Dr. Professor Richard A. Krueger, University of Minnesota, USA and Dr. Mary Anne Casey, Consultant in Designing Research, USA presented this seminar "Lessons Learned from Doing Qualitative Research" at the Whitaker Institute on 27th September 2012.

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LESSONS LEARNED:
QUALITATIVE
RESEARCH
Richard A. Krueger, PhD
Mary Anne Casey, PhD
University of Minnesota
TIPS
• When writing recruiting scripts, introductions
or questions, have Ginny in mind
• Recruiting is tough
– Use someone participants know and respect
• Treat subjects like friends coming to dinner
• Plan studies in phases
– Conduct two or three fg, analyze, stop, rethink,
revise questions to a new level, continue
• Study good writing—NYT Science Section

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CHALLENGE: GETTING AT HOW
EMOTIONS AND CONTEXT INFLUENCE
BEHAVIOR
• Behavioral research tells us that we don’t make decisions based on
the facts, or on logic. We make decisions based on emotions and
context. Yet, researchers often ask direct questions that beg for
rational explanations.
– What do you think of this program?
– What were you thinking when you made that decision?
– Would you use this product?
– What would you look for in home health nurse visit?
– If you got this in the mail, would you return this survey?
• These kinds of questions can lead to intellectualizing.
• And many of us want to appear rational, so we tell others how we’d
like to be, not how we are.
PROJECTIVE QUESTIONS
• If NUI were an animal, what would it be?
• If NUI were an object in the kitchen, what
would it be?
• If NUI Galway, Trinity College, and
University College Cork were people at a
party, what would they be like? What car
would they drive up in? How would they
be dressed? How would they behave?

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PHOTOS
• Choose a picture that best illustrates how you feel about being a
graduate student.
• Or, Here are photos of mothers. Some of them breastfeed and some don’t. Sort them
into two piles.
DRAWING
• When your boss asks, “What’s it like to be a mom
who works outside the home?”…
• What do you say?
• What do you think?
• What does your heart tell you?

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DRAWING
• Draw a typical
Volkswagen Bug
driver. What are
they wearing?
What are they
holding in their
hand? What are
they saying? List
demographics &
adjectives.
Name________
Age________
Marital status ________
Five adjectives to describe him/her:
_______
_______
_______
_______
_______
DRAWING
• Draw you. What are
you wearing? What
are you holding in
your hand? What
are you saying? List
demographics &
adjectives.
• Describe both.
• Compare.
Name________
Age________
Marital status ________
Five adjectives to describe him/her:
_______
_______
_______
_______
_______

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STARBURST
• Think of as many
things as you can
say about the
University
bookstore and
write them on the
lines shown.
Book
store
MORE NON-DIRECT
QUESTIONS
• Ask respondents to develop a “chain of events” or a
“causal map” that describes their action, decisions and
choices.
• Draw a mind-map showing associations and linkages of
how they think.
• Keep a daily journal of actions, behavior and thoughts
on this topic. Participants use journal to answer
questions.
• Prepare a photo album.
• Make a collage that would convince you to X.
• Here is $100 (or points). Allocate $ to those features
that are most important.
• Listen/watch for emotional clues. Ask participants to
describe what they are feeling.

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PILOT -TEST QUESTIONS
• Offer several concrete examples and ask
them which they prefer
• Examples could be displayed in writing,
in visuals, by video or by other means
• These questions allow respondents to
place themselves in an actual situation
EMOTIONAL CLUES
• Watch for indicators of emotional
response
• Changes in tone, intensity, speed or
statements that they feel strongly, etc.
• Attempt to get them to say more about
their feelings

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STORYTELLING TYPES
Types of Research Stories
1. Stories illustrate research data
2. Story collections reveal patterns and
trends
3. Stories used with surveys
4. Stories produce insight on rare
experiences
5. Stories that motivate
RESEARCH ELEMENTS
1. Systematic procedures are used
2. Stories can be verified
3. Story process is transparent
4. Representativeness is addressed
5. Confidentiality is respected
6. Truthfulness is considered
7. Intensity and emotional impact are
considered

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STORYTELLING ELEMENTS
• The story is about a person
• The person has a problem, concern, obstacle or
struggle
• There is a setting for the story – time, place
• People talk
• People have feelings and emotions
• The story has a sequence
• Suspense, surprise or humor help the story
• Language is descriptive -- use memorable words
• The person is successful, achieves goal, problem
is resolved or the person continues the struggle
• Key message is revealed and emphasized
STORIES TO MOTIVATE
Culturally Appropriate Storytelling to Improve Blood
Pressure: A Randomized Trial
• http://annals.org/article.aspx?articleID=746718
• Thomas K. Houston, MD, MPH; et al
• Annals of Internal Medicine. 18 January 2011;154(2):77-84
Storytelling: A Novel Intervention for Hypertension
• Kimberly R. Myers, PhD, MA; and Michael J. Green, MD, MS
• Annals of Internal Medicine. 18 January 2011;154(2):129-130
• Houston and colleagues report that listening to stories of other patients
with hypertension reduced blood pressure among African Americans
with poorly controlled hypertension. The editorialists discuss the
findings and explore whether clinicians might use patients' stories in
other settings and with other populations as a routine part of treatment.

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http://annals.org/article.aspx?articleID=746718
Original Research | 18 January 2011
Thomas K. Houston, MD, MPH; et al
Ann Intern Med. 18 January 2011;154(2):77-84
Abstract
Background: Storytelling is emerging as a powerful tool for health promotion in vulnerable populations.
However, these interventions remain largely untested in rigorous studies.
Objective: To test an interactive storytelling intervention involving DVDs.
Design: Randomized, controlled trial in which comparison patients received an attention control DVD.
Separate random assignments were performed for patients with controlled or uncontrolled
hypertension.
Setting: An inner-city safety-net clinic in the southern United States.
Patients: 230 African Americans with hypertension.
Intervention: 3 DVDs that contained patient stories. Storytellers were drawn from the patient population.
Measurements: The outcomes were differential change in blood pressure for patients in the intervention
versus the comparison group at baseline, 3 months, and 6 to 9 months.
Results: 299 African American patients were randomly assigned between December 2007 and May
2008 and 76.9% were retained throughout the study. Most patients (71.4%) were women, and the
mean age was 53.7 years. Baseline mean systolic and diastolic pressures were similar in both
groups. Among patients with baseline uncontrolled hypertension, reduction favored the intervention
group at 3 months for both systolic (11.21 mm Hg [95% CI, 2.51 to 19.9 mm Hg]; P = 0.012) and
diastolic (6.43 mm Hg [CI, 1.49 to 11.45 mm Hg]; P = 0.012) blood pressures. Patients with baseline
controlled hypertension did not significantly differ over time between study groups. Blood pressure
subsequently increased for both groups, but between-group differences remained relatively constant.
Conclusion: The storytelling intervention produced substantial and significant improvements in blood
pressure for patients with baseline uncontrolled hypertension.
INTERESTING READING
Switch
by Chip and Dan Heath
Predictably Irrational
By Dan Ariely

10. 05/10/2012
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Influence
By Robert Cialdini
Change or Die
By Alan Deutschman
How We Decide
By Jonah Lehrer