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would like to learn more about presenting and writing up qualitative data and also mixed methods research approach too

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would like to learn more about presenting and writing up qualitative data and also mixed methods research approach too

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this course has allowed me to learn the basic concepts and the challenges but also the usefulness of this method of research

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Increases my appreciation and deepen my understanding towards qualitative research. 

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Increases my appreciation and deepen my understanding towards qualitative research. 

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Would like to learn more about presenting the qualitative data

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Pros & cons about qualitative research , better understanding of data analysis , Coding

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I learnt a lot more from this workshop than I had expected to!! Thank you :):)

What I learnt:
Qualitative research is feasible!
Qualitative research is not just an amorphous cloud of information and there are structured ways of going about conducting it.

Gaps:
I need to learn how to code data without generalising or generating themes too early.
I would like to learn how to apply for IRB and to write up qualitative research findings for publication.

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What I learnt:
- good interview techniques as a researcher
- difference between research aim, research question and interview question
- insight into coding and analysis

What I can learn further - too much! However I think it is probably more practical to try doing it first and learning along the way.

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This workshop deepened my understanding towards qualitative study and dispel 

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This workshop deepened my understanding towards qualitative study and dispel 

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1) Qualitative research can be rigorous and robust 

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1) Qualitative research can be rigorous and robust 

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2) Learnt different sampling methods
3) Finally gleaned some understanding about the difference between methodology and methods in qualitative research

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Arguably the aim (outcome) of any learning session is to be able to THINK about (have a conversation), DO, and have a FEEL (opinion) about something, at the end of the educational and training process. Or gain Knowledge, Skills, and (form or change) Attitudes (KSA).

Please post on this Padlet your closing reflection of what you have gained (or not gained) from this workshop, and what you plan to do moving forward.
(posted by Poh Sun).

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For this topic, when starting out, the material and terminology will feel unfamiliar at the beginning. With further reading, review of more material, repeatedly coming back to the topic, discussing and working through the ideas with other participants, colleagues and collaborators; starting and continuing to USE these ideas, you will progressively increase insight, understanding and skill in this area. Keep going. One step at a time. Iteratively. The more one thinks about, and uses ideas and strategies, the more one becomes familiar with, and confident in a topic, or area of professional practice. Including with Qualitative, (Quantitative and Mixed Methods) Medical Education Research.
Start small. Do preliminary/pilot (micro- or "light" qualitative) studies. Start talking to people. Review what has been published on topic. How have other's don
e this. And got this published. Follow the methodology (after you have understood why this was used). Try. Start small. Take one step at a time. Get feedback along the way. Work with collaborators, as a team.
See ... Do ..... then Teach ...... Do (with feedback, and reflection) .....
(posted by Poh Sun)

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Mismatch - medical school vs hospital life , (self vs others) expectation , professionalism ,role modelling

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1) Dissonance between reality and expectations
- Professionalism
- Capabilities
- Nature of work

2) Lack of inclusion & appreciation

3) Task-oriented versus person centred care

4) Fear for the future

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Categories:
Intrinsic
a) Expectations
b) Limitations
c) Perceptions

Extrinsic
a) Intangible e.g. compliments/appreciation from patients, recognition from seniors
b) Tangibles e.g. career progression, working hours, workload, job scop

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I. Expectations versus Reality ("I thought that...") ("I realized...")
1. Of doctors' behaviour
a. Idealization of the medical profession
2. Of patient's response/reactions
3. Of own abilities/capabilities/usefulness
a. Alternative careers to achieve one's goal, i.e., "to help" (patients) (people)

II. Coping Mechanisms (To overcome disillusionment)
a. Recalibration of expectations
b. Recognition of one's autonomy

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Can one do "micro-qualitative research" or "qualitative research-light" ... as pilot .... to get a feel of the ground .... and the participants?

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Can one do "micro-qualitative research" or "qualitative research-light" ... as pilot .... to get a feel of the ground .... and the participants?

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Posted by Poh Sun
Answer .... YES .... start talking to people !!
Start with one person.

INFORMALLY

How does one reduce bias (can bias be eliminated entirely)?
How does one ensure adequate/sufficient coverage? Accurate emphasis?
Truth?
Can your primary data be verified, double checked, fact checked? Re-coded? Re-analysed?

YES. Takes effort, and time.
May have to.
May be asked to.

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Learning how to do ....... vs this is he way to do ....  these is "a way" ... rather than "the way" ..... the question is ..... why and how are these ways similar ..... and different

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Learning how to do ....... vs this is he way to do ....  these is "a way" ... rather than "the way" ..... the question is ..... why and how are these ways similar ..... and different

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Posted by Poh Sun

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step by step qualitative medical education research - Google Search

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Since educational research is systematic there are basic steps to plan conduct a study. ... Examples of medical education research topics are as follows: ... Mixed methods research is used when the quantitative or qualitative research ...

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Posted by Poh Sun

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Posted by Poh Sun

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automatic coding from audio files for qualitative research - Google Search

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I am considering doing discourse analysis of presidential speeches as part of a larger research project. I need a transcription from audio files to code the text in Discourse Network .... This is the kind of software which would be immensely useful for automatic .... How many interviews are needed in a qualitative research ?

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Posted by Poh Sun

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automatic transcipt and coding from audio files for qualitative research - Google Search

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automatic transcription and coding from audio files for qualitative research automatic transcipt and coding from audio files for qualitative research

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What is the analogy between the Medical Education Qualitative Research Interviewing Process, and ....... the Legal, or Journalistic Process? (posted by Poh Sun) .... or with the minutes of a meeting .....
You are familiar with this!

Interview ---> Recording (audio, video) --> Transcript (which should be rechecked by researcher).

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Good  point- introduce self , take consent , some structure to the interview

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Good points: She appears engaging, good eye contact to the interviewee. But only to the extent when she wants to hear to "right" responses.
What can be improved: Interviewer should (a) elaborate/probe further when asking leading questions, (b) Listen to open-ended questions (turn the phone off!)

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Good - engaging, good introduction
Bad - asked closed ended questions, leading questions, did not give interviewee a chance to answer the questions, did not go in depth, distracted quite a few times during interview

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Good - introduced self, set the agenda, took verbal consent
Bad - closed questions, direct questions, distracted, offered choices without waiting adequately for response, looked uninterested, had preconceived answers, projected emotions during interview

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Posted by Poh Sun

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sample size in qualitative research - Google Search

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Posted by Poh Sun

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qualitative research into empathy in medical education - Google Search

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Mar 1, 2017 ... Empirical studies on empathy in medical education, though increasingly ... Although excluding purely qualitative research removed many ...

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Posted by Poh Sun

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Posted by Poh Sun

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medical education research into topic of empathy in medical education - Google Search

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Research in Medical Education: A Primer for Medical Students. Table of .... Successful MedEd research projects are quite diverse with respect to topic and research methodology. ... contribute to a decline in empathy through medical school.

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Posted by Poh Sun

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Posted by Poh Sun

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The qualitative orientation in medical education research

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Qualitative research is very important in educational research as it addresses the "how" and "why" research questions and enables deeper understanding of experiences, phenomena and context. Qualitative research allows you to ask questions that cannot be easily put into numbers to understand human experience.

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Posted by Poh Sun

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Importance of the research question in medical education research - Google Search

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Research in Medical Education: A Primer for Medical Students. Table of ... address contemporary issues and questions in medical education .... In your immediate future, participation in MedEd research will better prepare you for your role as.

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What are students views of empathy in the workplace?
How have students experienced empathy in the workplace?
Why do students feel empathy is important in the workplace?
What are students beliefs about empathy in the workplace?

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1. What are the medical students' perceptions when learning empathy in different teaching environments?
2. What are the views and experiences of medical students on appreciating empathy during the ward round?

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What are students views on on empathy?
What are students experiences on empathy?

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1. How important do medical students view empathy in the clinical encounter?
2. How much empathy do medical students show in the patient-student encounter?
3. How do medical students' view on empathy affect the patient encounter?

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https://www.ncbi.nlm.nih.gov/pubmed/25952652 (posted by Poh Sun)

Chretien KC, Tuck MG, Simon M, Singh LO, Kind T. A Digital Ethnography of
Medical Students who Use Twitter for Professional Development. J Gen Intern Med.
2015 Nov;30(11):1673-80. doi: 10.1007/s11606-015-3345-z. PubMed PMID: 25952652;
PubMed Central PMCID: PMC4617937.

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A Digital Ethnography of Medical Students who Use Twitter for Professional Development. - PubMed - NCBI

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Posted by Poh Sun

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digital ethnography in medical education - Google Search

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three-year institutional ethnography: Medical Education in a Digital Age. ... which the multi-sidedness and distributed nature of the ethnography (in terms of field ...

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Posted by Poh Sun

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Oct 23, 2011 ... Definition. Digital Ethnography describes the process and methodology of doing ethnographic research in a digital space. The digital field site is sometimes comprised of text, video or images, and may contain social relations and behavior patterns strewn across many nations, cities or intellectual geographies.

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Posted by Poh Sun

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Posted by Poh Sun

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Concrete examples data informing teaching and learning

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Posted by Poh Sun

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Posted by Poh Sun

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Are there other Quali methods? I came across methodology such as Natural Inquiry and Think Aloud. Whee does this fit in w the methodologies that was presented earlier.

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Posted by Poh Sun

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Posted by Poh Sun

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Critical Appraisal of the Medical Education Literature 2012

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A teleconference on 13 July 2012 with UWO and Maastricht for the MHPE programme.

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Posted by Poh Sun

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Qualitative Research"A form of social inquiry that focuses on the way people interpret and make sense of their experiences and the world in which they live."

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Posted by Poh Sun

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My prior learning on Qualitative studies was eons ago when I was taking my post reg degree. New concepts may have emerged and I hope to get a better understanding and overviewo of the  Qualitative designs.
I have not done any qualitative studies before and I hope to be able to learn this methodology.

My profile
I work in the Evidence Based Nursing Unit. As adjunct faculty with the ALCNS, I supervise nursing honours students for their thesis. As I’m a bit more familiar with Quantitative designs, I tend to steer away from Qualitative designs. I have always been wanting to have an exposure to Qualitative studies as a personal aspiration and to better support the students that I am supervising. I hope this course could be a start to my journey.

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It was a eye opening read up of literature on qualitative and quantitative research , being a novice it had helped me understand some basic difference in between the two , found the qualitative research of "how "and why very similar to my clinical work which is dealing with chronic musculoskeletal  pain where we use open ended question and assess behaviours and attitudes of patients towards their  problems

Teaching responsibilities
I am a physiotherapist by profession , currently mentor junior and senior colleagues at my department and am a the member of allied health education taskforce and assist in delivering training programs to improve mentoring among our professionals

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From the pre-readings
1. The emphasis on quantitive methods in medical education research (so far from what I've been observing). It has always been quantifying feedback from learners, generating data, and making sense, like, from a Likert scale!
2. Quantitative research is exciting! It gives us the humanistic side of medical education, as well as medical practice, per se. It is the "why this is happening?" that made the impact on me. Triggers me to make proper preparation to find out if my institution's teaching methods indeed have educational impact on our students and junior doctors.

Who am I
1. Clinical practice - in the General Internal Medicine department
2. Teaching practice - Core tutor for 3rd + 5th year medical students (Internal Medicine) (Lee Kong Chian School of Medicine, NTU). Teaches junior doctors in Acute Medicine (lectures or simulation).

What I'm interested in
As simulation in medical education has been widely used in our institution, I am especially interested to gather more information from these learners on the impact of this teaching method to their day-to-day practice: be it in clinical decision making, inter-professional communication, and working in teams.

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1. Qualitative research explores the why and how whereas quantitative research explores the what
2. Standards (third article) can also be applied to qualitative research
3. Sampling of participants can be done in a few ways - purposeful, theoretical, snowball or convenience. Also, can be a combination, sequential involvement of a few ways of sampling.
4. In ensuring quality of data in qualitative research, need to look at authenticity of data and trustworthiness of data analysis

I am doing a project on the learner perspectives on team based learning pedagogy that is used in Geriatric Medicine Medical Officer teaching. I am using the Vygotsky social learning theory and trying to see if my study shows up themes that align with this theory or throw up any possible concepts / frameworks.

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The pre-reading was helpful

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I am a full-time lecturer teaching nursing in ALCNS. I conduct e-lectures, tutorials, clinical lab sessions and oversees students in clinical placements. I received many feedbacks from the students in terms of their learning journey and effectiveness of our teaching strategies and therefore, it is important to process these feedbacks into useful information for more accurate evaluation of our performance. The pre-reading materials and the videos provided an overview of this course and increase my appreciation for qualitative study. I hope it can further enhance my ability to analyse the data to improve our teaching strategies.

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I am a full-time lecturer teaching nursing in ALCNS. I conduct e-lectures, tutorials, clinical lab sessions and oversees students in clinical placements. I received many feedbacks from the students in terms of their learning journey and effectiveness of our teaching strategies and therefore, it is important to process these feedbacks into useful information for more accurate evaluation of our performance. The pre-reading materials and the videos provided an overview of this course and increase my appreciation for qualitative study. I hope it can further enhance my ability to analyse the data to improve our teaching strategies.

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Having completed the pre-programme reading and e-learning modules I am encouraged that the use of qualitative research does not appear as scary as I had thought. I am currently a full time Physiotherapy lecturer at SIT and all of my experience with research to date is with quantitative research designs and methodologies, however I am due to take my first steps into  qualitative later this year as part of a research project that I am involved with investigating how best to translate research to clinical practice. I am aware that many true qualitative theorists believe that a ‘mixed methods’ approach is not true qualitative research, however have noticed an increasing number of these types of articles in the health professions literature. I want to understand more around how qualitative and quantitative can work together to complement each other for other future research projects as well as my own personal development. I feel that in the health education field we are constantly reflecting as to ‘how’ we can make delivery of our content better and this could lend itself nicely to qualitative research both from a student and staff perspective
.

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Reflection:The readings really provided a background knowledge and were a refresher. How the Qualitative approaches focus on “how” and “why” something works, and how it is hypothesis generating than testing sure builds my understanding on this subject matter. Though it has its own pro’s and con’s, I liked the brief appraisal’s checklist given for qualitative studies, which was developed by cote and Turgein.

The readings helped me to iterate what the quantitative research focuses on, which is predominantly the impact of an intervention and how rigorously it answers questions like “did it work “? “What was the outcome”?

The reading 2 helped me to note the two main strategies, which promotes the rigor and quality of the research. The authenticity of the data and the quality or trustworthiness of the analysis.

In my child development unit, I take undergraduate occupational Therapy students for clinical placement for pediatric module. My current responsibilities are mainly to bring the theory into hands on practical’s.

However, Currently I am involved as a collaborator, for a research project for improving the oral health and dental experience of children with Autism Spectrum Disorder (ASD) with a multi-dimensional cooperative approach.

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Reflection: What strikes me most from the readings is that while quantitative research aims to be representative, objective, is predominantly designed a priori and takes measure to minimize confounding to test a hypothesis, qualitative research is so contrasting in that sampling is purposive to achieve greatest information, the data collection and sampling method evolves based on the initial information gathered and the intention is to formulate a theory without a pre-formulated hypothesis, and has the potential to generate far more in-depth discussions and broader viewpoints compared to the former.

I'm involved in the on-the-job training of pre-reg pharmacists and the facilitation of small group tutorials for pre-reg and junior pharmacists. I’ve helped to develop in-house training programs for Year 3-4 pharmacists and clerkship training program for post-grad pharmacists.

I am interested in exploring how qualitative research can help to identify learning needs in both the preceptor and learner perspectives, to find out why certain methods may work better than others, and how to use qualitative research concepts to evaluate existing training programs. Beyond the field of education, there is the potential for qualitative research to evaluate the experience/emotions in the medication-taking process and how these emotions can affect medication taking behaviour and compliance.

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Reflection: I have better understanding on the purpose of qualitative research and knowing why qualitative research is increasingly common and its value in healthcare education. Qualitative research focus on how and why something works so as to build understanding of the concept. With that focus, qualitative research allows the researcher to gain additional insights by allowing the respondents to express their feelings and thoughts openly. Similarly, qualitative research also allows the researcher to observe for nonverbal body language and expression which cannot be achieved by quantitative research. Common methods such as In-depth interviews, focus group, case studies and open ended questions used in qualitative research to allow the researcher to answer the research question with adequate explanations and data collection. The challenges that I may have would be in choosing the appropriate sampling methods and how to code and analysis the information from the respondents; and lastly, when attempting to describe and explain relationship. Teaching role: I’m a clinican in a rehab seeting. I have been conducting ad hoc teaching for allied health professionals as well as nurses in sexuality awareness. As sexuality is a rather sensitive and taboo topic, I’m interested to know how can I use qualitative research to explain whether there is a relationship between increase awareness and healthcare professional confidence and willingness in addressing patient’s sexual concern proactively. 

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Reflection: I have better understanding on the purpose of qualitative research and knowing why qualitative research is increasingly common and its value in healthcare education. Qualitative research focus on how and why something works so as to build understanding of the concept. With that focus, qualitative research allows the researcher to gain additional insights by allowing the respondents to express their feelings and thoughts openly. Similarly, qualitative research also allows the researcher to observe for nonverbal body language and expression which cannot be achieved by quantitative research. Common methods such as In-depth interviews, focus group, case studies and open ended questions used in qualitative research to allow the researcher to answer the research question with adequate explanations and data collection. The challenges that I may have would be in choosing the appropriate sampling methods and how to code and analysis the information from the respondents; and lastly, when attempting to describe and explain relationship. Teaching role: I’m a clinican in a rehab seeting. I have been conducting ad hoc teaching for allied health professionals as well as nurses in sexuality awareness. As sexuality is a rather sensitive and taboo topic, I’m interested to know how can I use qualitative research to explain whether there is a relationship between increase awareness and healthcare professional confidence and willingness in addressing patient’s sexual concern proactively. 

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Reflection:
I teach acute paediatrics using simulation and work closely with simulated patients to teach communication skills. Qualitative research seems to evaluate the thought processes and individual perspectives in a specific experience. The data analysis seems daunting and the methodology is not prescriptive as it is in quantitative research. My main challenges are how to use a data analysis program, how to determine data saturation and how to present qualitative data coherently.

Proposal:
I have dabbled in qualitative research in a very superficial sense and have 2 outstanding projects. In one, data analysis has been completed with external help but has yet to be written up. The second is stuck at the data analysis phase. My hope is to complete these 2 projects after this workshop. I am also interested to explore how empathy in a clinical setting is perceived by an Asian population. Current literature focuses very much on the Western population and data from this exploration will guide how communication skills are taught in an Asian context.

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Take-home points and reflections from pre-reading:
1. The purpose of qualitative research is intrinsically different from quantitative research. It can be used to explore complex research questions that cannot be answered through quantitative methods. It seeks to explore hypotheses and varied viewpoints, and celebrates flexibility in order to elicit more diverse ideas.
2. The iterative process is new and interesting to me - being able to generate new ideas during the research process and being able to tweak the sampling method and interview content along the way.
3. While sometimes perceived as being "subjective", there are ways to ensure rigor and "trustworthiness" of a qualitative study. In fact, the "subjective" nature of qualitative studies and the emphasis on each individual response makes the study results richer and more personal.

Teaching involvement:
I'm a palliative care physician involved in teaching junior doctors, medical students, nurses, and allied health professionals about palliative care, which involves a comprehensive exploration of the physical, psychological, social, and spiritual issues of patients at the end of life.

Proposal:
I hope to learn more about how to use qualitative methods for research in my current setting. Specifically, I'm currently looking to evaluate effectiveness of a training program we devised for junior doctors and residents to explore spirituality with patients at the end of life. A mixed methods approach is proposed, with the qualitative component involving in-depth interviews with the junior doctors on their experience with exploring spirituality with patients and their opinions on the training program. Subsequently, we are also looking to study the perceptions of patients on the exploration of spiritual issues by their healthcare providers and whether it leads to tangible improvement in their spiritual well-being.

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Qualitative research workshop pre-course prep

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Qualitative research workshop pre-course prep

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From the brief reading of the articles (couldn't access the 3rd article from Academic Medicine, 2014) and also e-learning from the Alice Lee Centre for Nursing Studies, I feel that I may have been using a few methods of qualitative research informally throughout these past few years without realising that they are part of qualitative research! Focus group discussion, semi-structured interviews and observations are quite often done when effectiveness of staff training (e.g. nursing home nurses training in end of life care) were being evaluated. I still have a lot more to learn e.g. the sampling methods, coding, data analysis and writing of results which are so different from the quantitative research that I am used to.

I am a clinician from hospital leading collaborative projects with community partners e.g. end of life care and quality improvement projects in nursing homes, dementia training for community partners. I also teach LKC medical undergraduates for community care, and also guide medical students, medical officers and nurses rotated to our community postings. I am keen to see how qualitative research can help me in assessing training/ learning effectiveness and also what are the barriers to effective training and learning in the community setting for healthcare workers.

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Qualitative Research Workshop Pre-course Prep

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Qualitative Research Workshop Pre-course Prep

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I am currently a senior resident in Paeds and a clinical lecturer mainly teaching Paediatrics to the M3/M5 students at YLLSOM. I teach both small and large groups and also conduct Paeds revision lectures for the pre-MBBS students.

I am very interested in the area of reflection in professional development and have conducted some departmental workshops for the junior residents in my department to teach them the art of writing reflections. I have conducted several surveys and also pre- and post-workshop questionnaires as a quantitative measure of some of the techniques used to help practitioners reflect better. I am interested in how I can use a qualitative technique to complement my research on the use of reflection in the professional development of clinicians.

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Previously when I was an inpatient pharmacist, I had to teach pre-reg pharmacists and pharmacy students on-the-job. I also used to run classroom teaching on specific clinical topics for them. Now I do it more on an adhoc basis e.g. to model how to do it to a new trainer.

My current role is more to manage/lead the pharmacy training programmes, specifically the prereg training programme and entry-level pharmacy technician training programme. I do department CE sessions occasionally to ‘upskill’ my colleagues on teaching/training matters but I feel that I coach more than I teach nowadays because it is difficult to teach people how to teach and behave through lectures. I review and manage trainee feedback.

My primary push to sign up for this workshop is that public healthcare is looking at implementing portfolios as CPD for advanced practice pharmacists. I’ve seen how traumatic its implementation can be and I’m thinking of doing a prospective qualitative study to track the experiences of my colleagues who will be put through the pilot phase.

Key take-aways from articles:
·         Quantitative research does not always explain why certain interventions work or why certain phenomena occur in particular settings/under particular circumstances. Qualitative research complements by providing insight to the ‘why’.

·         Qualitative research is good to study complex phenomena/interventions, hidden reasons and when human behavior/thoughts/feelings are involved. Humans are complex!

·         Contextualisation is very important in the interpretation and analysis of qualitative data.

·         Qualitative research is important in educational research as it takes individual circumstances/opinions/contexts into account. In education, what works for one person may not work for another and it is important to understand why so that no one is left behind.