The Focus Group as Qualitative Research Strategy

Transcription

1 The Focus Group as Qualitative Research Strategy Nadir Kheir PhD FNZCP MPS Asst Prof; Coordinator of Continuing Professional Pharmacy Development- College of Pharmacy; Qatar University NK- 12/23/2011-CoP- 1

2 Learning Outcomes 1. Discuss the purpose of conducting Focus Group research 2. Explain the requirements to conduct Focus Group research including the participants and number of meetings 3. Provide an overview of the strengths and weaknesses of Focus Group strategies 4. Discuss the meaning of question route and provide examples of questions in a question route 5. List requirements for successful moderation of a Focus Group 6. Explain methods for data collection, interpretation and analysis in the context of Focus Group methodology December 23,

3 References Krueger RA and Casey MA (2009). Focus Group: a practical guide for applied research (4 th Ed). Washington, DC: Sage Bystedt JL and Potts D (2003). Moderating to the max. Ithaca, NY: Paramount Market Publishing December 23,

4 FIRST: Quick Notes on Qualitative Research QR seeks a deeper truth Studies things in their natural setting Attempts to interpret phenomena in terms of meanings people bring to them Can be pre-requisite to quantitative research Looks at a different angel that cannot be sufficiently explored through quantitative research December 23,

5 Qualitative Research: How Different? Qualitative research is used to gain insight into people's attitudes, behaviors, value systems, concerns, motivations, aspirations, culture or lifestyles Qualitative method investigates the why and how of decision making, not just what, where, when December 23,

6 Characteristics of Qualitative Research Characteristic Takes place in the natural world Understand participants through multiple methods Respect for context Meaning What people, including the researchers, see, feel, hear, etc. Does not follow experimental, sampling, controlled designs. Reaching out to people, not extracting them in Interactive, humanistic: talk, listen, read, watch Takes the real context, natural setting (not randomization or standardization)- describe and interpret, NOT measure and predict Researcher reflects how s/he affects the ongoing flow of events Gender, race, age, all affect the scene. The Qualitative researcher value her perspective as source of understanding rather than bias December 23,

7 The Use of Qualitative Research The sole purpose: to learn about some facet of the social world Valuable when researching poorly understood or illdefined variables But QR allows for modifying the research question in the light of findings generated This is termed: progressive focusing This contrast with quantitative research (invalid results) December 23,

8 Overview of Focus Group December 23,

9 The Group Common experience: planning, retreat, brainstorming Can be fun and fruitful Can be a waste of time Unclear Purpose Inappropriate process Leadership December 23,

10 The Focus Group Different type of group Purpose: to gather information and opinions through listening Participants selected because they have certain characteristic in common Permissive, non-threatening environment Carefully planned series of discussions More than one focus group December 23,

11 Emergence of the Focus Group Strategy Emerged because of weaknesses in interviews - Stuart A. Rice (1931) Interviews: the respondent is passive Interviews miss important information because of the closed structure Social scientists: explored strategies where the researcher takes less dominant role Shifting attention from interviewer to respondent Classic work: The focused interview (1956)- Merton, Fiske and Kendall December 23,

12 Emergence of the Focus Group Strategy Acceptance of FG and QR delayed in academia Preoccupation with quantitative research, belief in numbers as reflection to reality Desire to know more about human nature Quantitative approaches based on imperfect assumptions (people, things, reality) FG started in market research, later adapted for academia December 23,

13 The Work of a Focus Group Most beneficial when people can disclose Nonjudgmental environment The travelers (in planes).. Something in common, they are alike Non-threatening environment Will never see each other again December 23,

14 The Role of the Interviewer Not in a position of power Encourages responses (-ve or +ve) Doesn t show approval or disapproval Ask, listen, keep the conversation on track Ensures that everyone participates and has a chance December 23,

15 Focus Group Characteristics People Characteristics Data Focus 4 to 12 Size affects contribution and data pool Shared feature/s (homogeneity) Members could vary in other variables Qualitative data Compared across groups At least 3 groups Data through openended questions Questions phrased and sequenced Questioning route From general questions to help people speak to more focused No pressure to reach consensus December 23,

16 Utilization of Focus Groups Usage Decision Making Details After analysis of several FGs; decision made by decisionmakers not by participants (only provide insight to help gain understanding) 1. Before a program: Needs-assessment, pilot-testing 2. During a program: formative evaluation, process evaluation, monitoring 3. After event: summative evaluation, outcome evaluation, Program Development Organizational Concerns Needs Assessment Policy-Making As ground work for other research Gain understanding from the target population (likes, dislikes, buying, doing, etc) Develop alternative prototype) Pilot-testing: Test and contrast Fine tune and re-test Evaluation: Needs improvement? Achieves expected results? Customer satisfaction, employees concerns, planning, goal setting Complex, FG helpful: what motivates, what incentives Successful rules, test policy strategies before implementation To learn about language, concepts, domains (like in developing questionnaires) December 23,

17 Criticism against Focus Group Criticism Intellectualization by respondents or making up answers; provide thoughtful, rational answers, and invent answers rather than admit lack of knowledge In large groups; when topic is complicated FG produce trivial results Dominant individuals FG results could lead to faulty conclusions Action Using a variety of methods to illicit responses- disarming respondents Restrict sample size, control and lead meeting Good moderating allows healthy arguments and participation without pressure Maximize reliability by conducting several FG meetings, and multiple forms of inquiry December 23,

18 When to Use Focus Group Methodology 1. Looking for opinions and ideas of people about something 2. Trying to understand differences in perspectives between groups of people 3. Trying to understand factors or reasons behind specific phenomenon or behavior 4. Gauging ideas emerging from the synergy of the group (not an individual) 5. Pilot-testing a plan, policy, idea, materials 6. Preparing for a large scale quantitative study (what questions to include into a questionnaire, what is important, etc) 7. Understanding quantitative data (decreased satisfaction) December 23,

19 When NOT to Use Focus Group 1. Need a consensus Methodology 2. Need to educate a group of people 3. Asking for sensitive information 4. Need statistical data and projections (sample size and selection methods do not qualify for quantitative statistics) 5. In charged environment (political issues, different views on hot issues) 6. Other methods are more appropriate 7. Other methods produce same results more economically 8. Confidentiality cannot be ensured December 23,

20 Participants and Groups Adopts purposive sampling technique Target individuals who can provide the most insight, those from whom we can learn a great deal about the issue researched Plan for 3 to 4 group meetings from the targeted individuals Determine if point of saturation is achieved Conduct more group meeting if new information kept generating If the plan is to compare two groups opinions about the same issue, separate the groups Same in case of two groups with conflicting opinions, or people who feel they have more expertise or power (intimidation, comfort) December 23,

21 Single-Category Design Type of participant X X X X Saturation? Multiple-Category Design Participant 1 (Final Year students) X X Participant 2 (Graduated students) X X X Preceptors X X Pharmacists X Double-Layer Design Layer 1 (Al Khor): Participant type 1 (patient), Participant type 2 (family member) Layer 2 (Ras Laffan): Participant type 1 (patient), Participant type 2 (family member) Layer 3 (Dukhan): Participant type 1 (patient), Participant type 2 (family member) December 23,

22 Questionnaire Route A list of sequenced questions in complete conversational sentences Start with easy and general questions Sequence with next question for smooth flow Narrow down to more specific questions Avoid close-ended, invite discussion Success: Clear questions, good environment, respondent can answer, the answer is understandable December 23,

23 Questionnaire Route Opening Questions Easy to answer Ensures every one participates Socializing Introductory Questions Open-ended to invite conversation How they understand the issue, what comes to mind when you hear the phrase Transition Questions Move towards the key questions Conversational questions Key Questions 2-5 questions that require the greatest attention in analysis Need the most time and more probing questions Ending Questions All things considered Summary Question : 2-3 min summary followed by asking if the summary was adequate Final Question : Give an overview of the Objective and ask: Have we covered everything? December 23,

24 Taking Notes Transcribing (detailed, coded, more resources) Back-up to taping conversations Digital recorder: downloadable, high quality Abridged: Listening to audio recording and taking notes of relevant information (intro, directions, other comments all removed) Abridged requires caution (do not dispose of important comments) Always code your respondent, FG, etc FG1-R1; FG1-R2; FG3-R1, etc December 23,

25 Verbatim Transcribing The act of transcribing of what is said is in itself partly analytic Making the researcher more conscious of what is going on This consciousness deepens our understanding of data In this sense, verbatim transcription may be seen as a first stage of analysis December 23,

26 Transcribing Verbatim: Tips for typing the recordings When taking notes, identify the moderator s comments (bold, underline, etc) Consistency: single-space comments, double-space between speakers, number pages, indicate date and group name Type word for word, place dots. for missing words Laughter, loud voice etc: between parentheses Make a back-up recording! Don t transcribe the intro When people talk at the same time, transcribe the loudest voice, the next.. Use expert transcribers (they exist)! If a transcriptionist is contracted, s/he should be present during December 23,

27 1. Categorize data: Analysis Recordings could be transcribed in computer Categorizing involves identifying ideas, concepts, phrases, terminologies Categories can be pre-set categories Categories can be recurring themes Categories may generate sub-categories This is iterative process December 23,

28 Analysis 2. Identify themes within or across Categories: Capture similar or conflicting themes within the category What are the emerging ideas or themes expressed within the category? Similarities, differences (then summarize the category) Identify interesting or significant quotes to illustrtae Identify Relationships (themes occurring together frequently) Can explain why something happens December 23,

29 Analysis Color-coded brackets or symbols may be used to mark different topics within the text The amount of material coded for any one topic depends on the importance of that topic to the overall research The coded material may be phrases, sentences, or long exchanges between individual respondents December 23,

30 Analysis: Scissor and Sort Technique Once the coding process is complete, the coded copy of the transcribed interview may be cut apart Each piece of coded material can be cut out and sorted so that all material relevant to a particular topic is placed together This yields a set of sorted materials that provides the basis for developing a summary report Each topic is supported with a brief introduction The various pieces of transcribed text are used as supporting materials and incorporated within an interpretative analysis December 23,

31 Data Interpretation Look at the categories: what is important? Develop a list of important findings What major lessons learned? What has applications to the practice? Use the quotes identified to illustrate or explain a finding (bring data to life) Write your report (gain insight from published articles using FG techniques) December 23,

32 A Demonstration Study Complimentary Alternative Medicine (CAM): Knowledge, Attitudes, and Practices of Pharmacists Working in Qatar Nadir Kheir, Safae Abu Youef, Hoda Yahia NK- 12/23/2011-CoP- December 23,

33 Objective To assess the knowledge CAM among pharmacists practicing in Qatar To assess the attitude towards CAM among pharmacists practicing in Qatar To explore the pharmacists opinions about the challenges faced when dispensing CAM therapies or when counseling patients during their daily practice To gauge the opinions of pharmacist on how complimentary alternative medicine was taught during their undergraduate courses and what changes, if any, should be instituted in designing future courses December 23,

34 Methods Quantitative Qualitative Knowledge Questionnaire Focus group Meetings December 23,

35 Four focus groups were conducted : Focus group 1 Focus group 2 Focus Group 3 Focus Group 4 3 participants 4 participants 4 participants 6 participants What questions come to your mind? December 23,

36 December 23,

37 Questions? December 23,