Universitat Internacional de Catalunya

Qualitative Health Research Methods

Qualitative Health Research Methods
4
12183
1
Second semester
OB
Main language of instruction: Catalan

Other languages of instruction: English, Spanish

Teaching staff


Dra. MONFORTE ROYO, Cristina - cmonforte@uic.es

Prior contact by e-mail:

Introduction

With this subject pretends to initiate the student into the methods and technics of qualitative research in health care sciences, specially in clinical areas, that allow you to develop with quality and to analyse in a critical and constructive way, the works of research with qualitative designs. 

The development of the health care sciences profesessions has traditionally been realised by a biomedical prospect. This has supposed a determinate trend in the lines of thought and of action.

On the other hand we find with own elements of the personal interactions -between health care professionals, patients and relatives-, of the contextual situations, of the experiences in relation to their body and illness, that motivate specific and suitable lines of research to this phenomena. 

The research with qualitative methodology allows approaching these phenomena to understand its importance in the social surroundings.

Pre-course requirements

  • Scientific method knowledge.
  • To be able to read english scientific articles

Objectives

General objectives

  1. Endow of the theoretical, methodological and instrumental bases of the qualitative research applied in the clinical context.
  2. Increase the capacity of analysis and critical reading of the researches with qualitative design in health care science.

Specific objectives

The student,

  1. Will initiate a reflection of epistemological and methodological order on the qualitative research.
  2. Will identify the specific characteristics of the different designs of qualitative research.
  3. Will describe the diverse technical obtaining and of analysis of the data.
  4. Will state the criteria of rigour in the qualitative research.
  5. Will identify the indispensable ethical aspects in qualitative research.
  6. Will analyse with a critical way the researches of qualitative design in health care sciences field.

Competences/Learning outcomes of the degree programme

  • CP03RA - Communicate the stages of a clinical research project to the public specialized and non-specialized clearly and unambiguously
  • HB01RA - Apply the scientific method, research design, advanced biostatistics and quantitative and qualitative data analysis tools to solve a question or test a hypothesis in the clinical setting.
  • HB02RA - Use tools to critically evaluate projects, protocols and research articles, both qualitative and quantitative, in the field of Health Sciences
  • HB04RA - Discuss judgments based on ethical and social responsibility in research clinic.

Learning outcomes of the subject

The alumnus will be capable of:

  • M.2.2. Formulate research questions and hypotheses within the context of a health research project.
  • M.2.4. Explain the key factors and sections of the qualitative research protocol/process in the health field.
  • M.2.5. Recognize the conceptual foundations, guidelines on measuring results, and the use of questionnaires or instruments in scientific evaluation in the health field.
  • M.2.7. Plan a preliminary qualitative research project within the health research environment.
  • Identify health problems in the field of urgent and emergency healthcare that are suitable for investigation.
  • Identify the quantitative and qualitative tools and methods necessary for the design and development of a research study in the clinical field of urgent and emergency care.
  • Communicate clinical findings, health outcomes, and/or research projects clearly and unambiguously in new, specialized, and non-specialized settings.
  • Design advanced research projects on clinical aspects capable of generating new and original knowledge for disciplinary, professional, and institutional development, considering the differences in disease expression between men and women and the resulting healthcare and treatment needs.
  • Demonstrate initiative and proactivity in the learning process, working autonomously and self-directedly through the ability to research, analyze information, synthesize knowledge, and solve problems.
  • Demonstrate the use of information and communication technology tools and their application to specific fields of knowledge.

Syllabus

  • Introduction to the qualitative research: general characteristics.
  • The qualitative question: ways to ask.
  • Theoretical framework.
  • Scientific rigour and validity of the qualitative research.
  • Theoretical bases of the methodological approaches: Phenomenology; Grounded-Theory; Ethnography; living History; Study of Cases; Research Action.
  • Mixed-Methods.
  • Sample and sampling thecniques.
  • Data collection thecniques: Observation; participant observation; Interview in depth; Focus groups or Focal Groups; living History.
  • Analysis of qualitative data: transcriptions, videos, documentary sources and use of softwares of qualitative analysis.
  • Project of qualitative research.

Teaching and learning activities

Online



Masterclasses: online adaptation (CT) (CP): 25%

One to one tutoring: 10%

Group tutoring: 10%

Autonomous learning - online adaptation (ML) 55%

Evaluation systems and criteria

Online



1

Continuous assessment: online adaptation (GP)

Weighting

40%

2

Trabajos escritos: online adaptation (PT)

Weighting

40%

3

Synchronus and foro participation: online adaptation (GP)

Weighting

20%

The assessment for this module consists of:

1. Completing the activities for the module’s four modules: 40%

2. Assignment: Drafting a qualitative research protocol: 40% in total (20% for the preliminary submission and presentation; 20% for the final mark on the protocol)

The protocol must be original and unpublished.

To facilitate learning, a preliminary submission of the protocol will be required via an assignment scheduled on the platform, where the lecturer will be able to provide feedback on the preliminary version, thereby serving as a self-learning exercise. The preliminary submission is due on 20 May and will be presented during the synchronous session on 20 May.

Students will have 5–7 minutes to present their Master’s thesis proposal; feedback on the methodological proposal will be provided by the whole group. The session will be highly participatory and everyone’s participation will be taken into account.
The final submission of the protocol will be on 14 June at 23:59.

3. Active participation: Weekly forum and synchronous session: 20%; attendance at 50% of the synchronous sessions is compulsory, and the session on 20 May is compulsory.

 

SECOND EXAMINATION PERIOD: In the event of failing the first examination period, the assessment for the second examination period will consist of:

1. Activities from the course’s 4 modules: 60% (if you have passed these activities during the course, your mark will be retained; if you have not passed the activities or have not submitted them, they must be submitted

Translated with DeepL.com (free version)

Bibliography and resources

0) Berenguera A, Fernández de Sanmamed MJ, Pons M, Pujol E, Rodríguez D, Saura S. Escuchar, observar y comprender. Recuperando la narrativa en las Ciencias de la Salud. Aportaciones de la investigación cualitativa. Barcelona: Institut Universitari d’Investigació en Atenció Primària Jordi Gol (IDIAP J. Gol), 2014

1) Charmaz K. Constructing Grounded Theory: A Practical Guide through Qualitative Analysis (Introducing Qualitative Methods series). London: SAGE Publications, 2006  

2) Creswell JW. (1998). Qualitative inquiry and research design: choosing among five traditions. London: Thousand Oaks: SAGE.

3) Denzin NK, Lincoln YS. (1998). Strategies of Qualitative Inquiry. London: SAGE.

4) Denzin NK., Lincoln YS. (1998). The Landscape of Qualitative Research. London: SAGE.

5) Glasser BG, Strauss AL. (1967) The discovery of grounded theory: strategies for qualitative research. Hawthorne, New York: Paperback.

6) Guba EG, & Lincoln YS. (1989) Fourth Generation Evaluation. London : SAGE

7) Hammersley M, Atkinson P. (1994) Etnografía. Métodos de investigación. Barcelona: Paidós.

8) Ibañez J. (1997). Más allá de la sociología. El grupo de discusión: técnica y crítica. Madrid: Siglo XXI.

9) Lincoln YS, & Guba EG. (1985). Naturalistic Inquiry. Newbury Park: SAGE.

10) Mercado FJ, Gastaldo D, Calderón C. (2002). Paradigmas y diseños de la investigación cualitativa en salud. Una antología iberoamericana. Guadalajara, México: Universidad de Guadalajara

11) Mercado FJ, Gastaldo D, Calderón C. (2002). Investigación cualitativa en Ibero América. Métodos, análisis y ética. Guadalajara, México: Universidad de Guadalajara

12) Morse JM. (2005) Asuntos críticos en los métodos de investigación cualitativa. Alicante: Universidad de Alicante.

13) Morse JM, & Field PA. (1995) Qualitative Research Methods for Health Professionals (2th ed.) London: SAGE

14) Patton, M.Q. (1987) How to use qualitative methods in evaluation. Beverly Hills: CA: Sage.

15) Ruiz Olabuénaga, JI. (1999) Metodología de la investigación cualitativa. Bilbao: Universidad de Deusto.

16) Silverman D. (2005) Doing qualitative research: A practical Handbook. (2th ed). London: SAGE Publications.

17) Strauss A, & Corbin, J. (1998). Grounded Theory Methodology: An Overview. In N.K. Denzin & Y.S. Lincoln (Eds.), Strategies of Qualitative Inquiry (pp. 158-183). London: SAGE.

18) Strauss A, Corbin J. (2005) Bases de la investigación cualitativa. Alicante: Universidad de Alicante.

19) Strauss A, Corbin J. (2002) Bases de la investigación cualitativa. Técnicas y procedimientos para desarrollar la teoría fundamentada. Medellín: Facultad de enfermería de la Universidad de Antioquia.

20) Taylor y Bogdan (1992) Introducción a los métodos cualitativos de investigación. Barcelona: Paydós.

21) Valles MS. (2000) Técnicas cualitativas de investigación social. Reflexión metodológica y práctica profesional. Madrid: Síntesis.

22) Vazquez ML. Introducción a las técnicas cualitativas de investigación en salud. Cursos GRAAL 5. Barcelona: Servei de Publicacions de la Universitat Autònoma de Barcelona, 2006.

Webs de interés:

Revistas especializadas:

  • Qualitative Health Research
  • Qualitative Inquiry
  • Qualitative Research
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