This document provides an introduction to qualitative research methods. It outlines some key differences between qualitative and quantitative research, including that qualitative research is subjective, holistic, and aims to understand why and how phenomena occur rather than objective measurements. It also describes some common qualitative research designs like phenomenology, ethnography, and grounded theory. The document then covers methods for collecting qualitative data through interviews, focus groups, observation, and documents. It provides guidance on analyzing, coding, and presenting the results of qualitative research.
Data collection is a one of the major important topic in research study, It should be clear and understandable to all students, especially in graduate studies
Data collection is a one of the major important topic in research study, It should be clear and understandable to all students, especially in graduate studies
This presentation is about Quantitative Research, its types and important aspects including advantages and disadvantages, characteristics and definitions.
Grounded Theory: A specific methodology developed by Glaser and Strauss (1967) for the purpose of building theory from data. In their book the term grounded theory is used in a more sense to denote theoretical constructs derived form qualitative analysis of data.
This presentation is about Quantitative Research, its types and important aspects including advantages and disadvantages, characteristics and definitions.
Grounded Theory: A specific methodology developed by Glaser and Strauss (1967) for the purpose of building theory from data. In their book the term grounded theory is used in a more sense to denote theoretical constructs derived form qualitative analysis of data.
Marketing research project conducted for Pizza Hut Pakistan as part of MBA Marketing Research course final project.
Main objective to determine whether to continue deals menu, reduce it or expand it. Secondary Objective was to do a Usage and Attitude Study and a Consumer Satisfaction Survey.
Introduction
Study design in qualitative research
Method of data collection
Handling qualitative data
Analyzing qualitative data
Presenting the results of qualitative research
By the end of this presentation you should be able to:
Describe different types of data collection techniques
Demonstrate dimensions , type of observations and how to prepare and conduct observation
Understand the practical communication skills for interviews to ask good questions , probe and follow up questions .
Able to prepare for interview
Understand the characteristics and uses of focus group discussions
Conduct focus group discussions
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
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Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
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2. Outline
• Introduction
• Differences between qualitative and quantitative
research
• Study design in qualitative research
• Method of data collection
• Handling qualitative data
• Analyzing qualitative data
• Presenting the results of qualitative research
4/7/2013 Research Methodology Course 2
3. Introduction
• Scientist more comfortable with quantitative
research
• Quantitative methods deal with the collection and
processing numerical data
• Answer questions
– How often? To what extent?
– How much? How many … but cannot answer questions on
– Why? how? In what way?
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4. Introduction cont.
• Qualitative research can provide insight which is not
possible to elucidate with purely quantitative data
– A means for exploring and understanding the meaning
individuals or groups ascribe to social or human
problems
– Study human behavior and social world
• Help us to understand the world in which we live
and why things are the way they are
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5. Introduction cont.
• Qualitative research answer questions on:
– Why people behave the way they do
– How opinions and attitudes are formed
– How people are affected by the events that go on
around them
– How and why cultures have developed
– The difference between social groups
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6. Quantitative vs. Qualitative research
No Qualitative research Quantitative research
1 Subjective – concern with opinion, objective
experiences and feelings of individuals
2 Holistic Reductionist – identify a set of variables
3 Phenomenological Scientific
4 Descriptive Experimental
5 Naturalistic Contrived
6 Inductive – generate theories Deductive – test proposed theories
7 Small sample – direct data collection, Representative sample
interview, observation
8 Results – generalizability is not an aim Usually generalizability is an important
aim
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7. Qualitative research designs
• Four major types of qualitative research design
include:
– Phenomenology
– Ethnography
– Grounded theory
– Case study
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8. Phenomenology
• Study of a phenomena – describing something that
exist as part of the world
• Phenomena might be:
– An event, a situation, an experience or a concept
– e.g. back pain
• It begins with the acknowledgment that there is a
gap in our understanding
• It may not necessarily provide definitive explanations
but it does raise awareness and increase insight
4/7/2013 Research Methodology Course 8
9. Ethnography
• The term means “portrait of people”
• It is a methodology for descriptive studies of cultures
and peoples
– e.g. cultural parameter is suspected of affecting the
population’s response to care or treatment
• It requires extensive fieldwork by the researchers
• Data collection includes formal and informal
interview on several occasion and observation
• It is extremely time consuming
4/7/2013 Research Methodology Course 9
10. Ethnography cont.
• Data analysis – “emic” approach: researcher
interpret data from the prospective of the population
under study
• Results are expressed as they are expressed by the
subjects themselves
• These studies might be problematic when
researchers are not familiar with social norms and
language
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11. Grounded theory
• Main feature: development of a new theory through
the collection and analysis of data about a
phenomenon
• It goes beyond phenomenology as the explanation
are genuinely new knowledge and are used to
develop theories
• Various data collection techniques are used
– Literature review, documentary analysis, interviews ,
observation
4/7/2013 Research Methodology Course 11
12. Grounded theory cont.
• Key feature: constant comparative analysis –
simultaneous collection and analysis of data
4/7/2013 Research Methodology Course 12
13. Case study
• Case studies might be qualitative or quantitative
• In-depth analysis of a single or small number of
unites
• It is used to describe an entity that forms a single
unit such as a person, an organization or an
institution
• Complexity: illustration of an event VS. analysis of
social situation over time
• As a research design, it offers rich and in-depth
information which is not usually offered by other
methods
4/7/2013 Research Methodology Course 13
14. Case study cont.
• It is highly versatile method and employs any or all
methods of data collection
• It can be used for different purposes e.g.
development of new services, organizational changes
in planning, purchasing or delivery of health services,
evaluation of a program
• A critic - case may not be representative of similar
cases (findings are not generalizable)
• Can we apply findings elsewhere?
4/7/2013 Research Methodology Course 14
15. Methods of collecting qualitative data
• Direct interaction with individuals
– One to one interaction
– Or interaction with a group
• Interviews
• Focus Group Discussion
• Observation
• Data collection is time consuming
• Benefits of these methods include richness of data
and deeper insight into phenomena under study
4/7/2013 Research Methodology Course 15
16. Interviews
• Structured interviews
– Same questions in same away
– Limited range of responses (e.g. questionnaires)
• Semi structured interviews or focused interviews
– Series of open ended questions
– Provide opportunities to both researchers and
respondents to discuss certain topics in more details
4/7/2013 Research Methodology Course 16
17. Interviews cont.
• Unstructured interviews or in-depth interviews
– Discussing limited number of topics
– Phrase questions in the interviewee’s previous response
• Qualitative interviews are semi structure or
unstructured
• Qualitative interviews should be fairly informal
• Require careful consideration and preparation
4/7/2013 Research Methodology Course 17
18. Focus group discussion
• Collect information from groups of people rather
than a series of individuals
• FGD can be used when
– Resources are limited
– To identify a number of individuals who share a common
factor
– It is desirable to collect the views of several people within
the population sub group
– Group interaction among participants has the potential for
greater insights to be developed
4/7/2013 Research Methodology Course 18
19. Focus group discussion cont.
• Characteristics of a focus group
– Group size: usually 6-10 people
– Several FGD should be run in any research, it would be
wrong to rely on the views of just one group
– Members of each group should have something in common
– May use pre formed groups e.g. pressure groups
– Data collection and analysis is time consuming
– Requires certain skills
• Facilitation, moderating, listening, observing and analyzing
4/7/2013 Research Methodology Course 19
20. Observation
• Might be the only method to collect information in
certain conditions
• Observation of people VS. observation of
environment
• Observation can also serve for verifying or nullifying
information collected through other methods
4/7/2013 Research Methodology Course 20
21. Observation cont.
• Techniques for collecting data
– Written descriptions
• Researcher may miss to record
• May focus on one thing and miss equally or even more important
things
– Video recording
• No need to take notes
• Review time after time
• Recording my affect the behavior of the people under observation
• Fixed camera may limits the range of possible observation
4/7/2013 Research Methodology Course 21
22. Observation cont.
• Photographs
– Good way of collecting observable data of phenomena
which can be captured in a single shots or series of shots
– Photographs of buildings, neighborhoods, dress and
appearance
• Documentation
– Wide range of written materials
– Policy document, annual reports, minutes of meeting,
codes of conduct, notice boards etc.
4/7/2013 Research Methodology Course 22
23. Handling qualitative research data
• Recording VS. note taking
• Transcribing qualitative data
– Procedure for producing written version of interview
– Time consuming , estimated ratio of time required is 5:1
– Produce a lot of written text
• Transcribe may not be essential for each interview
– Tape analysis: taking notes from play back of tape recorded
interviews
– Who should do transcribing?
4/7/2013 Research Methodology Course 23
24. Handling qualitative research data cont.
• Consideration should be given to tone and inflection
– By listening and noting the intensity and feeling in the
interviewee’s voice it is possible to detect:
• Positive/negative continuum
• Certainty/uncertainty
• Enthusiasm/reluctance
• Constant comparative analysis: data collection and data
analysis occur on ongoing basis
– Each interview is analyzed before other interview take place
– Finding of first interview is incorporated in the following one
– Later interviews might be completely different from the
initial ones
4/7/2013 Research Methodology Course 24
25. Analyzing qualitative data
• Involves summarizing data and presenting the
results in a way that communicate the most
important features
• As quantitative research we are interested to
discover the big picture in qualitative research as
well, but by using different technics
• We start labeling or coding every item of information
to recognize differences and similarities between all
different items
4/7/2013 Research Methodology Course 25
26. Analyzing qualitative data cont.
• No system for pre-coding
• Needs a method of identifying and coding items of
data which appear in the text of transcript
• All the items of data from one interview should be
compared with other interviews
• Same procedures are used for qualitative data
collected through interviews, FGDs, observation and
documentary analysis – since all are concerned with
analyzing text
4/7/2013 Research Methodology Course 26
27. Analyzing qualitative data cont.
• Content analysis
– Procedure for categorization of verbal or behavioral data
– It involves coding and classifying data
– Analysis done at two levels:
• Basic or manifest level: descriptive – what was actually said
• Higher or interpretative level: what was meant by response – also
called latent level of analysis
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28. Analyzing qualitative data cont.
• Content analysis involves the following steps:
1. Read the transcript and make brief note of interesting or
relevant information
2. Make a list of the different type of information from the
notes
3. Categorization of the listed items
4. Identify the categories that are some how linked to each
other (major categories or themes)
5. Compare and contrast various categories
4/7/2013 Research Methodology Course 28
29. Analyzing qualitative data cont.
• Content analysis involves the following steps:
6. Repeat the process from stage 1-5 on next transcripts
- Identify new categories of information
- Accommodate data in the existing categories
- Color code different categories and review
7. Collect together all the extracts from the transcribed
interviews that you have put into one category
8. Review different categories and move items if required
from one category to another
9. Review and check if two or more categories can fit together
10. Check the initial notes, consider if any previously excluded
data is relevant and should be included in results
4/7/2013 Research Methodology Course 29
30. Computerized data analysis
• Most well known software packages include
– ATLAS/ti
– NVivo
– NUD*IST
4/7/2013 Research Methodology Course 30
31. Presenting the results of qualitative research
• Look at themes and categories and structure the
results accordingly
• The structure can be set out at the beginning as a list
or diagram
• Themes are the main findings of the study
• To support findings, evidence are presented at direct
quotations from respondents
4/7/2013 Research Methodology Course 31
32. Presenting the results of qualitative research
cont.
• A range of quotations should be selected
– Strength of opinion or belief
– Similarities between respondents
– Differences between respondents
• Link between different categories
• Conclusion
• Some qualitative data can be dealt with in
quantitative way
• Using qualitative and quantitative techniques for
analysis of data can strengthen analysis
4/7/2013 Research Methodology Course 32
33. Presenting the results of qualitative research
cont.
Themes Major categories Minor categories
Safe sex
Sexual health Pregnancy
Sexual behavior
Health issues for young people
Smoking
Drugs Alcohol
Illicit drugs
Services available
Lack of knowledge Understanding
Perceptions
Barriers to accessing services
Own beliefs
Attitudes Peer pressure
Expectation of staff
4/7/2013 Research Methodology Course 33
34. Group Work
• Form three groups
• Select group leader and reporter
• Review and discuss all questions (part 1-3) in groups
• Each group will present only one part of the
questions (part 1-3)
• Time for group work: 30 minutes
• Time for presentation of each group: 10 minutes
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