Theory and Method of Qualitative Health Research

Course Number: JRP1000H
Series: 5100 (Social and Behavioural Health Science)
Course Instructor(s): Naomi Thulien, Cheryl Pritlove

Course Description

This course is designed to provide learners with skills to undertake qualitative health research that moves beyond self-evident meanings and superficial explanations. There is added emphasis on conducting qualitative research through the lenses of health (in)equity, social justice, and critical theory.

Learners will examine the philosophical assumptions and paradigms underpinning qualitative research, common methods of data generation, elements of study design, and reflexive data analysis. There are no formal lectures; instead, learners are expected to attend each class prepared to critically engage with classmates/course instructors about what they are learning and still curious about, and how this learning is impacting how they conceptualize their proposed research.

Course Objectives

At the completion of the course learners will be able to:

Identify key philosophical assumptions, paradigms and methodological approaches in qualitative research
Deliberate on the practice of reflexivity and its role in the research process
Articulate key considerations when conducting interviews and focus groups, and reflexively evaluate their engagement with one-on-one interviewing
Explain the importance of coherence between study purpose, research question(s), and design
Describe how to conduct reflexive thematic analysis
Critique the methodological strengths and weaknesses of peer-reviewed qualitative research studies
Assess/deliberate the implications of various methodological choices on health (in)equity and value-adding qualitative research

Course Format

This course utilizes a variety of approaches to teaching and learning about qualitative research:

- Learner-led group discussions of course material
- In-class exercises
- Assignments

Methods of Assessment

Activity/Assignment	% Final Grade	Due Date
Class attendance, preparation, and participation (including facilitating one class discussion with a hands-on learning exercise)	15%	Sessions 2 – 11
Constructing Health Paper (three pages)	15%	Session 4
Qualitative Interview and Analytic Memo Paper (five pages)	30%	Session 8
Critiquing Qualitative Research Paper (eight pages)	40%	One week after Session 12

Course Schedule

SESSION	TOPIC
	Overview of Qualitative Research: What does it mean to engage in value-adding qualitative research?
2.	Positionality and Reflexivity: How does/should reflexivity impact the research process?
3.	Paradigms and Traditions of Inquiry I: What are common research paradigms and methodologies?
4.	Paradigms and Traditions of Inquiry II: What are the links between epistemology, social theory, methodology, and methods?
5.	Interviews and Focus Groups: How do you co-generate rich qualitative data through interviews?
6.	Arts-Based Health Research Methods: What value can arts-based methods add in health research?
	READING WEEK
7.	Research Design I: How do you design a qualitative research study?
8.	Research Design II: What components make up a good qualitative study?
9.	Analysis and Interpretation I: What does it mean to conduct reflexive thematic analysis?
10.	Analysis and Interpretation II: What is the difference between data analysis and interpretation?
11.	Evaluating Qualitative Research: What strategies can we adopt to ensure our studies add value?
12.	Open Class: What concepts/topics would you like to (re)visit?

General Requirements

This course is an advanced introductory level course and has no specific course prerequisites; however, preference will be given to PhD learners. Some knowledge of social theory is beneficial toward success in the course. Permission of the instructor(s) is required for enrollment. Audits are not generally accepted. Priority is given to PhD learners in faculties that are contributing partners to the Centre for Critical Qualitative Health Research (https://ccqhr.utoronto.ca/about-cq/).