how to make the best of qualitative phases of mixed method research
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How to make the best of qualitative phases of mixed method research. Professor Kim Usher Centre for Chronic Disease Prevention Mixed Methods in Prevention and Health Services Research. Mixed Methods Research. Types Principles Importance of stand-alone phases Integration. Integration. - PowerPoint PPT PresentationTRANSCRIPT
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How to make the best of qualitative
phases of mixed method researchProfessor Kim Usher
Centre for Chronic Disease Prevention
Mixed Methods in Prevention and Health Services Research
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Mixed Methods Research
• Types
• Principles
• Importance of stand-alone phases
• Integration
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Integration
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Sequential Exploratory MixedMethods Design
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Mixed Methods ExplanatoryDesign
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What do we mean by quantitative and
qualitative research?Usual distinctions
Quantitative Qualitative
Type of reasoning
Deductive Inductive
objectivity Subjectivity
Causation Meaning
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Type of question
Pre-specified Open-ended
Outcome-oriented Process-oriented
Type of analyses
Numerical estimation Narrative description
Statistical inference Constant comparison
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Chronic illnesses
Prime examples of conditions that by their very nature need to be studied from many perspectives.
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Hierarchies for evaluating evidence
• Most based on criteria for rigor developed for quantitative research designs
• Design ranked according to extent the study is internally valid or free from bias
• RCTs best evidence
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Qualitative research is evidence too!• Just because excluded from
hierarchies does not mean it is less valuable
• Implementation of interventions in real world requires knowledge about patients’ values and experiences
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Why have qualitative phases?
• Evaluate the effects of interventions on health outcomes
• Examine views of participants
• Distinguish between components of interventions
• Understand a non-significant outcome
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Why have qualitative phases?
• To develop measures
• To identify relevant phenomena
• To interpret/explain quantitative data
• Investigate complex phenomena
• Study special populations
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Designing intervention studies with
qualitative componentsBefore a trial
•To ‘trial’ the trial
•To develop the intervention
•To test tools
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Designing intervention studies with
qualitative componentsDuring a trial
•To describe and explain within and between subject variation discerned from instruments
•To understand whether intervention delivered as planned
•Patient reaction to intervention
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Designing intervention studies with
qualitative componentsAfter a trial
•To select individuals for more intensive study based on scores
•Interview or observe to validate outcomes
•To help explain non-significant findings
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Qualitative approaches
Phenomenology
•How one or more individuals experience a phenomenon
Ethnography
•Learning the culture of a group and what it is like to be a member of that group from the perspective of the members
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Qualitative approaches
Case study
•A detailed account of one or more cases-focus on each case a a whole unit as it exists in the world
Grounded theory
•An inductive approach for generating theories or explanations
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Future directions
• Qualitative studies enhance the meaningfulness of interventions
• Situate them in the real world of patients and their caregivers
• Shed light on facilitators and barriers to the uptake of promising interventions
• Illuminate aspects of the patient experience
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Future directions
• Can identify barriers to implementing and sustaining community-based prevention programs
• Ensure patient safety, including reduction of misuse of medical therapies and oversights of clinical care
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Conclusion
Not everything that can be counted counts, and not
everything that counts can be counted.
Albert Einstein