This module provides an introduction to focus groups as a qualitative research methodology. It describes focus groups as involving 6-12 similar participants guided by a moderator in a discussion about a focused topic. Focus groups generate data through group interactions and discussions. They are useful for exploring attitudes, ideas, and experiences on a topic. The module reviews how focus groups compare to other qualitative methods like interviews and observations. It also covers different types of focus group studies and common uses in areas like marketing, decision making, and health research.
Interview Method for Qualitative ResearchPun Yanut
Interview is the verbal conversation between two people with the objective of collecting relevant information for the purpose of research.
Interviewing, a method for conducting research, is a technique used to understand the experiences of others.
McNamra (1999), the interviewer can pursue in-depth information around the topic.
Interview may be useful as follow-up to certain respondent
“Focus group interviews typically have five characteristics or features: (a) people, who (b) possess certain characteristics, (c) provide data (d) of a qualitative nature (e) in a focused discussion.”
-Focus Groups: A Practical Guide for Applied Research (Krueger)
Interview Method for Qualitative ResearchPun Yanut
Interview is the verbal conversation between two people with the objective of collecting relevant information for the purpose of research.
Interviewing, a method for conducting research, is a technique used to understand the experiences of others.
McNamra (1999), the interviewer can pursue in-depth information around the topic.
Interview may be useful as follow-up to certain respondent
“Focus group interviews typically have five characteristics or features: (a) people, who (b) possess certain characteristics, (c) provide data (d) of a qualitative nature (e) in a focused discussion.”
-Focus Groups: A Practical Guide for Applied Research (Krueger)
Focus Group Discussions (FGDs) are defined as semi structured group discussions, which yield qualitative data on the community level by facilitating interaction between participants.
Focus Group Discussions (FGDs) are defined as semi structured group discussions, used to obtain in-depth information (qualitative data - insight) from a group of people about a particular topic.
The focus group discussion yields information about people’s opinions, beliefs, attitudes, and perceptions towards a product, service, concept, advertisement, idea, or packaging.
Case Study is a method to deeply observe the characteristics of individual unit such as a person, a group or a community, in order to analyse various phenomena in relation to that unit of study.
Ethnography is a method to explore the nature of a certain social phenomenon and it tends to use unstructured data.
This guide is designed to provide you with an overview of the steps required to conduct a Focus Group Discussion (FGD) including the resources required, and instructions about what you do with the information when you have completed the FGDs.
Focus Group Discussions (FGDs) are defined as semi structured group discussions, which yield qualitative data on the community level by facilitating interaction between participants.
Focus Group Discussions (FGDs) are defined as semi structured group discussions, used to obtain in-depth information (qualitative data - insight) from a group of people about a particular topic.
The focus group discussion yields information about people’s opinions, beliefs, attitudes, and perceptions towards a product, service, concept, advertisement, idea, or packaging.
Case Study is a method to deeply observe the characteristics of individual unit such as a person, a group or a community, in order to analyse various phenomena in relation to that unit of study.
Ethnography is a method to explore the nature of a certain social phenomenon and it tends to use unstructured data.
This guide is designed to provide you with an overview of the steps required to conduct a Focus Group Discussion (FGD) including the resources required, and instructions about what you do with the information when you have completed the FGDs.
a) Research in subject/discipline
b) Methods of data collection in the subject
c) Drawing conclusion, generalization and theory development
d) Preparing reference, notes and bibliography
Research methods a critical review1AimsTo .docxverad6
Research
methods a critical review
1
Aims
To re-cap on learning to date
To explore in a little more depth some examples of methods
To review grounded theory
To explore ethnography
In-put around 3 actual research projects (PhD study)
So far….
We are aware that there are different research methodologies which lead to the use of different methods
There is a fundamental split based upon structure
determining whether a qualitative or quantitative approach is taken
This is influenced by researcher preferences and the area to be followed
Which methods is best?
Opinion is divided and this means there is no simple answer
Debate about which approach is superior ends in personal preference and that all methods have their own strengths
Yet there is a critical review of both methods and methodology
Important to engage with to understand bias and limitation
Method 1: Surveys
What? Gathers information / opinions / can describe a trend
Can be structured / semi-structured / sample or whole population
Usefulness / strengths: Provides a quantitative or numeric description of events
Limitations: Closed and encoded / lacks flexibility/ restricted information / researcher and tool are in control
Method 2: Interviews
What? ‘Conversation with a purpose’ / two way approach / Unstructured / semi-structured
Usefulness / strengths: Findings are created and recorded at the time / flexibility / allows for a reflexive approach
Limitations: Requires a skilled interviewer / side-lining can be a problem / personal disclosure / ethically challenging
Methods 3: Focus group
What? A group interview or discussion (Gill et al., 2008). Based upon interaction to create findings.
Usefulness / strengths: Less time required and rich qualitative data created / findings are co-constructed / potential for egalitarianism
Limitations: Requires careful facilitation / some participant may dominate / ethics / sensitivity need to be adhered to
E.G. Grounded Theory (GT)
A qualitative strategy were theory is derived from participants feedback (understand humans)
Data collection and analysis occur simultaneously
Social processes are discovered building ideas / theory from the ground up / avoiding pre-conceptions
Categories and analytic codes developed from data
Theoretical sampling used to refine categories
Analytical memos used between coding
and writing
Categories integrated into a theoretical
framework
Defining and evaluating…
“The spirit of grounded theory is open-ended and flexible, a form of research that seeks to understand individuals involved in social interactions of various types within various contexts” Gilgun (2010)
GT provides tools, which are flexible, reflexive and allowing ‘fresh ways’ to examine data
“ We begin by being open to what is happening in the studies scenes and interview statements so that we might learn about out research participants’ lives” Charmaz (2006)
Ethos / Guides for GT
Charmaz comments on the importance of .
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
Title: Sense of Smell
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 primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
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.
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
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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
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
3. Module Purpose
This self-learning module is designed to:
1. Introduce learners to focus groups as a
research methodology,
2.Explore the usefulness of focus groups to
occupational therapy research,
3.Provide resources to further students’
learning.
4. Learning objectives
1. To describe focus groups, their purpose, and defining characteristics.
2. To understand where focus groups are anchored as a research
methodology.
3. To compare and contrast focus groups with other qualitative research
methods.
4. To introduce different types of focus group studies, to describe how
they differ, and to become familiar with common uses.
5. To explore how the focus group method can be applied to
occupational therapy research.
6. To identify strengths and weaknesses of the focus group approach.
7. To become familiar with the key elements to consider when planning
and conducting focus groups.
5. What is a focus group?
A FOCUS GROUP DISCUSSION (FGD) is a group
discussion of approximately 6 - 12 persons guided
by a moderator, during which group members talk
freely and spontaneously about a certain topic
determined by the researcher. The researcher’s
interest provides the focus and the group
interaction produces data.
6. Morgan (1997) definition:
“The explicit use of group interactions to produce data
and insights that would be less accessible without the
interaction found in a group.”
Krueger & Casey (2000) definition:
“A carefully planned series of discussions designed to
obtain perceptions on a defined area of interest in a
permissive, non-threatening environment.”
7. Purpose of a focus
group discussion
To promote self-disclosure among
participants
To obtain in-depth information on concepts,
perceptions and ideas of a group
While primarily a group interview technique,
the observations of interactions among group
members are considered a major part of the
data collection
8. Characteristics
Krueger & Casey (2000)
1. 5-10 participants
2. Composed of participants who are similar to
each other (e.g. homogeneous)
3. Provide qualitative data
4. Involve a focused discussion of a topic of
interest that has been carefully planned in
advance
5. Session length is under two hours
9. What are we focused
on?
Participants, chosen for their knowledge or
experience of the topic
Questions and probes planned in advance to direct
attention to the topic
Discussion, or collective activity, planned to
encourage spontaneous dynamic interaction between
participants in order to explore ideas
Outcomes, based on group responses and in some
cases based on analyses of the actual interactions
10. Quick summary
group interview
homogeneous people
collect qualitative data
13. Why qualitative?
Because focus groups combine two qualitative
techniques
FG = an interview (group) + observational approach
Interview questions are open-ended and generate
narrative data
14. Compared to Participant
Observation
Allow access to processes qualitative
researchers are interested in - interaction
Focus group advantage: observe a
concentrated amount of interaction in a
limited time period
Participant observation advantage: natural
social setting and interaction, not limited to
verbal behaviour and self-reported data
15. Compared to Individual
Interviews
Allow access to content qualitative researchers are interested in - the
attitudes and experiences of our informants
Focus group advantage:
a) The ability to access and observe group interactions on a topic
b) Group discussions provide direct evidence about similarities and
differences in participants opinions and experiences
Individual interview advantages:
a) Interviewer has more control
b) Volume of information each informant has time to share is greater
16. Compared to other
group interviews
E.g. Nominal and Delphi Groups
neither involve group interactions
typically involve trained experts as opposed
to lay people as participants
17. QUESTION
Which qualitative research
method would you choose if you
had unlimited resources (time
and money) and were interested
in natural, observable
interactions?
18. QUESTION
If the goal of the research is to
gain an in-depth understanding
of a person’s opinions and
experiences, which qualitative
research method would you
choose and why?
20. Focus Groups as:
A self-contained research method where
the focus group serves as the primary
means of collecting qualitative data
A supplementary source of data in studies
that rely on some other primary method
Part of multimethod studies that combine
two or more means of data collection, and no
one primary method determines the use of
others.
21. When to use
focus groups
You are looking for a range of ideas or feelings that people have
about something
You are trying to understand differences in perspectives between
groups or categories of people
You wish to uncover factors that influence opinions, behaviours, or
motivation
You want ideas to emerge from the group
You want to pilot test ideas, materials, plans, or policies
The researcher needs information to design a large-scale
quantitative study
The researcher needs information to help shed light on quantitative
data already collected
22. When NOT to use
focus group
You want people to come to consensus
You want to educate people
You don’t intend to use the results but want to give the appearance of
listening
You are asking for sensitive information
You can’t ensure the confidentiality of sensitive information
You need statistical projections
The environment is emotionally charged
Other methodologies can produce better quality information
Other methodologies can produce the same quality information more
economically
23. Common uses
1) Market research
2) Decision making
3) Planning and goal setting
4) Policy making and testing
5) Health related applications:
Investigation of health issues
Programme development (e.g. needs assessment, asset analysis)
Service evaluation
Quality assurance monitoring
Research (e.g. generation of hypotheses, interpretation of previously
obtained quantitative results)
24. Example 1
As a monitoring and evaluation tool, focus groups
could be used:
in planning a programme to identify
stakeholders’ needs,
during a programme to examine service
quality, and
on completion of a programme to assess
outcomes.
25. Example 2
FGD could be used to focus
research and develop relevant
research hypotheses by exploring in
greater depth the problem to be
investigated and its possible causes.
26. Example 3
FGD could be used to formulate
appropriate questions for more
structured, larger scale surveys.
28. 1. When the identification of major themes is
important. For example,
occupational therapy practitioners may find them useful for
discerning the variety of client perceptions of a particular service or
intervention, in order to make quality improvements
occupational therapy educators may find them useful for
understanding what factors have an impact on a course or
programme of study for participating students
service managers may find them useful for identifying the range of
staff views on aspects of service delivery or for exploring staff needs
and feelings
2.To explain results obtained from other sources
(e.g. survey, individual interview)
29. OT research using
focus groups
Laliberte-Rudman et al (2000) explored quality of life issues from the
perspectives of consumers with schizophrenia.
Calnan et al (2000) used focus groups with service users, in order to adapt
a postal questionnaire for evaluating and monitoring the quality of care of a
local occupational therapy service.
Yallop (2000) used data from a focus group to evaluate and direct future
provision for people attending a new occupational therapy service
developed for those living with HIV/AIDS.
31. STRENGTHS
flexible and versatile
produce concentrated amounts of data
useful for exploring attitudes and experiences
useful for generating ideas
group dynamic stimulates conversation and reactions
allows probing
more efficient than conducting individual interviews
more controlled than participant observation and less
controlled than individual interviewing
useful to complement other qualitative research methods
32. Weaknesses
can be expensive
complicated logistics may favour individual interviews
may be dominated by 1 or 2 participants
driven by the researchers interests; less naturalistic than participant
observation
moderator may be biased and may influence the group’s interactions
and data
the group itself may influence the data collected because of
tendencies towards conformity or censoring
participants may limit their responses to questions on topics of a
sensitive nature
topics may be limited by ethical issues such as invasion of privacy
concerns
38. Learning objectives
1. To describe focus groups, their purpose, and defining characteristics.
2. To understand where focus groups are anchored as a research
methodology.
3. To compare and contrast focus groups with other qualitative research
methods.
4. To introduce different types of focus group studies, to describe how
they differ, and to become familiar with common uses.
5. To explore how the focus group method can be applied to
occupational therapy research.
6. To identify strengths and weaknesses of the focus group approach.
7. To become familiar with the key elements to consider when planning
and conducting focus groups.
39. Additional Resources
Greenbaum, T.L. (1998). The Handbook for Focus Group Research (2nd ed.). New York: Lexington
Books.
Krueger R.A. (1997). Moderating focus groups (Focus Group Kit). Thousand Oaks, CA: Sage
Publications.
Krueger, R.A. (1998). Developing questions for focus groups (Focus Group Kit). Thousand Oaks, CA:
Sage Publications.
Krueger, R.A., & Casey, M.A. (2009). Focus Groups: A practical guide for applied research (4th ed.).
Thousand Oaks, CA: Sage Publications.
Krueger, R.A., & King, J.A. (1998). Involving community members in focus groups (Focus Group Kit).
Thousand Oaks, CA: Sage Publications.
Morgan, D.L. (1997). Focus groups as qualitative research (2nd ed.) London: Sage Publications.
Morgan, D.L. (1998). The focus group guidebook (Focus Group Kit). Thousand Oaks, CA: Sage
Publications.
Morgan, D.L., Krueger, R.A., & King, J.A. (1998). Analysing and reporting focus group results (Focus
Group Kit). Thousand Oaks, CA: Sage Publications.
Morgan, D.L., & Scannell, A.U. (1997). Planning focus groups (Focus Group Kit). Thousand Oaks, CA:
Sage Publications.
41. References
Greenbaum, T.L. (1998). The handbook for focus group research (2nd ed.). New
York: Lexington Books.
Hollis, V., Openshaw, S., & Goble, R. (2002). Conducting focus groups: Purpose
and practicalities. British Journal of Occupational Therapy, 65(1), 2-8.
Krueger, R.A., & Casey, M.A. (2009). Focus groups: A practical guide for applied
research (4th ed.). Thousand Oaks, CA: Sage Publications.
Morgan, D.L. (1997). Focus groups as qualitative research (2nd ed.) London: Sage
Publications.