Twelve tips for conducting qualitative research interviews

McGrath, Cormac; Palmgren, Per J.; Liljedahl, Matilda

doi:10.1080/0142159x.2018.1497149

Cited by 422 publications

(346 citation statements)

References 25 publications

Supporting

Mentioning

289

Contrasting

Unclassified

Order By: Relevance

“…or "Could you describe how you felt at that time?" Different questions were then formulated according to students' narratives and responses (Silverman 2006, McGrath, Palmgren, andLiljedahl 2018). All data collection, including observations, interviews, and coding were done by AM, while categories and content analysis were checked together with DW and discussed until consensus was reached.…”

Section: Methodsmentioning

confidence: 99%

“…We began with looking at how students expressed their feelings and analyzed how they reflected on their emotions, and then made a categorization based on their objects of reflection (Ottesen 2007, Schutz et al 2006. Interpretations of transcripts were sent to participants to ensure their own meanings and perspectives are correctly represented (Tong et al 2012, O'Brien et al 2014, McGrath, Palmgren, and Liljedahl 2018. All participants responded positively, and Indonesian participants have suggested minor corrections for the English translation of terminologies and nuances.…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Ethics education should make room for emotions: a qualitative study of medical ethics teaching in Indonesia and the Netherlands

Muhaimin

Hoogsteyns

Willems

2019

International Journal of Ethics Education

View full text Add to dashboard Cite

Studies have shown that students may feel emotional discomfort when they are asked to identify ethical problems which they have encountered during their training. Teachers in medical ethics, however, more often focus on the cognitive and rational ethical aspects and not much on students' emotions. The purpose of this qualitative study was to explore students' feelings and emotions when dealing with ethical problems during their clinical training and explore differences between two countries: Indonesia and the Netherlands. We observed a total of eighteen ethics group discussions and interviewed fifteen medical students at two medical schools. Data were interpreted and analyzed using content analysis. We categorized students' negative emotions based on their objects of reflection and came up with three categories: emotions concerning their own performance, emotions when witnessing unethical behaviors, and emotions related to barriers and limitations of their working environment. Our study suggests that addressing emotional responses in a culturally sensitive way is important to develop students' self-awareness. Teachers should be able to guide students to reflect on and be critical of their own thoughts and emotions, to understand their own moral values, especially when confronted with other individuals.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Ethics education should make room for emotions: a qualitative study of medical ethics teaching in Indonesia and the Netherlands

Muhaimin

Hoogsteyns

Willems

2019

International Journal of Ethics Education

View full text Add to dashboard Cite

show abstract

“…Member checking may be done for a number of reasons; to review transcripts to consider if their words match their intended meaning, to check the accuracy of the interview transcript or to validate the researchers findings. (Varpio et al, 2017;McGrath, Palmgren and Liljedahl, 2018). One possible challenge with this method is how to handle the situation if the participant wishes that the record be altered such that the content becomes substantively different.…”

Section: Member Checkingmentioning

confidence: 99%

“…In medical education research, interviews are a near ubiquitous data collection tool (McGrath, Palmgren and Liljedahl, 2018). Interview techniques include structured, unstructured and semi-structured interviews, and they may be combined with other observational data collection methodologies (DiCicco-Bloom and Crabtree, 2006;Jamshed, 2014;McGrath, Palmgren and Liljedahl, 2018). Interviews can address a broad range of quantitative or qualitative oriented research questions, and may be used on their own or as part of a mixed methods approach (Banner, 2010).…”

Section: Introductionmentioning

confidence: 99%

Data sharing in qualitative research: opportunities and concerns

McGrath¹,

Nilsonne²

2018

MedEdPublish

Self Cite

View full text Add to dashboard Cite

Data sharing is increasingly practiced by researchers and mandated by research funders as well as scientific journals. However, data sharing within qualitative research paradigms is less common, and sharing interview data has particular challenges. Earlier debate has pointed to the value of data sharing for discouraging research fraud and permitting critical scrutiny. We elaborate on this discussion by highlighting the value of data sharing for cumulative science, for re-use, and to maximise the value of the participants' contribution. We review methods and possibilities for sharing interview data, and give concrete recommendations for mitigating risks to the participants. In conclusion, we find that sharing of interview data is possible, valuable, and ethical, and serves a purpose for both journals and researchers.

show abstract

“…Similarly, Bordage criticised the lack of explicit statements regarding the types of conceptual frameworks used in medical education research. Nevertheless, some researchers acknowledge difficulties when moving between scientific paradigms, particularly when moving from positivist to social constructivist or social science‐oriented paradigms; many novice researchers in medical education may experience difficulties during their encounters with new theories and methodologies . Theory develops through an iterative process whereby ideas are tested, empirical data assessed and the theory gradually becomes more sophisticated .…”

Section: Introductionmentioning

confidence: 99%

You say it, we say it, but how do we use it? Communities of practice: A critical analysis

2019

Self Cite

View full text Add to dashboard Cite

Objectives As educational theories are increasingly used in medical education research there are concerns over how these theories are used, how well they are presented and what the authors intend. Communities of practice (CoP) is one example of an often‐used theory and conceptual framework. This paper presents a critical analysis of how CoP theory is used in medical education research. Methods A critical literature analysis was undertaken of articles published between 1998 and 2018 in eight internationally recognised medical education journals. From a total of 541 articles, 80 articles met the inclusion criteria and were analysed and mapped according to various patterns of use. Results We discerned five categories of use, two misleading and cosmetic, off target and cosmeticising, and three functional, framing, lensing and transferring. A considerable number of articles either misrepresented the point of communities of practice or used it in a cosmetic fashion. The remainder used the theory to frame an ongoing study in relation to other work, as a lens through which to design the study and collect or analyse data, or as a way of discussing or demonstrating the transferability of the findings. Conclusions We conclude that almost half of the reviewed articles did not offer a functional and rigorous definition of what is meant by CoP; instead, they used it in a potentially misleading or cosmetic manner. This study therefore calls on editors, reviewers and authors alike to increase clarity and quality in the application of CoP theory in medical education.

show abstract

Twelve tips for conducting qualitative research interviews

Cited by 422 publications

References 25 publications

Ethics education should make room for emotions: a qualitative study of medical ethics teaching in Indonesia and the Netherlands

Ethics education should make room for emotions: a qualitative study of medical ethics teaching in Indonesia and the Netherlands

Data sharing in qualitative research: opportunities and concerns

You say it, we say it, but how do we use it? Communities of practice: A critical analysis

Contact Info

Product

Resources

About