PHCM9132: Applied Research Methods for Public Health

Case Study Week 4

Introduction

The first assessed case study week has arrived. In this week’s case study we engage with content from Modules 3 and 4 on qualitative methods. Your instructions are to:

(1) read the case study;

(2) review the questions and think about potential answers;

(3) lodge your answers to one or more questions in written form via posts in the Moodle discussion board earmarked for this week. A reminder, please make each post no more than 200 words including in-text citation and focussed on answering a single question. If you have multiple points on the same question, please feel free to lodge multiple posts Please refer to the Course Outline for further instructions.

(4) Use APA or Vancouver reference style.

As usual, please make each post no more than 200 words and focussed on answering a single question. Further instructions are available in the Course Outline.

This case study has been adapted from the following source: Eyler, A. A. (2020). Research Methods for Public Health. Springer Publishing Company.

The Sum of the Parts

Davian was new to the concept of qualitative research. He was an epidemiologist and conducted a few disease case studies, but mostly worked with numbers neatly organized in two-by-two tables. Now he was part of an academic research team funded to conduct a comprehensive evaluation of a large urban park. The park was a free community resource for health-enhancing outdoor activity. Park administration wanted the evaluation to inform strategic planning and fuel enhanced financial support from city officials. They were interested in who uses the park and what they do when visiting the park. They were also interested in who does not use the park. City officials hypothesized that many people living in lower income communities adjacent to the park did not visit it as much as residents of other communities. If this was true, the city wanted strategies to address this issue incorporated into the park’s strategic plan. The evaluation was on a tight timeline due to the timing of strategic planning and municipal fiscal appropriations.

Davian was excited to be a part of the surveillance team. He helped develop the ways in which to capture use of the many park amenities such as trails, bike paths, sports fields, and picnic areas. His epidemiological background came in handy as he created a detailed surveillance plan using observation, technology, and surveys. Two other team members were planning some qualitative work to supplement the quantitative data being collected.

A few months into the project, a key research team member left to pursue a dream job in another state. It was too late to hire someone else due to the tight timeline, but there was now a gap in people to work on the qualitative component of the evaluation. The leader of the research team asked Davian if he would work on the qualitative part of the evaluation since the quantitative surveillance was going well. He mentioned the benefits of being skilled in both quantitative and qualitative methods, and this experience would be good for his Page 2 of 2 career. Besides, he would not be alone in this work, as there was one other team member doing the qualitative work.

Critical Thinking Questions

1. How would you convince someone of the merits of qualitative research in public health?

2. Reflexivity in qualitative research is vital to the process. How could someone new to qualitative work (like Davian) gain an understanding of and skills in this concept?

3. If you were Davian, what other ways would you prepare for conducting qualitative data collection?

4. What other ways could the evaluation team enhance the credibility of the qualitative component of the park evaluation?

5. If you were Davian’s qualitative co-worker, what would you tell him about ethical issues related to collecting qualitative data, especially from vulnerable populations?

Summary of Assessment Requirements

The Week 4 Case Study focuses on applying qualitative research methods in a public health context. Students are required to:

• Read and analyze the provided case study based on modules 3 and 4.
• Respond to a set of critical thinking questions on qualitative research, reflexivity, ethical considerations, and data credibility.
• Submit responses via the Moodle discussion board, with each post limited to 200 words and addressing a single question.
• Use proper APA or Vancouver referencing style.
• Demonstrate understanding of qualitative research concepts and their integration with quantitative methods in public health evaluation.

Key points to cover in the assessment include:

• Justification of the use and benefits of qualitative research in public health.
• Understanding and application of reflexivity in qualitative data collection.
• Preparation strategies for conducting qualitative data collection.
• Approaches to enhance credibility and rigor in qualitative research.
• Ethical considerations, particularly regarding vulnerable populations.

Academic Mentor Approach and Guidance

The Academic mentor guided the student through the assessment step by step:

1. Understanding the Case Study:

   • The mentor encouraged the student to carefully read the case, highlighting Davian’s transition from quantitative to qualitative research.
   • Key focus was on identifying challenges in qualitative data collection within a public health evaluation context.

2. Analyzing the Questions:

   • Each critical thinking question was broken down to identify the core concept being tested: merit of qualitative research, reflexivity, preparation methods, credibility, and ethics.
   • The mentor provided examples of how to structure concise, focused responses under 200 words.

3. Developing Responses:

   • The student was advised to integrate concepts from course modules and supplementary readings.
   • The mentor emphasized linking theory to the practical scenario (e.g., Davian’s situation in the park evaluation).

4. Application of Research Concepts:

   • Guidance included illustrating reflexivity by reflecting on the researcher’s positionality and potential biases.
   • The mentor suggested methods to enhance credibility, such as triangulation, peer debriefing, and member checking.
   • Ethical considerations were discussed, focusing on informed consent and protecting vulnerable populations.

5. Referencing and Formatting:

   • The mentor ensured the student adhered to APA or Vancouver referencing style and maintained clarity and brevity in posts.

Outcome and Learning Objectives Covered

• The student successfully produced focused discussion posts addressing each question.
• Demonstrated understanding of qualitative research benefits, reflexivity, and ethical research practices.
• Developed practical skills in preparing for qualitative data collection and enhancing research credibility.
• Achieved the learning objectives:
  • Integrate qualitative methods into public health research.
  • Critically reflect on the researcher’s role and impact.
  • Apply ethical standards in qualitative data collection.
  • Communicate insights concisely and with proper referencing.

The student was able to connect theory to practice, showing readiness to contribute to mixed-method public health evaluations.

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