Critical Appraisal of Qualitative Research
Jenny Tancock, Clinical Librarian, FGH
jenny.tancock@mbht.nhs.uk
01229 491297
Alison Harry, R+D Co-ordinator, RLI
alison.harry@mbht.nhs.uk
01524 516485
Learning Objectives
By the end of this workshop you will:
 Understand why critical appraisal is useful
 Understand the principles of critically appraising a
qualitative study
 Have used some tools available to aid critical
appraisal
 Be confident in recognising qualitative research
methods
Critical appraisal helps the reader
of qualitative research…
1.
decide how trustworthy a piece of research is (validity)
2.
determine what it is telling us (results)
3.
weigh up how useful the research will be
(relevance)
What is qualitative research?
“Understanding the complex world of lived
experience from the point of view of those who
live it.”
Jones R. Why do qualitative research? BMJ 1995; 311:2
 it is concerned with seeing the world through
the eyes of the person being studied
Why use qualitative research ?
views of individuals/groups :
 increase knowledge in a poorly understood area
 challenge assumptions and practices
 act as a precursor to quantitative research
 generate new ideas
Qualitative or quantitative?




How many parents would consult their general
practitioner when their child has a mild temperature?
Why do parents worry so much about their children’s
temperature?
What proportion of smokers have tried to give up?
What stops people giving up smoking?
Trisha Greenhalgh
‘How to read a paper’
Qualitative research methodologies
e.g.
phenomenology
grounded
theory
ethnography
Components of qualitative research:
1. research question
2. sampling process
3. data collection
4. data analysis
1. Research Question
•
are the aims of the research clear?
•
is a qualitative methodology appropriate?
qualitative research addresses the ‘what’
‘how’ ‘why’ questions
- what is happening?
- how does it happen?
- why does it happen?
2. Sampling Process
The sample consists of individuals who have experiences
relevant to the area being researched. Knowing how they
were selected is important in establishing transferability.
•
methods of sampling:
purposive
theoretical
• the sample size can be determined by:
data analysis
saturation
size of ‘expert’ group
pragmatism
3. Data Collection
Methods are determined by the nature of the research question posed
observation - looking at non verbal/verbal behaviour by
notes, audio/video
interviews - unstructured or semi-structured
text - diaries, case notes, letters
focus groups - semi-structured or unstructured
Are the methods used suitable for the question?
Is it clear how the data were collected?
Is it clear where the data were collected?
Has the researcher considered ethical issues?
Reflexivity
meaning given
to data
types of
interview
questions asked
researcher
area being
studied
venue
Ethics
Need to consider:
• consent
• confidentiality
• professional responsibility
• reporting
4. Data Analysis
Aim is to give understanding to participants’ experiences
• interpretations are made by the researcher/s from
participants’ descriptions or from observations
e.g. thematic analysis - researcher/s reads the transcribed
data, re-reads it and codes it into themes/categories
Is the method of analysis clear?
Does it use all of the data?
Would another researcher make a similar interpretation?
Are alternative interpretations explored?
Respondent validation?
“…it was too constricting, I felt pressurized into
taking the medication for a longer time than I thought
necessary”
“… I felt I ought to see it through because it might
help me, but I’m not sure I really believed it would”
“…it seemed like a good idea at the time, to stop
feeling off colour all the time, but I also felt guilty if I
ever missed a dose and then I thought what the hell”
Triangulation
Methods
Sample group
• interviews
• patients
• observations
• professionals
• text
• carers
• questionnaire
Questions to apply to qualitative studies:
 Is there a clear statement of the aims of the study ?
 Is a qualitative research design appropriate ?
 How and why have participants been selected ? Is the
process described and justified?
 How were the data collected? Are the setting and
methods described adequately and any modifications
discussed?
The value of research
Consider your appraisal of
the paper: how useful is
the paper to you?
http://www.phru.nhs.uk/Pages/PHD/resources.htm
Critical Appraisal Skills Programme
making sense of evidence
Critical appraisal of
qualitative research