Using Reflexivity to Optimize Teamwork in Qualitative Research

Barry, Christopher; Britten, Nicky; Barber, Nick; Bradley, Colin; Stevenson, Fiona

doi:10.1177/104973299129121677

Cited by 564 publications

(535 citation statements)

References 15 publications

Supporting

Mentioning

527

Contrasting

Unclassified

Order By: Relevance

“…Additionally, we sought to manage our influence on data analysis through constant grounding in the data and collective group discussions of emerging analytic thoughts. Barry et al (1999) have argued that a team can improve the rigour of qualitative analysis and foster conceptual thinking compared to individuals working alone; our experiences resonated with this in that having four people involved in analysis precluded one dominant orientation to the data and prompted a good level of checking with the data to enable consensus.…”

Section: Limitationsmentioning

confidence: 78%

How Is Stress Reduced by a Workplace Mindfulness Intervention? A Qualitative Study Conceptualising Experiences of Change

et al. 2017

View full text Add to dashboard Cite

Mindfulness-based interventions are effective as curative and preventative approaches to psychological health. However, the mechanisms by which outcomes are secured from such interventions when delivered in the workplace, and to a stressed workforce, are not well understood. The aim of the present study was to elicit and analyse accounts from past participants of a workplace mindfulness intervention in order to generate a preliminary model of how positive benefits appear to be secured. In-depth, semi-structured interviews were completed with 21 employees of a higher education institution who had completed an eight-week intervention based on Mindfulness-Based Stress Reduction, adapted for the workplace. Interviews invited participants to recount their experiences of the intervention and its impact, if any, on their work life. Aspects of the interview data that pertained to intervention experience and positive benefits were analysed using a version of grounded theory, leading to the generation of a provisional model of how positive change occurred. The model suggests that discrete, temporal experiences build on each other to generate multiple, positive benefits. As anticipated in mindfulness-based interventions, enhanced attentional capacity was important, but our provisional model also suggests that resonance, self-care, detection of stress markers, perceiving choice, recovering self-agency and upward spiralling may be central mechanisms that lead to positive outcomes. Understanding mechanisms of change may help support participant engagement and trust in work-based mindfulness programmes, and enhance participants' ability to apply mindfulness in their work life.

show abstract

Section: Limitationsmentioning

confidence: 78%

How Is Stress Reduced by a Workplace Mindfulness Intervention? A Qualitative Study Conceptualising Experiences of Change

et al. 2017

View full text Add to dashboard Cite

show abstract

“…Most well-functioning teams meet regularly and spend some of their meeting time discussing how the collaboration is going, reviewing group process, expectations, roles and responsibilities, and then addressing areas in need of improvement [13]. This makes raising issues feel like much less of a personal attack than it would if problems were never identified or discussed.…”

Section: Essay/opinion Piecementioning

confidence: 99%

“…I'm a strong scientist and I'd much rather focus on my own work, which is not only very exciting, but very important. [13]. This means we have to spend lots of time together talking about ourselves, our scientific backgrounds, our career goals, and our epistemology (whatever that is).…”

Section: Essay/opinion Piecementioning

confidence: 99%

Dear Doc: advice for collaborators

Gadlin

Bennett

2012

Behav. Med. Pract. Policy Res.

View full text Add to dashboard Cite

Years ago, when Doc was a junior faculty member she became aware of a situation that changed her life. An extremely well-known senior scientist in her department took the data of a graduate student and published it in a very significant, oft-cited paper without crediting the student in any way. That this action had the tacit approval of the department chair was confusing. Dismayed by this violation of trust and feeling powerless to intervene, she decided to become the Dear Abby of Science. Working in the lab during the day she was becoming a world-renowned researcher as well as a highly revered mentor to younger scientists. At night, disguised as Dr. Doc she began advising other researchers who were looking for help with their sticky situations. As word of mouth spread about Doc more and more researchers sought out her advice about a wide range of problems in their labs and in their collaborations. She is currently entertaining a proposal from a collaborative group of editors from high-impact journals to develop a web presence that would offer insightful advice to struggling scientific collaborators around the world. The following is a selection of letters from Doc's files focused on collaboration. The names and details in the letters have been changed to protect confidentiality. KEYWORDSCollaboration, Team science, Trust, Vision, Expectations, Collaborative agreement, Pretenure a g r e e m e n t , M a n a g i n g c o n fl i c t , P r o m o t i n g disagreement, Diversity, Power Dear Doc, I got involved with another person on a research project about a year ago. We worked together on the experiments, have had great conversations about results, and have even talked about next steps. Everything seemed so great; we really were getting along and seemed to really understand each other. Then, without any warning she sends me a draft of a paper, with her name last and one of her postdocs as first author and says she'd like my review quickly because she wants it submitted in time to be considered for her upcoming review.

show abstract

“…Interpreting data via group exercises has afforded participants the opportunity to hear the contrasting/ contradictory perceptions of different people of the same interview or focus group excerpts.These exercises have highlighted the analytic potential of reflexivity, whereby coders and analysts working together need to take account of each other's differing taken-for-granted assumptions and values (Barry et al, 1999). Participants see, when making sense of their data and formulating explanations and recommendations, how they can draw on the disciplinary knowledge of other colleagues whilst bringing their own disciplinary background, training and personal biography to bear.…”

Section: Experiential Learningmentioning

confidence: 99%

A reflection on ten years experience of providing qualitative research training in primary care

Featherstone

Barbour

Garner³

2007

PHC

View full text Add to dashboard Cite

Aims: To gain structured feedback on a qualitative research methods training programme delivered to primary care researchers over a period of ten years. To examine dilemmas and challenges and how these had been resolved. To examine how the programme could be further developed. Background: The Wolds Primary Care Research Network's (WoReN) qualitative research methods training programme was developed and evolved in response to the needs of primary care practitioners and researchers and the NHS Research Agenda. Methods: Information on participants' professional backgrounds: which workshops they attended; their evaluation sheets, comments; and personal appraisals were collected from 1996 to 2006. Structured telephone conversations with a number of participants and ongoing informal feedback from participants added to this information. Numbers and ranges of professionals attending workshops were ascertained, how far they travelled to workshops and further degrees obtained by them, within the decade, were also noted. Findings: We found a lack of similar training elsewhere. A wide range of people attended workshops, especially general practitioners (GP) and academic researchers. Other practitioners were a significant presence however, and included nurses, pharmacists, health visitors and professions allied to medicine. Participants were prepared to attend extended workshops and to travel significant distances to them. Participants preferred a continuous cycle of workshops rather than discreet sessions, in order for them to consolidate their learning and to develop at their own pace. Practical exercises reflecting the qualitative research process were considered very conducive to learning and participants also appreciated one-to-one consultations about their work and longer-term, ongoing support as they progressed through their projects. Workshop design needed to continually reflect the changing requirements of participants, employers, funders, potential trainers and national NHS requirements. A new audience for training was identified in supervisors not versed in the qualitative paradigm.

show abstract

Using Reflexivity to Optimize Teamwork in Qualitative Research

Cited by 564 publications

References 15 publications

How Is Stress Reduced by a Workplace Mindfulness Intervention? A Qualitative Study Conceptualising Experiences of Change

How Is Stress Reduced by a Workplace Mindfulness Intervention? A Qualitative Study Conceptualising Experiences of Change

Dear Doc: advice for collaborators

A reflection on ten years experience of providing qualitative research training in primary care

Contact Info

Product

Resources

About