USING MIXED METHODS FOR COMMUNITY BASED RESEARCH

3y ago
29 Views
2 Downloads
1.58 MB
40 Pages
Last View : 1m ago
Last Download : 2m ago
Upload by : Annika Witter
Transcription

USING MIXED METHODS FORCOMMUNITY BASEDRESEARCHRebekka Lee, ScDJune 28, 2013

AcknowledgementsThese slides are adapted from Harvard’s 2013 Mixed MethodsMaster Course led by Dr. John Creswell, University of NebraskaLincoln and sponsored by the Community Health Innovation andResearch Program of Harvard Catalyst The Harvard Clinicaland Translational Science Center and the Department of GlobalHealth and Social Medicine at Harvard Medical School

AgendaIce Breaker/CBPR Follow up from Day 19:00-9:15Intro to Mixed Methods CBPR and mixed methods9:15-10:15 Types of designs Uses for quantitative vs. qualitativedata and how to combineStep-by-Step Approach to Mixed MethodsAM BreakCBPR application Add to change tool Sharenextsteps10:15-11:1511:15-11:3011:30-12:00

Introduction Do you have any lingering questions or topics you’dlike us to address from yesterday’s session?How would you describe your research orientation? Morequantitative or qualitative?

Recent surge in mixed methods researchJournal articles on mixed methods (empirical,methodological, mixed methodological/empirical) Expanding fields using mixed methods Growing list of researchers in health sciencestrained in mixed methods Initiatives to support mixed methods at federallevel Capacity-building in mixed methods at leadinginstitutions

Emergence of approaches to researchover the 20th pproaches1960 - 2000Mixed MethodsApproaches1980-2000

Quantitative research: broad, generalizable trendsQualitative research:in-depth, contextualpicture

Advantages of qualitative &quantitative researchQuantitative We can study large numbers of peoplewho are dispersed across a largegeographic regionWe can test existing theories to see ifthey workWe can develop precise measuresWe can reduce our information tonumbers - useful to policy, decision-makersDecision-makers like numbersQualitative We hear the voices of participantsWe go out into the communities whereproblems existWe rely on the participants to help usshape the researchWe learn the details of experiences – thestoriesWe can study a few people and get indepth information about themPeople like to hear stories

Core Characteristics of Mixed MethodsCollection and analysis of both quantitative andqualitative data Rigorous methods Integration (merge/build/embed) Design Philosophy/theory

Rationale for Mixed Methods Key assumption: that neither quantitative nor qualitativeresearch by itself is sufficient to understand a complexresearch problem. Drawing on the strengths of quantitativeand qualitative research add up to a better understandingof the research problem.Rationale for using mixed methods:Obtain different, multiple perspectives, validationBuild comprehensive understandingHave better contextualized measuresNeed to explore before explainFurther understand experimental results, process and outcomeInvolve the communityTrack the process of program intervention

Mixed Methods & CBPR Compare individual stakeholder responses withresponses measured on questionnairesHave a more complete understanding throughinterviews and questionnairesExplore with individuals before administering aquestionnaire so that the question will “fit” theparticipantsConduct a needs assessment and then engage inprogram implementationExplain questionnaire results in more depth

What mixed methods is NOTSimply using the name, not methods Having quantitative & qualitative data available Analyzing & presenting data findings separately Calling categorical quantitative data qualitative Collecting qualitative data & quantitativelyanalyzing it

Benefits of Mixed Methods ResearchQuan to Qual (make quantitative results moreunderstandable) Qual to Quan (understand broader applicabilityof small-sample qualitative findings) Concurrent (robust description and interpretation) Source: Huff, A. (2008). Designing research forpublication. Thousand Oaks, CA: Sage.

Challenges of Mixed Methods Research Skill level of researchers (quantitative, qualitative,and mixed)Adaptation of social science to health sciencePhilosophical debatesTradition of methodology – discipline/countryPotentially higher costs than single methodPublication outlets

Integration in Mixed MethodsIntegrationMerge data:QualResultsQuanConnect data:QualQuanResultsEmbed the data:Quan designQual dataSource:Creswell &Plano Clark,2011

6 Types of Mixed Methods Designs Basic Designs ConvergentDesign Explanatory Sequential Design Exploratory Sequential Design Advanced Designs EmbeddedDesign Transformative Design Multiphase Design

Convergent Parallel DesignQuantitativeData Collectionand AnalysisQualitativeData Collectionand AnalysisCompareor relateInterpretationExplanatory Sequential DesignQuantitativeData Collectionand AnalysisFollow upwithQualitativeData Collectionand AnalysisInterpretationExploratory Sequential DesignQualitativeData Collectionand AnalysisBuilds toQuantitativeData Collectionand AnalysisInterpretation

Rationale matches the design Obtain different, multiple perspectivesBuild comprehensive understandingExplain statistical results in more depthHave better contextualized measuresNeed to explore before explainFurther understand experimental resultsInvolve the community Convergent DesignConvergent DesignExplanatory SequentialExploratory SequentialExploratory SequentialEmbedded designEmbedded Design

Research questions match designConvergent Design To what extent do the quantitative andqualitative results converge?Explanatory Design In what ways do the qualitative datahelp to explain the quantitative results?Exploratory Design In what ways do the quantitative resultsgeneralize the qualitative findings? How do the qualitative findings providean enhanced understanding of thequantitative results?Embedded Design

Explanatory sequential design1.2.3.4.5.6.Collect the quantitative data.Analyze the quantitative data.Determine what quantitative results need to befurther explained. Determine what participants canhelp with this explanation.Collect the qualitative data.Analyze the qualitative data.Explain how the qualitative data helps to explainthe quantitative results

Exploratory sequential design1.2.3.4.5.6.7.Collect the qualitative data.Analyze the qualitative data.Design the quantitative strand based on what islearned from the qualitative results.Use these results in various ways: develop a newinstrument, develop a typology or taxonomyCollect the quantitative data.Analyze the quantitative data.Explain how quantitative results help to generalizethe qualitative data

Convergent design1.2.3.4.5.Collect the quantitative and qualitative data at roughly thesame time and independentlyIndependently analyze the quantitative and qualitative data.Compare the results from the quantitative results and thequalitative results.Discuss a comparison of those results. Indicate areas ofconvergence or divergence between the quantitative andqualitative results.For areas of divergence, provide explanations for thedivergence, such as collect more data, reexamine thequantitative and qualitative results, or point out limitations inone of the databases or the other.

A step-by-step approach for starting amixed methods research project1.2.3.4.What do you want to know?What will be the detailed quantitative, qualitative, and mixedmethods research questions that you hope to address?What quantitative & qualitative data will you collect and analyze?What rigorous methods will you use to collect data and/or engagestakeholders?5.Will you frame your project in an overarching theory or approach?6.How will you integrate the data?7.What mixed methods design is the best fit?8.What would a picture of your design look like?9.What are some potential challenges to your design?10.What are some ways to jointly display the data?

Example: OSNAP interventionTitle:Explaining Implementation Barriers & Facilitators on Children’sDietary Consumption in an Afterschool Group RandomizedControl TrialProblem Statement:While much obesity prevention research has been conducted todetermine the effectiveness of community-based interventions,there is a lack of evidence on how successful intervention areimplemented in real world settings.Rationale: Explain statistical results in more depth; furtherunderstand experimental results

Study aims The first aim of this study is to assess the impact of community,provider, and organizational implementation factors on theeffectiveness of an afterschool nutrition intervention by testinginteractions with the main effects of the trialThe second aim of this study is to explore the barriers andfacilitators that site directors faced as they implementednutrition changes in an afterschool program via one-on-oneinterviewsThe third aim of this study is to understand how the barriersand facilitators described by site directors help to explain theimplementation factors that predict stronger interventioneffects using an embedded, explanatory design

Research Questions1.2.3.What organizational, provider, and community factorspredict stronger intervention effectiveness of the Out ofSchool Time Nutrition and Physical Activity (OSNAP) grouprandomized control trial?What types of barriers and facilitators do site directorsexperience as they implement nutrition changes in afterschoolprograms?How do the interview data with site directors help to explainthe differential effects in the intervention trial?

Data collection & analysisQuantitative QualitativePlate waste protocol at One-on-one semi-structuredbaseline & follow up tointerviews aboutdetermine snack consumption ofimplementation with 10children in programs (N 400)intervention site directors atbaseline & follow upSurvey of implementationfactors with 20 site directors Action planning document(10 I, 10 C) at baseline &review of barriers &follow upfacilitators recordedthroughout the interventionLinear regression analysis, Thematic analysistesting for interactions withimplementation factors

A multilevel ecological conceptual framework of afterschool implementation barriers &facilitators adapted from the Framework for Effective Implementation (Durlak and DuPre 2008)

Integration Quantitative follows up with qualitativeQualitative embedded in a larger randomizedcontrol trial

Type of Mixed Methods Design:Embedded, Explanatory Sequential Intervention Researcher collects and analyzes both quantitative andqualitative data within a traditional intervention designAdding qualitative data to enhance a quantitative designPurpose: use qualitative strand to explain/better understandquantitative results of an experimental trialStrengths: Straightforward, appealing to NIH/CDC/quantitative researchersThis study introduces qualitative during and after the trial

Diagram of proceduresAn embedded, explanatory sequential intervention design ofimplementation and dietary outcomes in afterschool settingsPrequanExperimental MethodologyBoston OSNAP RCT interventionPre QUANPost QUANqualFall 2010ProceduresData collection: Plate waste observationsto determine dietaryintake of children Survey of implementationfactors afterschooldirectorsAnalysis: Quan dataset of baselinedietary intake (N 270 I,282 C) & implementationpredictors (10 I 10 C)PostquanPostqualExplain Discussion,Joint DisplaySpring 2011Data collection: Action planningdocument review ofbarriers & facilitators(N I0 Int)Analysis Transcribe andconduct thematicanalysisData collection: Plate waste observations to determine dietaryintake of children Survey of implementation factors with 20afterschool directors (10 I, 10 C) One-on-one interview with afterschool directors onbarriers & facilitators (N 10 I)Analysis: Longitudinal dataset of dietary intake (N 188 I,212 C) & implementation factors (N 10 I, 10 C) Regression analyses on the effectiveness of theintervention w/ implementation interaction terms Transcribe and conduct thematic analysis

Potential Challenges with Design Can be hard to determine which quantitative results you wantto explain with qualitative data until quantitative datacollection is completeUncertainty can make IRB approval difficultCan be challenging to determine who to sample for qualitativedata collection

Best Practices for Mixed MethodsResearch in Health Sciences Describes how to: Write study aims Write mixed methods research questions

BREAK

Mixed Methods Application Add action steps to your change tool given whatyou’ve learned about mixed methods today Whatare some initial, small steps you can take toapplied mixed methods to your work? Given the rationale you chose earlier, what studydesign would you likely use? What quantitative or qualitative skills might you needto develop to implement this design? Who might you need to bring on board?

Wrap up Lessons learned Howyou think CBPR and mixed methods can cometogether in your work Mixed methods concepts that are most applicable tothe needs and interests of today’s participants

THANK YOU“The use of both qualitative and quantitativeresearch, in tandem, provides a betterunderstanding of the research problem than eitherapproach by itself.”

mixed methods research project 1. What do you want to know? 2. What will be the detailed quantitative, qualitative, and mixed methods research questions that you hope to address? 3. What quantitative & qualitative data will you collect and analyze? 4. What rigorous methods will you use to collect data and/or engage stakeholders? 5.

Related Documents:

Bruksanvisning för bilstereo . Bruksanvisning for bilstereo . Instrukcja obsługi samochodowego odtwarzacza stereo . Operating Instructions for Car Stereo . 610-104 . SV . Bruksanvisning i original

Mixed Methods Research: Philosophy, Policy and Practice in Education (Vol. 7, Issue 1) Mixed Methods in Genders & Sexualities Research (Vol. 7, Issue 2) Mixed Methods in Education 2012 Vol 6 (3) Mixed Methods in Business & Management 2011 Vol5 (3) Mixed Methods in Health Sciences 2011 Vol 5 (1)

10 tips och tricks för att lyckas med ert sap-projekt 20 SAPSANYTT 2/2015 De flesta projektledare känner säkert till Cobb’s paradox. Martin Cobb verkade som CIO för sekretariatet för Treasury Board of Canada 1995 då han ställde frågan

service i Norge och Finland drivs inom ramen för ett enskilt företag (NRK. 1 och Yleisradio), fin ns det i Sverige tre: Ett för tv (Sveriges Television , SVT ), ett för radio (Sveriges Radio , SR ) och ett för utbildnings program (Sveriges Utbildningsradio, UR, vilket till följd av sin begränsade storlek inte återfinns bland de 25 största

Hotell För hotell anges de tre klasserna A/B, C och D. Det betyder att den "normala" standarden C är acceptabel men att motiven för en högre standard är starka. Ljudklass C motsvarar de tidigare normkraven för hotell, ljudklass A/B motsvarar kraven för moderna hotell med hög standard och ljudklass D kan användas vid

LÄS NOGGRANT FÖLJANDE VILLKOR FÖR APPLE DEVELOPER PROGRAM LICENCE . Apple Developer Program License Agreement Syfte Du vill använda Apple-mjukvara (enligt definitionen nedan) för att utveckla en eller flera Applikationer (enligt definitionen nedan) för Apple-märkta produkter. . Applikationer som utvecklas för iOS-produkter, Apple .

Mixed Methods Research Creswell & Plano Clark (2010). Designing and conducting mixed methods research. London: Sage. Mixed Studies Reviews Pope, Mays & Popay (2007). Synthesizing quantitative and qualitative health research. Adelaide: Ramsay Books. Mixed Methods Research & Mixed Studies Reviews In French: Pluye (2012). Les méthodes .

Exemplary Mixed Methods Research Studies Compiled by the Mixed Methods Working Group Funding provided by the Spencer Foundation* Our group addressed key features of successful mixed methods research; challenges of proposing and conducting such research; ways to address such challenges; training in mixed methods