Qualitative Methods and Process Evaluations
| Module title | Qualitative Methods and Process Evaluations |
|---|---|
| Module code | HPDM055 |
| Academic year | 2021/2 |
| Credits | 15 |
| Module staff | Professor Julia Frost (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 5 |
Module description
This module aims to equip you as a health services researcher with both the fundamental and advanced knowledge, understanding and skills to plan and undertake qualitative analyses in applied health care research. You will also critically evaluate the place of process evaluations within experimental designs to clarify causal mechanisms associated with variation in outcomes.
Module aims - intentions of the module
You will develop competences in the design, analysis and interpretation of qualitative data suitable for a range of health services research study designs. You will develop an understanding of how to apply in depth and systematic knowledge to manage and perform research with technical expertise in qualitative methods. You will be able to design a basic process evaluation to examine how a complex intervention operates.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Understand the contribution of primary and secondary qualitative methods to the study of complex interventions
- 2. Recognise how process evaluations can be used to investigate mechanisms of change associated with complex healthcare interventions
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Explore the relationship(s) between methodology and method(s)
- 4. Apply in depth and systematic knowledge to perform specialist research skills with technical expertise.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. Understand the strengths and limitations of various qualitative methodologies and process evaluation designs
- 6. Competently analyse and synthesise primary and secondary qualitative data
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
Methods of qualitative data collection (interviews, focus groups, ethnography)
Qualitative data analysis process
Identifying qualitative studies for review
Qualitative synthesis (Meta-ethnography)
Process evaluation
The following approaches might be applied if necessary due to Covid19:
- Face-to-face scheduled lectures may be replaced by short pre-recorded videos for each topic (15-20 minutes) and/or brief overview lectures delivered via MS Teams/Zoom, with learning consolidated by self-directed learning resources and ELE activities.
- Small-group discussion in tutorials and seminars may be replaced by synchronous group discussion on Teams/ Zoom; or asynchronous online discussion, for example via Yammer or ELE Discussion board
- Workshops involving face-to-face classroom teaching may be replaced by synchronous sessions on Teams/Zoom; or Asynchronous workshop activities supported with discussion forum
- Skills workshops involving practical skills acquisition demonstrations may be replaced by short pre-recorded videos as pre-learning; or workshop via Teams/Zoom.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 40 | 110 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning & teaching activities | 12 | Lectures, seminars, master-classes to enhance learning through introduction to key topics, specialist areas and role models and diversity of contexts and outcomes. |
| Scheduled learning & teaching activities | 28 | Group discussions, practical exercises, simulated case-studies and engagement with real-world scenarios to foster experiential learning with opportunities for peer and tutor feedback |
| Guided independent study | 66 | Web-based learning; resource gathering and in-depth reading during the period of module delivery |
| Guided independent study | 44 | Preparation and writing of assignments. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Practical exercises | Various and ongoing | 1-6 | Verbal/written |
| Small group work | Various and ongoing | 1-6 | Verbal/written |
| Case-based discussions | Various and ongoing | 1, 2, 5, 6. | Verbal/written |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Coursework essay | 100 | 2000 words (maximum) | 1-6 | Written |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Coursework essay | Coursework essay | 1-6 | August/September Referral/Deferral period |
Re-assessment notes
Same as the original summative assessment, to include response to the written feedback and undertaken during the University’s agreed referral/deferral period.
Indicative learning resources - Basic reading
Green J, Thorogood N (2014) Qualitative methods for health research. 3rd edition. Sage: London.
Miles MB, Huberman AM, Saldana J (2014) Qualitative data analysis: A methods sourcebook, Edition 3. Sage: London.
Noblit G, Hare R (1988) Meta-ethnography: Synthesising Qualitative Studies, Sage: London.
Pope C, Mays N (2020) Qualitative research in health care. 4th Edition, Blackwell Publishing: Oxford.
Indicative learning resources - Web based and electronic resources
ELE – College to provide hyperlink to appropriate pages
Barroso J, Gollop CJ, Sandelowski M, Meynell J, Pearce PF and Collins LJ. (2003) The challenges of searching for and retrieving qualitative studies. Western Journal of Nursing Research. 25, 2:153-7
Britten N, Campbell R, Pope C, Donovan J, Morgan M, Pill R (2002) Using meta ethnography to synthesise qualitative research: a worked example. Journal of Health Services Research & Policy. 7.4: 209–215
Campbell R, Pound P, Pope C, Britten N, Pill R, Morgan M, Donovan J (2003) Evaluating meta-ethnography: a synthesis of qualitative research on lay experiences of diabetes and diabetes care. Social Science & Medicine 56: 671–684
Campbell R, Pound P, Morgan M, Daker-White G, Britten N, Pill R, Yardley L, Pope C, Donovan J (2011)
Evaluating meta-ethnography: systematic analysis and synthesis of qualitative research. Health Technology Assessment. 15.43.
Cooke A, Smith, D and Booth A. (2012) Beyond PICO: The SPIDER Tool for Qualitative Evidence Synthesis. Qualitative Health Research. 22.10:1435-43
Evans D. (2002) Database searches for qualitative research. Journal of the Medical Library Association. 90.3:290–293.
Flemming K and Briggs M. (2007) Electronic searching to locate qualitative research: evaluation of three strategies. Journal of Advanced Nursing. 57.1:95-100.
Frost J, Garside R, Cooper C, Britten N (2014) A qualitative synthesis of diabetes self-management strategies for long term medical outcomes and quality of life in the UK. BMC Health Services Research. 14:348
Lewin S, Glenton C, Oxman OD (2009) Use of qualitative methods alongside randomised controlled trials of complex healthcare interventions: methodological study. British Medical Journal 2009; 339:b3496
Malpass A, Shaw A, Sharp D, Walter F, Feder G, Ridd M, Kessler D (2009) “Medication career” or “Moral career”? The two sides of managing antidepressants: A meta-ethnography of patients' experience of antidepressants. Social Science & Medicine. 68. 1.154–168
Moore G, Audrey S, Barker M, Bond L, Bonell C, Hardeman W, Moore L, O’Cathain A, Tinati T, Wight D, Baird J. Process evaluation of complex interventions: Medical Research Council guidance. MRC Population Health Science Research Network, London, 2014
Pope C, Ziebland S, Mays N (2000) Analysing qualitative data. British Medical Journal. 320. 114- 116
Tong A, Sainsbury P, Craig J (2007) Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups. International Journal for Quality in Health Care. 19, 6. 349–357.
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | Yes |
| Origin date | 20/12/2016 |
| Last revision date | 30/07/2020 |
