Peer interviewing in medical education research: experiences and perceptions of student interviewers and interviewees

Abstract

BackgroundInterviewing is one of the main methods used for data collection in qualitative research. This paper explores the use of semi-structured interviews that were conducted by students with other students in a research study looking at cultural diversity in an international medical school. Specifically this paper documents and gives ‘voice’ to the opinions and experiences of interviewees and interviewers (the peers and the communities) on the value of peer interviewing in the study and outlines (1) the preparation made to address some of the foreseen challenges, (2) the challenges still faced, and (3) the benefits of using peer interviews with respect to the research study, the individual and the institution.MethodsPeer interviewing was used as part of a two-year phased-study, 2012–2013, which explored and then measured the impact of cultural diversity on undergraduate students in a medical higher education institution in Ireland. In phase one 16 peer interviewers were recruited to conduct 29 semi-structured interviews with fellow students. In order to evaluate the peer interviewing process two focus group discussions were he ld and an online survey conducted.ResultsKey findings were that substantial preparations in relation to training, informed consent processes and addressing positionality are needed if peer-interviewing is to be used. Challenges still faced included were related to power, familiarity, trust and practical problems. However many benefits accrued to the research, the individual interviewer and to the university.ConclusionsA more nuanced approach to peer interviewing, that recognises commonalities and differences across a range of attributes, is needed. While peer interviewing has many benefits and can help reduce power differentials it does not eliminate all challenges. As part of a larger research project and as a way in which to get ‘buy-in’ from the student body and improve a collaborative research partnership peer interviewing was extremely useful.

(How) do medical students regulate their emotions?

“…For this reason, we decided that engaging other medical students to act as interviewers would be less confrontational for participants, enabling them to share possible disturbing emotions and experiences [21]. …”

The impact of using peer interviewers in a study of patient empowerment amongst people in cancer follow‐up

“…The academic researcher did not have any personal experiences of illness to bring to the interview, but drew on other experiences to develop a sense of "commonness." Without negating the power of shared illness experiences, these findings illustrate the importance of considering similarities and differences at a range of levels 23 and open up for a broader discussion of insider/outsider perspectives in peer interviews.…”

“…These differences were supported by the qualitative reading of the interview transcripts which showed that peer interviewers generally inserted more information about themselves into the interviews than the academic researcher, but that the different types of peer interviewers also varied widely in their approach. The academic researcher did not have any personal experiences of illness to bring to the interview, but drew on other experiences to develop a sense of “commonness.” Without negating the power of shared illness experiences, these findings illustrate the importance of considering similarities and differences at a range of levels and open up for a broader discussion of insider/outsider perspectives in peer interviews. As noted by Thomson et al and Greene et al, it is often highly complex to determine what constitutes a “peer,” as peer interviewers may have certain characteristics in common with their interviewees, but may also differ significantly in others.…”

What influences students in their development of socio-emotional intelligence whilst at university?

“…Byrne et al (2015, p. 7) assert that peer interviewing is beneficial to reduce, although not eradicate, 'power differentials.' Having had the same types of work experiences made it easier to explore and gain a depth of understanding around lived experiences in the interview process (Byrne et al, 2015).…”