Mixed Methods Designs

1. Mixed Methods Designs
JIBRAN MOHSIN (MHPE Student)

2. Outline
CHAPTER CONTENTS
1. Definition
2. Indications
3. History
4. Types
5. Key Characteristics
6. Ethical Issues
7. Steps in conducting
8. Evaluation
9. Summary
10. Meaningful Critique
11. Application to own practice
12. Evidence of external reading

3. Definition
A Procedure for collecting, analyzing, and “mixing” both quantitative
and qualitative methods in a single study or a series of studies to
understand a research question

4. Indications
1. Better understanding – strengths of both – “powerful mix”
1. Outcomes + Process
2. One type of research not enough to address research problem
3. Alternative perspective.
4. More acceptable than “pure” qualitative study.

5. History
1. Mixing forms of Quantitative Data
2. Combining quantitative and qualitative Data (triangulation of data)
3. Questioning the integration of Worldviews and Method
1. Worldview-method argument (Paradigm Debate)
2. Pragmatism
4. Developing Procedures for Mixed Methods Studies
5. Advocating for a Distinct Design
6. Reflective Period

7. Notation System for a Mixed Methods Study
Study # 1 QUAL + QUAN
Study # 2 QUAN ------> qual
Notation Used:
+ indicates the simultaneous or concurrent collection of quantitative and qualitative data
----> shows the sequential collection of quantitative collection of quantitative and qualitative data
Uppercase letters indicate a priority or increased weight for either the quantitative or qualitative data
Lowercase letters indicate a lower priority or weight for either the quantitative or qualitative data

8. Types
Step1: Identify mixed method study
• Title
• Data collection section
• Purpose statement or the research questions
Step2: Identify type of mixed methods design
• Priority or weight (quantitative vs qualitative data collection)
• Sequence of data collection
• Data analyses (combined vs separate)
• Where in study, data is “mixed”?

9. Types
Basic Designs Complex Designs
1. The convergent parallel (concurrent) design
2. The explanatory sequential design
3. The exploratory sequential design
4. The embedded design
1. The transformative design
2. The multiphase design

10. Convergent Parallel Design
The Convergent Parallel Design
Priority or weight QUAN + QUAL
Sequence of data collection Simultaneously / concurrent
Data analyses Separate
Where in study, data is “mixed”? Comparison of QUAN and QUAL results
• Discussion section (side by side)
• Merge in single table
• Transform one dataset

11. Convergent Parallel Design
The Convergent Parallel Design
Rationale: Strengths of one data collection form offset weakness of other form
MERITS DEMERITS
• Uses best features of both quantitative and
qualitative data collection
• How to merge 2 forms of data
• How to assess result that diverge

12. Explanatory Sequential Design
The Explanatory Sequential Design (Two-phase model; most popular)
Priority or weight QUAN --> qual
Sequence of data collection Sequentially in 2 phases
Data analyses Separate
Where in study, data is “mixed”? Use qual data to refine the results from QUAN data

13. Explanatory Sequential Design
The Explanatory Sequential Design (Two-phase model; most popular)
Rationale:
More analyses required to refine/extend/explain the general picture of research problem created from quantitative data
and results
MERITS DEMERITS
• Best of both
• Clearly identified 2 phases
• No integration or convergence of data
• Difficulty in determining what aspect of quantitative
results to follow up on.
• Labor intensive (expertise and time)

14. Exploratory Sequential Design
The Exploratory Sequential Design
Priority or weight QUAL  quan
Sequence of data collection Sequentially in 2 phases
Data analyses Separate
Where in study, data is “mixed”? Plans on quan data to build on or explain the
initial QUAL findings

15. Exploratory Sequential Design
The Exploratory Sequential Design
Rationale:
Explore a phenomenon, identify themes, design an instrument, and subsequently test it.
MERITS DEMERITS
• Allows researcher to identify measures actually grounded
in the data obtained from the study participants
• Extensive data collection
• Time (testing instrument)
• Selection of most appropriate QUAL data

17. Key Characteristics
• Provide a Rationale for the Design
• Include Collecting Quantitative and Qualitative Data
• Consider Priority
• Consider Sequence
• Match the Data Analysis to a Design
• Diagram the procedures

18. Match the Data Analysis to a Design
Basic Type of Mixed Methods Designs Examples of Analytic and Interpretive Procedures
Convergent • Quantifying qualitative data
• Qualifying quantitative data
• Comparing results
• Consolidating data
Explanatory • Following up on outliers or extreme cases
• Explaining results
• Developing a topology
• Examining multilevels
Exploratory • Locating an instrument
• Developing an instrument
• Forming categorical data
• Using extreme qualitative cases

19. Ethical Issues
Quantitative Issues • Obtaining permissions
• Protecting anonymity of respondents
• Not disrupting the sites
• Communicating the purposes for the study
Qualitative Issues • Conveying the purpose of the study
• Avoiding deceptive practices
• Respecting vulnerable populations
• Being aware of potential power issues on data collection
• Respecting indigenous cultures
• Not disclosing sensitive information
• Masking identities of participants
Design – specific issues Convergent Difference in sample size
Explanatory Some individuals may not warrant QUAN data released

20. Steps in Conducting

21. Evaluation
1. Mixed methods - best approach to answer research question ?
2. Incorporation of both QUAN and QUAL data collection and analysis ?
3. Explicitly combines 2 datasets ?
4. Use of rigorous quantitative and persuasive qualitative procedures of data collection and analysis ?
5. Study framed within one of mixed methods study designs ?
6. Provide diagram of procedures – timing, priority and mixing within study ?
7. Signals to reader that study is using mixed methods?

22. Summary
(QUAL  quan)
(QUAN --> qual)
(QUAN + QUAL)

23. Meaningful Critique
Missing Examples from medical education
Bias None
Applicability to own situation Applicable to medical field
Methods references Appropriate
Others Easy of comprehend language
Building of concepts from basic to complex
Rationale, merits and demerits, examples given for each design type

24. Application to own practice
• Mixed method study design can be used for Research in medical
education at my parent institute as it will help in explaining the
process as well as outcomes.

25. External Readings

26. THANK YOU