PUB HLTH 7078 - Qualitative Research Methods In Health

North Terrace Campus - Semester 1 - 2021

Qualitative research is concerned with exploring how people interpret and give meaning to their everyday worlds. This type of research is central to how we come to understand population health issues, as it provides historical and socio-cultural contexts for health and illness. This course comprises an introduction to the skills to review and conduct qualitative research. Students will learn how to recognise and reflect on the strengths and limitations of different qualitative research methodologies, understand the links between theory and practice, critically assess qualitative research, and address ethical and practical issues involved in conducting qualitative research. The course takes a step-by-step approach to the design and implementation of qualitative research and includes: formulating a qualitative research question; collecting, managing, and analysing qualitative data; writing and presenting qualitative findings; conducting ethical research, including writing ethics proposal for qualitative research projects.

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Course Details

Course Code	PUB HLTH 7078
Course	Qualitative Research Methods In Health
Coordinating Unit	Public Health
Term	Semester 1
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Contact	3 hours per week plus online activities
Available for Study Abroad and Exchange	N
Incompatible	NURSING 7002HO, PUB HLTH 7078OL
Assessment	Group assessment and assignments

Course Staff

Course Coordinator: Dr Elizabeth Hoon

Course Coordinator: Elizabeth Hoon
Phone: +61 8313 1567
Email: Elizabeth.Hoon@adelaide.edu.au
Location: Level 9, AHMS, North Terrace

Student & Program Support Services Hub
Email: askhealthsc@adelaide.edu.au
Phone: +61 8313 0273

Course Timetable

The full timetable of all activities for this course can be accessed from .

Timetable details are located on MyUni.

Course Learning Outcomes

1	Outline characteristics of qualitative research in health
2	Demonstrate the capacity to make informed ethical decisions about the conduct of qualitative research
3	Recognise and describe the major theoretical perspectives and principles which inform qualitative research
4	Identify the major research methods used in qualitative research, and critique the advantages and disadvantages of each
5	Demonstrate skills in the practical dimensions of qualitative research, including designing a research activity, conducting interviews and observations, analysing and reporting on qualitative data
6	Analyse key concepts, issues, and dilemmas associated with qualitative research.
7	Review and critique qualitative research studies
8	Use terminology for the field of qualitative research correctly and contextually with appropriate referencing
9	Demonstrate ability to work and communicate effectively with others regarding qualitative research

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1-8
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	1, 3, 6-8
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	4-6
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	2, 5, 6
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	2, 3, 6
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	1-9

Learning Resources

Required Resources

Liamputtong, P. (2013) Qualitative research methods, 4th edn. Oxford University Press: Melbourne.
OR
Rossman Gretchen B. (2017) Introduction to Qualitative Research: Learning in the Field. Sage Publications: Thousand Oaks, California.

Other essential readings will be available in electronic format through Canvas.

Recommended Resources

N/A

Online Learning

Access Adelaide
Access Adelaide is the name of the online service that allows students to access and, in some cases, amend their records. It can be found at: https://access.adelaide.edu.au/sa/login.asp

Students can log into Access Adelaide to view:
· their enrolment details for any term
· their academic results
· their unofficial academic transcript
· their personal details
· the fees, charges and payments on their University account
· their exam schedule
· their graduation eligibility details.

Students can:
· change their address and telephone details (please inform the School as well)
· change their password
· set a password clue to help them remember their password.

Student email
Students should set up a university email and check it regularly. Information from the course coordinator and student administration will be sent via the 成人大片 email address. It is the student’s responsibility to check their email. Students will need their student number located on their student card to log in. http://webmail.adelaide.edu.au/
Learning & Teaching Activities

Learning & Teaching Modes

This course focuses on the research methodologies and methods used to collect, manage, analyse and report on qualitative data.
Lectures, readings, activities and on-line discussion groups will develop your knowledge of qualitative research. You will also undertake practical work to help you understand the theory and principles underlying qualitative research, and how to conduct qualitative research (including data collection and analysis). You will explore specific issues and dilemmas associated with using qualitative research. You will also develop a portfolio of various resources designed to broaden understanding of the topic and any relevant technology. Lectures, readings and on-line activities will be supported by group work and opportunities to provide feedback on other students’ work.

There are two ways to enroll in this course, reflecting the mode of delivery;
1) Blended mode (Including online lectures, readings and activities, supported by a weekly face-to-face workshop)
2) Entirely Online mode.

If you are enrolled in the online mode for this course, specific activities designed to support your online learning will be clearly labelled in each module, within MyUni.

If you are enrolled in the blended version of this course, you should view all on-line lectures and readings in MyUni before attending the weekly face-to-face workshop.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

In general, about 4-5 hours of independent study will be required each week, in addition to class time. This includes viewing lectures, reading set papers and materials, and undertaking activities The work on assignments will be greater as the due date approaches. Therefore, some allowance will be made in class time for students to complete aspects of some assignments.

Learning Activities Summary

The course will cover the following content:

What is qualitative research?

Why and how do we do qualitative research?

Theoretical approaches and principles

Sampling, observation, interviews, focus groups, analysing texts, coding, thematic analysis, presenting findings Research with Vulnerable Populations

Cross-cultural & Aboriginal and Torres Strait Islander Peoples research

Using mixed methods Rigour and Validity, Critical Appraisal

Ethics in Qualitative Research

Specific Course Requirements

Students should have access to a reliable network connection.

Small Group Discovery Experience

N/A

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed
Assignment 1	Summative	15%	1-3, 6, 8
Group Assignment 2	Summative	20%	1-9
Assignment 3	Summative	35%	1, 5, 6, 8
Assignment 4	Summative	30%	1-8

Assessment Related Requirements

N/A

Assessment Detail

Assignment 1 (15%): Introductory theory and ethics. (1,000 words)
Each student will be assigned a qualitative research paper and asked to identify and comment on the theoretical perspective and key ethical issues apparent in the paper.

Group Assignment 2 (20%): Coding and analysis (presentation)
Students will work in groups of two or three to code and thematically analyse provided transcripts. Students will present their findings in a 10 minute presentation to the rest of the
class.

Assignment 3 (35%): Analysis and discussion. (2,000 words)
This assignment builds on the previous assignment. Using assignment 2 as a basis, students will work individually to conduct further analysis, integrate theory into their analyses, and discuss their findings.

Assignment 4 (30%): Critical Appraisal. (1,500 words)
Each student will submit a written critical appraisal of a nominated article.

Submission

Extensions
All extensions for assignments must be requested, at the latest, by the last working day before the due date of submission. Extensions will generally be granted only on medical or genuine compassionate grounds. Supporting documentation must be provided at the time a student requests an extension. Without documentation, extensions will not be granted. Late requests for extension will neither be accepted nor acknowledged.

Only the Course Co-ordinator(s) may grant extensions.

Supporting documentation will be required when requesting an extension. Examples of documents that are acceptable include: a medical certificate that specifies dates of incapacity, a police report (in the case of lost computers, car & household theft etc.), a letter from a Student Counsellor, Education and Welfare Officer (EWO) or Disability Liaison Officer that provides an assessment of compassionate circumstances, or a letter from an independent external counsellor or appropriate professional able to verify the student’s situation. The length of any extension granted will take into account the period and severity of any incapacity or impact on the student. Extensions of more than 10 days will not be granted except in exceptional circumstances.

Late submission
Marks will be deducted when assignments for which no extension has been granted are handed in late.

All assignments, including those handed in late, will be assessed on their merits. In the case of late assignments where no extension has been granted, 5 percentage points of the total marks possible per day will be deducted. If an assignment that is 2 days late is awarded 65% on its merits, the mark will then be reduced by 10% (5% per day for 2 days) to 55%. If that same assignment is 4 days late, the mark will be reduced by 20% (5% per day for 4 days) to 45%, and so on.

The School of Public Health reserves the right to refuse to accept an assignment that is more than 7 days late.

Assignments submitted after the due date may not be graded in time to be returned on the listed return dates.

Students submitting examinable written work who request (and receive) an extension that takes them beyond the examination period are advised that there is no guarantee that their grades will be processed in time to meet usual University deadlines.

Resubmission
If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution Process </student/grievance/process/>. Students who are not satisfied with a particular assessment result should raise their concerns with Course Co-ordinator(s) in the first instance. This must be done within 10 business days of the date of notification of the result. Resubmission of any assignment is subject to the agreement of the Course Co-ordinator(s) and will only be permitted for the most compelling of reasons.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

The 成人大片 is committed to regular reviews of the courses and programs it offers to students. The 成人大片 therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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