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      Twelve tips for conducting qualitative research interviews

      Author(s): 1 , 2 , 1 , 1 , 3
      Publication date Created:
      Publication date (Electronic):
      Journal: Medical Teacher
      Publisher: Informa UK Limited

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          Abstract

          The qualitative research interview is an important data collection tool for a variety of methods used within the broad spectrum of medical education research. However, many medical teachers and life science researchers undergo a steep learning curve when they first encounter qualitative interviews, both in terms of new theory but also regarding new methods of inquiry and data collection. This article introduces the concept of qualitative research interviews for novice researchers within medical education, providing 12 tips for conducting qualitative research interviews.

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          Member Checking

          Debbie Cavers, Fiona Walter, Suzanne Scott … (2016)
          The trustworthiness of results is the bedrock of high quality qualitative research. Member checking, also known as participant or respondent validation, is a technique for exploring the credibility of results. Data or results are returned to participants to check for accuracy and resonance with their experiences. Member checking is often mentioned as one in a list of validation techniques. This simplistic reporting might not acknowledge the value of using the method, nor its juxtaposition with the interpretative stance of qualitative research. In this commentary, we critique how member checking has been used in published research, before describing and evaluating an innovative in-depth member checking technique, Synthesized Member Checking. The method was used in a study with patients diagnosed with melanoma. Synthesized Member Checking addresses the co-constructed nature of knowledge by providing participants with the opportunity to engage with, and add to, interview and interpreted data, several months after their semi-structured interview.
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            Shedding the cobra effect: problematising thematic emergence, triangulation, saturation and member checking.

            Lara Varpio, Rola Ajjawi, Lynn V Monrouxe … (2017)
            Qualitative research is widely accepted as a legitimate approach to inquiry in health professions education (HPE). To secure this status, qualitative researchers have developed a variety of strategies (e.g. reliance on post-positivist qualitative methodologies, use of different rhetorical techniques, etc.) to facilitate the acceptance of their research methodologies and methods by the HPE community. Although these strategies have supported the acceptance of qualitative research in HPE, they have also brought about some unintended consequences. One of these consequences is that some HPE scholars have begun to use terms in qualitative publications without critically reflecting on: (i) their ontological and epistemological roots; (ii) their definitions, or (iii) their implications.
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              Is verbatim transcription of interview data always necessary?

              Elizabeth J Halcomb, Patricia M. Davidson (2006)
              Verbatim transcription of interview data has become a common data management strategy in nursing research and is widely considered to be integral to the analysis and interpretation of verbal data. As the benefits of verbal data are becoming more widely embraced in health care research, interviews are being increasingly used to collect information for a wide range of purposes. In addition to purely qualitative investigations, there has been a significant increase in the conduct of mixed-method inquiries. This article examines the issues surrounding the conduct of interviews in mixed-method research, with particular emphasis on the transcription and data analysis phases of data management. It also debates on the necessity to transcribe all audiorecorded interview data verbatim, particularly in relation to mixed-method investigations. Finally, it provides an alternative method to verbatim transcription of managing audiorecorded interview data.
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                Author and article information

                Journal
                Title: Medical Teacher
                Abbreviated Title: Medical Teacher
                Publisher: Informa UK Limited
                ISSN (Print): 0142-159X
                ISSN (Electronic): 1466-187X
                Publication date Created: September 28 2018
                Publication date (Electronic): September 28 2018
                Pages: 1-5
                Affiliations
                [1 ] Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden;
                [2 ] Department of Education, Stockholm University, Stockholm, Sweden;
                [3 ] Primary Health Care Unit, Institute of Medicine, The Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
                Article
                DOI: 10.1080/0142159X.2018.1497149
                PubMed ID: 30261797
                SO-VID: a8364fee-1193-4aff-99ab-6847e15b0f20
                Copyright © © 2018
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