Q Methodology and Q-Perspectives® Online: Innovative Research Methodology and Instructional Technology

Walker, B.; Lin, Yan; McCline, Richard M.

doi:10.1007/s11528-018-0314-5

Cited by 15 publications

(7 citation statements)

References 17 publications

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“…4,41 Assessment and evaluation tools for assessing patients’ needs and an easy identification of literacy level need to be developed for application in busy practice settings. 16,32,44 Proactive health care professionals with person-centered communication skills would be helpful to identify hidden patients’ education needs as well. 16,32,45 Additionally, improving digital health literacy for patients 46 and training for health care professionals to adequately respond to patients’ e-health activities and provide emotional support via an e-platform is necessary in future diabetes education.…”

Section: Discussionmentioning

confidence: 99%

Q-Methodology and Psychological Phenotyping to Design Patient-Centered Diabetes Education for Persons With Type 2 Diabetes on Insulin Therapy

Cha

Shin

Smart

et al. 2022

The Science of Diabetes Self-Management and Care

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Purpose The purpose of this study was to identify the psychological phenotypes of persons with type 2 diabetes (T2D) on insulin therapy to better inform personalized diabetes education strategies to improve self-management behaviors. Methods Q-methodology, a research approach combining the quantitative rigor of statistical analysis with qualitative data on perception of diabetes self-management by persons with T2D on insulin therapy, was used. The Summary of Diabetes Self-Care Activity measure and A1C in the past 6 months were used to further describe self-management behaviors of each P-sample, Q-sorter. Of 160 statements, 33 Q-sample statements were selected as Q-set. Then, 37 P-samples (24 men; 13 women) were recruited from a university-affiliated diabetes clinic in South Korea. Data obtained from each P-sample with a Q-set and a Q-sorting table, a forced-choice normal distribution table, were analyzed using varimax rotation. Results Forty-one percent of the variance was explained with 5 factors represented by 27 Q-sorters, explaining variance ranging from 5% to 17% for each factor: Factor A (n = 6): those showing self-management education need but possessing inadequate health literacy; Factor B (n = 4): those valuing lifestyle modification to control diabetes; Factor C (n = 5): those valuing antidiabetic medication to control diabetes; Factor D (n = 6): carpe diem, accepting diabetes as destiny; and Factor E (n = 6): those overestimating their competencies to control diabetes. Ten Q-sorters fell into either confounded or nonsignificant. Conclusions Tailoring messages and educational approaches based on patients’ psychological phenotypes are necessary to promote optimal self-management behaviors.

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Section: Discussionmentioning

confidence: 99%

Q-Methodology and Psychological Phenotyping to Design Patient-Centered Diabetes Education for Persons With Type 2 Diabetes on Insulin Therapy

Cha

Shin

Smart

et al. 2022

The Science of Diabetes Self-Management and Care

View full text Add to dashboard Cite

show abstract

“…There are some studies in the literature that have focused on online Q methodology [28][29][30][31][32]. However, the focus of these studies was on the topic of the study and not on the online Q methodology process itself.…”

Section: Discussionmentioning

confidence: 99%

“…Walker and his group [31] tested a software called Q-Perspectives, and Lutfallah and Buchanan [32] tested a software called QMethod; both of these allowed participants to complete the Q sort on a computer instead of relying on paper-based data collection. Their aim was to reduce the Q methodology researcher workload when collecting and analysing data, as those researchers who use the face-to-face Q methodology have to initially record the participants' answers in the Q sort activity and then manually enter all the data gathered into the analysis software.…”

Section: Discussionmentioning

confidence: 99%

Q Methodology in the COVID-19 Era

et al. 2021

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All face-to-face studies were affected by the COVID-19 pandemic, as they could not be run in person due to rules and guidance linked to social distancing which were in force during the outbreak. Finding and testing an available COVID-secure approach for both participants and researchers was important as was the need to continue conducting such studies during this critical time. At present, the extant literature indicates a clear gap in research that elucidates how to carry out a Q methodology study online, step by step. This paper describes an option for online Q methodology using an approach that simulates all of the steps performed in a face-to-face setting using an open-source software known as Easy-HtmlQ. Using a case study in telemedicine adoption as illustration, this paper also considers the perspective of both research participants and Q methodology researchers via semi-structured interviews. Using Easy-HtmlQ V1.1 in online Q methodology studies appears to be an affordable, practical and user-friendly solution. Some of the benefits associated with running Q methodology studies online were the decreased costs, enabling the recruitment of wider number of participants, providing a COVID-19-secure environment and offering convenience to both participants and researchers during the research process. The findings of this study may contribute to increasing the number of online Q methodology studies in the future, as it has succeeded in offering a feasible approach for Q methodology researchers.

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“…Ramlo [41] used it to study campus stakeholders' different perspectives of free speech. Walker, Lin, and McCline [42] made the Q methodology more accessible by using the Q-Perspectives ® Online tool in face-to-face, flipped, and online classrooms.…”

Section: Q Methodology For Analyzing Students' Perceptionmentioning

confidence: 99%

Students’ Perception of Using Digital Badges in Blended Learning Classrooms

et al. 2019

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A digital badge system with a leaderboard ranking was implemented in an 18-week course offered by a Chinese mainland university during the 2018 Spring Semester. Fifty-four junior college students participated in this study, and the learning activities were based on a combination of online and offline methods using the Moodle system. The purpose of the study was to explore these college students’ perception of digital badges in blended learning classrooms as well as their perception of digital badges in general. Q methodology was used in a single case study of the students’ subjective experience of digital badges, and thirty-six Q-statements were selected after a comprehensive reflection of their views of digital badges. The participants were asked to sort the statements to model their opinion in a modified rank-order procedure. Twenty-two valid sorts were entered for the analysis, and three factors were identified to represent groups of participants with similar views. The results are discussed based on the views of students at a local university in mainland China and the way their demographic characteristics related to their perception of digital badges.

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Q Methodology and Q-Perspectives® Online: Innovative Research Methodology and Instructional Technology

Cited by 15 publications

References 17 publications

Q-Methodology and Psychological Phenotyping to Design Patient-Centered Diabetes Education for Persons With Type 2 Diabetes on Insulin Therapy

Q-Methodology and Psychological Phenotyping to Design Patient-Centered Diabetes Education for Persons With Type 2 Diabetes on Insulin Therapy

Q Methodology in the COVID-19 Era

Students’ Perception of Using Digital Badges in Blended Learning Classrooms

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