Case study research: Building the occupational therapy evidence base one case at a time

McQuaid, Leona; Thomson, Katie; Bannigan, Katrina

doi:10.1080/11038128.2022.2039758

Cited by 4 publications

(12 citation statements)

References 73 publications

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“…The use of an interpretative case study allowed the researchers to deeply explore the multifaceted challenges of SMTs in addressing learner academic performance (Schoch, 2020). A rich exploration of various dynamics, such as administrative decisions, leadership styles, resource allocation, community engagement, and pedagogical initiatives, is facilitated by this approach (McQuaid et al, 2023). As advocated by Mkhabele (2022), within the specific socioeconomic, cultural, and educational context of rural schools in the Mopani-West District, employing this method enabled a nuanced understanding of how SMTs function.…”

Section: Methodsmentioning

confidence: 99%

Investigation into the Challenges Experienced by School Management Teams (SMTs) Post-Pandemic in Rural High Schools in the Mopani-West Education District

Sibuyi,

Segooa,

Molise

et al. 2024

RESSAT

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The purpose of this study was to investigate the challenges faced by SMTs in dealing with poor academic performance in the Mopani-West District of Limpopo Province, South Africa. Studies have indicated that schools in rural areas fail to meet their full potential due to a combination of factors including insufficient instructional resources, shortage of qualified educators, insufficient infrastructure, and poverty and inequality. The study adopted a qualitative approach following an interpretative case study design. Using purposive sampling a total of 18 participants, comprising six principals, six departmental heads, and six learners who met the research criteria were selected. The study sample included one principal, one departmental head, and one learner from each of these six schools in the Mopani-West District. Three schools from the sample were identified as high-performing, while the other three were identified as underperforming. Data were elicited using semi-structured interviews, followed by thematic data analysis to unveil rich narratives and patterns within the research inquiries. The findings of the study revealed that resource scarcity in schools significantly hampered the quality of education. Issues such as insufficient teaching materials, a shortage of teachers, and the absence of technology create stark disparities between less and more privileged schools. The study also highlighted the impact of inadequate infrastructure on learning as one of the pressing concerns that compromise quality teaching and learning. Recommendations were made accordingly.

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Section: Methodsmentioning

confidence: 99%

Investigation into the Challenges Experienced by School Management Teams (SMTs) Post-Pandemic in Rural High Schools in the Mopani-West Education District

Sibuyi,

Segooa,

Molise

et al. 2024

RESSAT

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“…A critical case story design was selected as the first step to explore the clinical utility of the PRPP Assessment when used with Aboriginal and Torres Strait Islander peoples in the Northern Territory of Australia. The use of case studies is recognised as an important research method to evaluate and understand occupational therapy practice and to build the evidence base (McQuaid et al, 2022). In this paper, the term 'case stories' is preferred and used, rather than case studies, as a mark of respect to the participants who are sharing their stories.…”

Section: Methodsmentioning

confidence: 99%

Using the Perceive, Recall, Plan and Perform Assessment of cognitive strategy use with Aboriginal and Torres Strait Islander peoples: Initial exploration of clinical utility

Smith

Ranka

Nott

2023

Aus Occup Therapy J

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Introduction Culturally safe and meaningful cognitive assessment methods for use with Aboriginal and Torres Strait Islander peoples are scarce. Concerns are raised regarding the efficacy of existing methods in cross‐cultural contexts. The Perceive, Recall, Plan and Perform (PRPP) Assessment offers a person‐centred alternative whereby cognitive strategy application is examined during performance of culturally relevant everyday tasks. This paper explores its use with Aboriginal and Torres Strait Islander peoples in Australia. Methods A critical case study design was applied to examine the effectiveness and relevance of the PRPP Assessment with two Aboriginal Australian people in the Northern Territory of Australia. ‘Ivan’ and ‘Jean’ were each receiving occupational therapy through a rehabilitation service over a 6‐month period following acquired brain injuries. Ivan and Jean were assessed performing everyday tasks of interest and importance to them as part of routine care. A partnership approach was adopted throughout the process, and both consented to their stories being told. Results The PRPP Assessment was able to measure changes in Ivan's and Jean's cognitive strategy use and its impact on performance of meaningful tasks. Ivan demonstrated a 46% increase in performance mastery and a 29% increase in cognitive strategy use with most improvements identified in his ability to sense information, initiate action, and continue performance. Jean demonstrated a 71% increase in performance mastery and a 32% increase in cognitive strategy use. Her greatest improvements were in the ability to recall schemes, self‐evaluate, and initiate action. Conclusion The two critical case stories shared in this study suggest that the PRPP Assessment has emerging evidence of clinical utility when used with Aboriginal people with acquired brain impairment. The information gained revealed strengths in performance; it was effective in measuring change in cognitive strategy use, was able to inform the goal setting process, and guided intervention to support cognitive strategy use during task performance.

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“…This is comparable to the ‘complexity turn’ of wider health and social care which acknowledges that interventions are not always linear processes with predictable outcomes [ 10 ]. In recognition of this, debate exists in occupational therapy about how best to develop the evidence base [ 11 ]. Whilst the need for large-scale inquiry and randomized controlled trials is evident, there is also a growing perception that this may not be appropriate to answer the full spectrum of practice-based questions [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

“…Instead, the research method adopted should respond appropriately to the question being asked and often a range of methods may be necessary. In particular for occupational therapy, researchers should consider designs carefully, particularly when testing interventions, so the holistic nature of practice is not compromised [ 11 ]. A shift to a pluralistic approach which best serves the decision-making needs of practitioners may be more appropriate [ 12 , 13 ].…”

Section: Introductionmentioning

confidence: 99%

“…Case study methodology—an in-depth analysis of a phenomenon within its real-world context [ 14 ]—has become increasingly popular in social sciences and is beginning to generate greater interest in occupational therapy [ 11 , 15 ]. Focus on a single case in context presents a familiar and therefore potentially feasible approach to research for practitioners.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the contribution of case study research to the evidence base for occupational therapy: a scoping review

McQuaid,

Thomson,

Bannigan

2023

Syst Rev

Self Cite

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Background Case study research is generating interest to evaluate complex interventions. However, it is not clear how this is being utilized by occupational therapists or how feasible it is to contribute to the evidence base. This scoping review explores case study research within occupational therapy in terms of how it is defined, the methodological characteristics adopted, such as data collection and analysis, and the range of practice contexts in which it is applied. We consider the viability of case study research for contributing to our evidence base. Methods Opinion, text and empirical studies within an occupational therapy practice context were included. A three-step extensive search following Joanna Briggs Institute methodology was conducted in June 2020 and updated in July 2021 across ten databases, websites, peer-reviewed and grey literature from 2016 onwards. Study selection was completed by two independent reviewers. A data extraction table was developed and piloted and data charted to align with research questions. Data extraction was completed by one reviewer and a 10% sample cross checked by another. Results Eighty-eight studies were included in the review consisting of (n = 84) empirical case study and (n = 4) non-empirical papers. Case study research has been conducted globally, with a range of populations across different settings. The majority were conducted in a community setting (n = 48/84; 57%) with populations experiencing neurodevelopmental disorder (n = 32/84; 38%), stroke (n = 14/84;17%) and non-diagnosis specific (n = 13/84; 15%). Methodologies adopted quantitative (n = 42/84; 50%), mixed methods (n = 22/84; 26%) and qualitative designs (n = 20/84; 24%). However, identifying the methodology and ‘case’ was a challenge due to methodological inconsistencies. Conclusions Case study research is useful when large-scale inquiry is not appropriate; for cases of complexity, early intervention efficacy, theory testing or when small participant numbers are available. It appears a viable methodology to contribute to the evidence base for occupation and health as it has been used to evaluate interventions across a breadth of occupational therapy practice contexts. Viability could be enhanced through consistent conduct and reporting to allow pooling of case data. A conceptual model and description of case study research in occupational therapy is proposed to support this. Systematic review registration Open Science Framework 10.17605/OSF.IO/PCFJ6.

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Case study research: Building the occupational therapy evidence base one case at a time

Abstract: Background: There is growing recognition in healthcare that evidence from randomised controlled trials may not be appropriate to answer the full spectrum of practice-based questions and a more pluralistic approach is needed.

Cited by 4 publications

References 73 publications

Investigation into the Challenges Experienced by School Management Teams (SMTs) Post-Pandemic in Rural High Schools in the Mopani-West Education District

Investigation into the Challenges Experienced by School Management Teams (SMTs) Post-Pandemic in Rural High Schools in the Mopani-West Education District

Using the Perceive, Recall, Plan and Perform Assessment of cognitive strategy use with Aboriginal and Torres Strait Islander peoples: Initial exploration of clinical utility

Exploring the contribution of case study research to the evidence base for occupational therapy: a scoping review

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