International Journal of Qualitative Methods最新文献

{"title":"Recruitment and Retention of Recreational Runners in Prospective Injury Research: A Qualitative Study","authors":"A. Lacey, E. Whyte, S. O'Keeffe, S. O’Connor, K. Moran","doi":"10.1177/16094069231178278","DOIUrl":"https://doi.org/10.1177/16094069231178278","url":null,"abstract":"Continuous and long-term prospective monitoring of athletes in natural training environments is essential to provide further clarity on the risk factors for running-related injuries. However, participant recruitment and retention can be problematic. This study aimed to identify factors for facilitating the recruitment and retention of recreational runners in prospective, longitudinal running-related injury research involving running technologies. Twenty-seven recreational runners (14 female, 13 male) participated across nine semi-structured focus groups. Focus groups were audio and video recorded and transcribed verbatim. A reflexive thematic analysis was undertaken, with a critical friend approach taken to enhance reliability. Incentives, recruiting suitable participants, ease of use of running technologies, an appropriate research design, and good communication practices will facilitate recruitment and retention. Receiving study outputs, evidence-based information and undergoing laboratory testing were identified as incentives, however, researchers need to consider whether these may influence participant behaviour and adversely bias the findings of their study. Researchers should offer participants an option with regard to the type, content, frequency and mode of delivery of incentives and communication. Appealing to potential participants’ personal interests will facilitate initial recruitment, while attempts to ‘feed’ this interest throughout the course of a study will enhance retention. Employing a user-friendly smartphone app and unobtrusive sensor(s), and a research study that can work with runners’ training schedules and technology usage habits, will further facilitate their recruitment and retention.","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":" ","pages":""},"PeriodicalIF":5.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43710738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Training Indigenous Community Researchers for Community-Based Participatory Ethnographic Dementia Research: A Second-Generation Model","authors":"Melissa Blind, Kristen Jacklin, Karen Pitawanakwat, Dana Ketcher, Nickolas Lambrou, Wayne Warry","doi":"10.1177/16094069231202202","DOIUrl":"https://doi.org/10.1177/16094069231202202","url":null,"abstract":"Conducting community-based participatory research (CBPR) is a complex endeavor, particularly when training non-academic community members. Though examples of CBPR training programs and protocols have been published, they often address a limited set of concepts and are tailored for university or medical school students. Here, we describe the process of developing an online CBPR training program for American Indian (United States) and Indigenous (Canada) community members to conduct multi-sited ethnographic dementia research. This program is unique in its breadth and depth, as our program covers CBPR theory, methods, practical research, and administrative skills. Significantly, this program centers Indigenous methodology, pedagogy, and processes such as two-eyed seeing, storywork, and decolonization approaches. Key to this training program is a “second-generation” approach which incorporates experiential knowledge from a prior community-based researcher and academic partners and is designed to develop CBPR capacity among community-based researchers and partnering communities. In this paper, we detail the experience of the first cohort of learners and subsequent improvement of the training materials. Unique challenges related to the specific research focus (dementia), population/setting (American Indian/First Nations communities), and technology (rural digital infrastructure) are also discussed.","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135356400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Application of Constructivist Grounded Theory Methodology in an Urban Planning Doctoral Thesis","authors":"Mischka Dunn, Verna Nel, Henriëtte S. van den Berg, Elsona Huyssteen","doi":"10.1177/16094069231153594","DOIUrl":"https://doi.org/10.1177/16094069231153594","url":null,"abstract":"The aim of this paper is to show the potential value of using the constructivist grounded theory (CGT) methodology in the Urban and Regional Planning discipline. This is done by reflecting on the application of the CGT fundamentals defined by Kathy Charmaz, applied in a doctoral thesis in Urban and Regional Planning. The substantive area of research in which the thesis took place was the practical training experience of planners in becoming professionally registered. The thesis collected primary data through interviews with 14 planners who have undergone the process of practical training to record, document, and analyse their experiences as a prerequisite and requirement of professional registration. The use of the CGT methodology provides valuable insight into the registration process of planners in South Africa and encourages doctoral candidates to use CGT methodology with the aim of generating new knowledge and theory in the built environment. This paper recommends that CGT methodology should be encouraged, particularly when contributing to fields that are under-researched, limited, or non-existent.","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135400416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluation of Qualitative Data Analysis Software by a Visually Impaired Researcher: An Autoethnographic Study","authors":"Ibrahim Emara","doi":"10.1177/16094069231214390","DOIUrl":"https://doi.org/10.1177/16094069231214390","url":null,"abstract":"Although computational methods facilitate research studies greatly, academics with visual impairment cannot utilize these tools to their maximum potential. Not only do computational research methods themselves have many shortcomings, but the needs and problems encountered by researchers with visual impairment in using these tools are not identified. In particular, the use of qualitative data analysis software (Q-DAS) by researchers with visual impairment has not been thoroughly examined. Thus, the current article addresses the benefits that visually impaired researchers can gain from employing commercial Q-DAS software packages in analyzing qualitative data. Further, Q-DAS problems that researchers with visual impairments experience are discussed. In addition, the article proposes solutions by which Q-DAS utilization in studies performed by/for the visual impairment community could improve. The article has many significant contributions, not only for scholars with visual impairment but also for elderly scientists whose vision declines over time. The article addresses this topic through critical disability studies.","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135661221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"In the Eye of the Transcriber: Four Column Analysis Structure for Qualitative Research With Audiovisual Data","authors":"Sarah S. Mohammed, Laura A. Knowles, Jorden A. Cummings","doi":"10.1177/16094069231197332","DOIUrl":"https://doi.org/10.1177/16094069231197332","url":null,"abstract":"For the past thirty years, qualitative psychology researchers have focused on the study of written or spoken word while relegating the study of visual communications to children or those deemed unable to speak (Reavey, 2021, p. 2). Thus, the discipline now pays much attention to the collection and analysis of spoken or written words but significantly less to visual and auditory expressions of experience (Reavey, 2021, p. 3), and most transcription methods for psychology researchers are those designed for interviews that only capture the spoken word. However, these transcription methods have yet to account for the current context of ubiquitous, technologically mediated interactions. People from diverse groups use social media platforms such as YouTube and TikTok to interact using speech, audio and video. While they offer rich data for qualitative psychology researchers, the tools to capture such multimodal expressions are still in early stages of development within the discipline (Marshall et al., 2021). In this article, we present a transcription structure that allows for the recording of both speech and visual elements in audiovisual content. Inspired by methods from communications and visual anthropology, the Four Column Analysis Structure (or, FoCAS) allows for the simultaneous analysis of both audio and visual data by allowing for the transcription of four dimensions: (1) timestamp, (2) setting, (3) scene, and (4) audio. Based on its application in two completed studies and one study in progress, we describe the development of the FoCAS, how to set it up, transcription conventions, and how to analyze qualitative data using all four columns. We additionally discuss sampling considerations and the advantages and disadvantages of the structure. By expanding the amount of meaningful data that can be captured by qualitative transcription, we hope the FoCAS can be used to create more multidimensional, rigorous analyses of audiovisual data.","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135840280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Methodological Approaches to Obtaining Informed Consent when Conducting Research With Individuals With Deafblindness","authors":"Walter Wittich, Norman Robert Boie, Atul Jaiswal","doi":"10.1177/16094069231205176","DOIUrl":"https://doi.org/10.1177/16094069231205176","url":null,"abstract":"Informed consent is essential in research involving people with disabilities to protect their rights and ensure ethical conduct. Individuals with communicative vulnerability, such as those living with deafblindness, face difficulties when the research process is not accessible. Our team has developed methodological expertise where this vulnerable population is concerned. To formalize recommendations that can improve their inclusion, we utilized an observational, retrospective design to address three questions: What are procedures that facilitate recruitment in a lab specializing on working with individuals living with deafblindness? What are optimal procedural adaptations to obtaining informed consent? and What training can best prepare researchers working with individuals living with deafblindness? First, we conducted a textual narrative synthesis of our eight most recent protocols and procedures that required in-person interaction with adults living with deafblindness. Second, we conducted semi-structured discussions among our team members, and third, we engaged in a validation procedure of the synthesized recommendations with our external partners. Procedural adaptations require flexibility in all aspects of recruitment and consent to accommodate communication needs. These include additional time, and accessible formats. Adaptations should consider vision (e.g., large-print, braille) and hearing (e.g., sign language, communication strategies) as well as aspects unique to deafblindness (e.g., intervener support, tactile communication). Consent can be documented in hand-written, electronic, audio or video-recorded format, and may be facilitated by third parties. Team training should include proficiency in plain language, basic knowledge about deafblindness, and awareness of accessibility features for mainstream devices. We present simple steps that can improve inclusion and increase accessibility for participants living with deafblindness, and that can improve the capacity of the research team by developing flexibility, patience, respect, and trust. This information can further inform institutional ethics review boards that are unfamiliar with the logistics of obtaining informed consent when working with participants living with deafblindness.","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135909861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Utility of Researcher-Driven Projective and Enabling Techniques to Support Engagement in Research About Dementia Diagnosis and Post-Diagnostic Support","authors":"L. Phillipson, M. Hevink, C. McAiney, M. Gresham, E. Conway, M. Mackowiak, D. Szczesniak, L. Smith, H. Brodaty, L. F. Low","doi":"10.1177/16094069231203131","DOIUrl":"https://doi.org/10.1177/16094069231203131","url":null,"abstract":"Research involving people with dementia has highlighted the need to improve engagement in the conduct of interviews and focus groups. Projective and enabling techniques may be useful and avoid some of the drawbacks associated with direct questioning. However, researcher-driven projective techniques have not been extensively tested in research with people with dementia. In 2019, researchers in Australia, Canada, the Netherlands and Poland received training and trialled projective and enabling techniques to collect data about dementia diagnostic and early post-diagnostic experiences. The techniques were used with a total of thirty people with dementia (aged 67–97 years) in online and face-to-face individual and dyadic interviews and a focus group. Word association activities supported brainstorming about the concepts of ‘dementia’ and ‘support’. A researcher-driven photo elicitation technique was utilised to seek responses concerning a hypothetical couple at four time points: during a diagnostic conversation, and at 1, 6 and 12-month post-diagnosis. Discussions were audio recorded and transcribed and interviewers created ‘meta’ mind maps of word associations and made reflective notes regarding participant engagement. Deductive content analysis was used to assess the value of the techniques to support a manageable, comprehensible and meaningful research experience. Word associations supported free-flowing conversations around the key research concepts. Photo elicitation techniques promoted empathy and supported personal reflections on the probable experiences and needs of the hypothetical couple. The techniques were also useful in eliciting reflections on personal experiences, societal responses to dementia, and recommendations for improving the diagnostic conversation and supports for the post-diagnostic period. Overall, the techniques appeared to lessen some of the demands of direct questioning but were not manageable or meaningful for all participants. Further research should explore the vast array of projective techniques and engage in greater co-design and tailoring of research approaches to enhance the toolkit of dementia researchers.","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136008519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ethical Issues when Using Digital Platforms to Perform Interviews in Qualitative Health Research","authors":"Isaac Maldonado-Castellanos, L. Barrios","doi":"10.1177/16094069231165949","DOIUrl":"https://doi.org/10.1177/16094069231165949","url":null,"abstract":"Qualitative studies have become increasingly common and have been used in different fields such as economics, politics, psychology, sociology and health research for different purposes. Instead of collecting numerical data, qualitative research’s goal is to gather information from participant’s experiences and perceptions. One of the tools to get data related to the participants’ experiences in qualitative research is through interviews. One tool that may be helpful for researchers today are digital and video platforms that fall under the domain of the internet-mediated research. The aim of this work is to identify and describe some ethical controversies when using videoconferencing platforms in qualitative health research for interview purposes. Four cases related to the use of digital platforms (videotelephony systems) to conduct interviews in qualitative research were discussed. Rather than give solutions, we reflect upon the possibility and plausibility of using these telecommunication technologies when using the technique of interviews in qualitative research. The ethical issues that may arise when using these technologies are related to privacy, confidentiality, accuracy of information and expertise when using the platforms. We think that the researcher is committed to making the best decisions in favor of the participant when using digital tools to gather information. In this regard, qualitative researchers may be benefited by the reflections we present insofar they may consider these possible scenarios that may rise ethical issues when collecting data. The activity of research needs to be escorted by constant ethical deliberations to protect participants’ rights during the collection of data phase.","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":" ","pages":""},"PeriodicalIF":5.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43977723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of Online Post-COVID Intervention Program for Students: Ensuring Effective Reintegration in the Physical Learning Space","authors":"R. Ponce, D. Alonzo, Gorjel Llanita, Asterio Olandria, Ma. Cecilia L. Catubig, Roselyn Regino, Juvy Lyn Torreno, Eleanor Vilela, Rheacine Polestico","doi":"10.1177/16094069231187277","DOIUrl":"https://doi.org/10.1177/16094069231187277","url":null,"abstract":"This study will develop an online intervention program to effectively support students reintegrating into the face-to-face learning space after the COVID-19 pandemic. It will provide an avenue for debriefing, sharing experiences, and listening to students’ narratives and experiences. In addition, the online program will also include a self-paced socialemotional assessment to identify students who need more support. Using the conservation of resource theory, we will employ a sequential exploratory mixed-method design. Thirty students will be recruited for focus group interviews to explore students' views, perceptions, preferences, and issues in returning to face-to-face classes. The results of the focus group interviews will be analysed to develop a survey to understand the perspectives of a wider student population. The survey results will be analysed using a factor analytic approach to develop a reliable and valid self-assessment tool. Findings from both qualitative and quantitative phases will be used to inform the development of the Online post-COVID intervention program for students (OPIPS).","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":" ","pages":""},"PeriodicalIF":5.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41512306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Together a Catalyst: Learning From Our Co-Creative Arts-Based Inquiry About Our Teacher Selves During the Transition to Online Teaching","authors":"Jaqueline Naidoo, Daisy Pillay, I. Naicker","doi":"10.1177/16094069231180167","DOIUrl":"https://doi.org/10.1177/16094069231180167","url":null,"abstract":"The COVID-19 pandemic necessitated many adjustments to everyday teaching at higher education institutions. While face-to-face lectures were the preferred teaching method of teacher educators prior to the COVID-19 pandemic, the shift to online teaching was heightened during the COVID-19 pandemic. This paper draws attention to the shifts we transitioned to as teacher educators teaching and researching via online platforms-specifically Zoom—in the context of the COVID-19 pandemic. This study explored how three teacher educators used co-creative arts-based inquiry to deepen their understanding of their shifting teacher ‘selves’ as online users. Object-inspired narratives and poetic inquiry were employed to co-flexively engage with our shifting teaching experiences and question our feelings of discomfort teaching online. Framed conceptually by an ethics of care and collaborative-creativity, we discuss the tensions and possibilities we experienced, and shared through our scholarly online conversations via Zoom to think through the shifts in our teacher selves and teaching. We highlight our online teaching experiences amidst the uncertainty and disruption of the COVID-19 pandemic. We then share the methodological insight of collaborative arts-based inquiry and how it facilitated reflexive dialogues and deep conversations that ignited self-learning and collective insights into the potential and possibilities of online teaching. Findings highlighted that co-creative, online engagement enabled sharing of emotional experiences and offered possibilities for transforming teacher selves. In addition, co-creative, online engagement enabled the cultivation of relational scholarly thinking. The article highlights the methodological insight of co-creative arts-based research in productively disrupting instrumental university discourse of online teaching.","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":" ","pages":""},"PeriodicalIF":5.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44363156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}