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COURSE OVERVIEW

The objective of this course is to introduce novice researchers to the broad overview of diverse qualitative methods, methodologies and implementation approaches from critical and theoretically-informed qualitative inquiry standpoints. Students will also learn the basic steps for conceptualizing an analytic plan for a proposed research projects, implementation considerations, and analytical approaches for interpreting data. The use of computer software for coding and managing data will be discussed; the utility of MaxQDA as a tool to help with analysis will be introduced through hands on activities.

 

This course centers the importance of social justice and intersectional perspectives throughout the research processes. Thus, students' preparation, participation, interaction, and reflection as critical to its success. Assuming this is a shared goal, there will be a strong emphasis on student engagement through online activities within the sessions to practice and apply concepts covered in the readings, lectures, and discussions.

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Who Should Take this Course

This course is an introductory level course and has no prerequisites, although students will have content they must review prior to the start of the semester. This course has been designed using a critical qualitative health research perspective, as defined by the University of Toronto's Center for Qualitative Health Research (CQ). A such, it is important that students are aware that this course is aimed at training those who wish to:
 

  • gain  foundational knowledge about qualitative research across all phases of the process

  • utilize critical and theoretically-informed qualitative methods in their doctoral level health related research (including mental, physical, cognitive, and contextual/ environmental)

  • critically analyze the possibilities and consequences of knowledge production in the health sciences

  • explore intersectionality, power, and ethics across research processes and relationships

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Unit 1: Introduction to Qualitative Methodologies & Philosophical Paradigms

The first unit will spend a considerable amount of time addressing the foundational frameworks of qualitative methodologies and methods. This unit will equip students with knowledge of the essence of qualitative methods and familiarize them with key concepts for thinking, talking and writing about them. Upon completion of these videos and readings, students should be able to explain and justify why they are engaging in qualitative methods, and what they are doing.

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Unit 2: Foundations of Methods & Study Designs
The second unit of the course will focus on study design and implementation for focus group and interview data collection. Specifically, students will: 

  • identify which method best addresses the study's purpose -focus groups or interviews 

  • develop questioning routes that best address purpose statement foci and research question probing

  • discuss various sampling approaches, and identify appropriate sizes

  • gain insights into basic data analysis processes and approaches to data interpretation

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Unit 3: Data Analysis & Interpretation Basics

The third unit will introduce students to basic qualitative analysis processes for interview and focus group data. Specifically, students will: 

  • be introduced to analytic approaches and traditions, and compares the strengths and weaknesses of different analytic paradigms for different research questions.

  • provided with an overview of coding and codebook development processes

  • learn about the  pros and cons of using software for coding and managing data

  • view an interactive demonstration of the MaxQDA qualitative data analysis program

  • practice data analysis concepts learned through provided readings, lectures, and discussion

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Unit 4: Standards of Evaluation & Collaborative Dissemination Processes

This final unit addresses the ways in which truly collaborative qualitative research should and could be disseminated. This will include not only reviewing steps for evaluating rigor and quality of qualitative research, but also how the results should be used to benefit communities and students who contributed to the process. Suggestions of how to identify and provide useable data via tools and resources that are applicable to their needs will be covered.

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