qualitative research Techniques to enhance quality of qualitative design and analysis

6 Differences between quantitative and qualitative Criteria for evaluating qualitative research Techniques to enhance quality of qualitative design and analysis

7 Who is a good medical student?

8 Differences Quantitative Have pre-conceived ideas of good medical student Qualitative Qualities of medical student unclear in the literature Conduct survey Conduct interviews / observations Descriptive statistics, correlations, statistical significance Check who is a good medical student in reality

9 Differences Quantitative Reliability Qualitative Credibility Validity Authenticity Generalizability Transferability Adapted from Hodges, Brian (2012). Qualitative Methods in Medical Education Research. Presentation at RESME Course, 15 th Ottawa Conference, Kuala Lumpur, 9-13 March 2012

10 Differences between quantitative and qualitative Criteria for evaluating qualitative research Techniques to enhance quality of qualitative design and analysis

11 1. Credibility or Trustworthiness Clear description of the process of data collection and analysis Why and how was the sample and context chosen? How data was coded? How many researchers analyzed the data? Aim Account of methods and analysis that will produce similar findings if carried out as described Adapted from Giacomini (2000); Kuper et al (2008); Patton (2002); Seale (1999)

12 2. Authenticity Findings that come from the participants or research context not researcher s biases or perspectives Respondent validation ( member checking ) or triangulation Variation of findings Aim Findings that develop a more sophisticated understanding of the phenomenon Adapted from Giacomini (2000); Kuper et al (2008); Patton (2002); Seale (1999)

13 3. Transferability Contextual nature of qualitative research Discuss how results/concepts advance theoretical understanding Discuss how results are relevant to multiple contexts Aim: Research findings should resonate with the readers i.e. readers can find meaning in the results and relate to them Adapted from Giacomini (2000); Kuper et al (2008); Patton (2002); Seale (1999)

14 Differences between quantitative and qualitative Criteria for evaluating qualitative research Techniques to enhance quality of qualitative design and analysis

15 1. Keeping a log Aim Jog memory Respondents Field notes Coding Encourage critical self-awareness and truthfulness Adapted from Corbin and Strauss (1990); Holton (2007); Mays and Pope (1995)

16 2. Triangulation Aim: As far as possible, show reality in its entirety including possible variability i.e. staying true to the data Methods Sources Member checking If there is inconsistency, doesn t mean weak analysis More room for deeper insight Capturing different aspects of reality Adapted from Côté and Turgeon (2005). Mays and Pope (1995); Patton (1999)

17 3. Reflexivity Aim: Being sensitive to how researcher and the research process has shaped the data collected Researcher position Researcher effects Awareness of your bias Researcher integrity Negative cases Adapted from Côté and Turgeon (2005); Mays and Pope (1995); Patton (1999)

18 Quantitative Reliability Qualitative Credibility Validity Authenticity Generalizability Transferability Adapted from Hodges, Brian (2012). Qualitative Methods in Medical Education Research. Presentation at RESME Course, 15 th Ottawa Conference, Kuala Lumpur, 9-13 March 2012

19 References Corbin, Juliet M., and Anselm Strauss (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology 13(1): Côté, Luc, and Jean Turgeon (2005). Appraising qualitative research articles in medicine and medical education. Medical teacher 27(1): Devers, K J (1999). How will we know good qualitative research when we see it? Beginning the dialogue in health services research. Health Services Research 34(5 Pt 2): Giacomini, M K (2000). Users Guides to the Medical Literature: XXIII. Qualitative Research in Health Care. Are the Results of the Study Valid? The Journal of the American Medical Association 284: Holton, Judith (2007). The Coding Process and Its Challenges in Bryant, Antony, and Kathy Charmaz (2007). The Sage Handbook of Grounded Theory. Sage publications. Hodges, Brian (2012). Qualitative Methods in Medical Education Research. Presentation at RESME Course, 15 th Ottawa Conference, Kuala Lumpur, 9 13 March 2012.

20 References Kuper, A., L. Lingard, and W. Levinson (2008). Critically appraising qualitative research. British Medical Journal 337: Kuper, A., S. Reeves, and W. Levinson (2008). An introduction to reading and appraising qualitative research. British Medical Journal 337: Mays, N., and C. Pope (1995). Qualitative Research: Rigour and qualitative research. British Medical Journal 311(6997): Patton, M Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health Services Research 34(5): Patton, M Q (2002). Qualitative Research and Evaluation Methods. SAGE. Seale, C (1999). Quality in Qualitative Research. Qualitative Inquiry 5(4): Silverman, D (2011). Interpreting Qualitative Data (4 th Edition). SAGE.

21 THANK YOU