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Types of Interviews in Research | Guide & Examples

Types of Interviews in Research | Guide & Examples

Published on March 10, 2022 by Tegan George . Revised on June 22, 2023.

An interview is a qualitative research method that relies on asking questions in order to collect data . Interviews involve two or more people, one of whom is the interviewer asking the questions.

There are several types of interviews, often differentiated by their level of structure.

Structured interviews have predetermined questions asked in a predetermined order.
Unstructured interviews are more free-flowing.
Semi-structured interviews fall in between.

Interviews are commonly used in market research, social science, and ethnographic research .

What is a structured interview, what is a semi-structured interview, what is an unstructured interview, what is a focus group, examples of interview questions, advantages and disadvantages of interviews, other interesting articles, frequently asked questions about types of interviews.

Structured interviews have predetermined questions in a set order. They are often closed-ended, featuring dichotomous (yes/no) or multiple-choice questions. While open-ended structured interviews exist, they are much less common. The types of questions asked make structured interviews a predominantly quantitative tool.

Asking set questions in a set order can help you see patterns among responses, and it allows you to easily compare responses between participants while keeping other factors constant. This can mitigate research biases and lead to higher reliability and validity. However, structured interviews can be overly formal, as well as limited in scope and flexibility.

You feel very comfortable with your topic. This will help you formulate your questions most effectively.
You have limited time or resources. Structured interviews are a bit more straightforward to analyze because of their closed-ended nature, and can be a doable undertaking for an individual.
Your research question depends on holding environmental conditions between participants constant.

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Semi-structured interviews are a blend of structured and unstructured interviews. While the interviewer has a general plan for what they want to ask, the questions do not have to follow a particular phrasing or order.

Semi-structured interviews are often open-ended, allowing for flexibility, but follow a predetermined thematic framework, giving a sense of order. For this reason, they are often considered “the best of both worlds.”

However, if the questions differ substantially between participants, it can be challenging to look for patterns, lessening the generalizability and validity of your results.

You have prior interview experience. It’s easier than you think to accidentally ask a leading question when coming up with questions on the fly. Overall, spontaneous questions are much more difficult than they may seem.
Your research question is exploratory in nature. The answers you receive can help guide your future research.

An unstructured interview is the most flexible type of interview. The questions and the order in which they are asked are not set. Instead, the interview can proceed more spontaneously, based on the participant’s previous answers.

Unstructured interviews are by definition open-ended. This flexibility can help you gather detailed information on your topic, while still allowing you to observe patterns between participants.

However, so much flexibility means that they can be very challenging to conduct properly. You must be very careful not to ask leading questions, as biased responses can lead to lower reliability or even invalidate your research.

You have a solid background in your research topic and have conducted interviews before.
Your research question is exploratory in nature, and you are seeking descriptive data that will deepen and contextualize your initial hypotheses.
Your research necessitates forming a deeper connection with your participants, encouraging them to feel comfortable revealing their true opinions and emotions.

A focus group brings together a group of participants to answer questions on a topic of interest in a moderated setting. Focus groups are qualitative in nature and often study the group’s dynamic and body language in addition to their answers. Responses can guide future research on consumer products and services, human behavior, or controversial topics.

Focus groups can provide more nuanced and unfiltered feedback than individual interviews and are easier to organize than experiments or large surveys . However, their small size leads to low external validity and the temptation as a researcher to “cherry-pick” responses that fit your hypotheses.

Your research focuses on the dynamics of group discussion or real-time responses to your topic.
Your questions are complex and rooted in feelings, opinions, and perceptions that cannot be answered with a “yes” or “no.”
Your topic is exploratory in nature, and you are seeking information that will help you uncover new questions or future research ideas.

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qualitative research interview techniques

Depending on the type of interview you are conducting, your questions will differ in style, phrasing, and intention. Structured interview questions are set and precise, while the other types of interviews allow for more open-endedness and flexibility.

Here are some examples.

Semi-structured
Unstructured
Focus group
Do you like dogs? Yes/No
Do you associate dogs with feeling: happy; somewhat happy; neutral; somewhat unhappy; unhappy
If yes, name one attribute of dogs that you like.
If no, name one attribute of dogs that you don’t like.
What feelings do dogs bring out in you?
When you think more deeply about this, what experiences would you say your feelings are rooted in?

Interviews are a great research tool. They allow you to gather rich information and draw more detailed conclusions than other research methods, taking into consideration nonverbal cues, off-the-cuff reactions, and emotional responses.

However, they can also be time-consuming and deceptively challenging to conduct properly. Smaller sample sizes can cause their validity and reliability to suffer, and there is an inherent risk of interviewer effect arising from accidentally leading questions.

Here are some advantages and disadvantages of each type of interview that can help you decide if you’d like to utilize this research method.

Advantages and disadvantages of interviews
Type of interview	Advantages	Disadvantages
Structured interview
Semi-structured interview		, , , and
Unstructured interview		, , , and
Focus group		, , and , since there are multiple people present

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

Student’s t -distribution
Normal distribution
Null and Alternative Hypotheses
Chi square tests
Confidence interval
Quartiles & Quantiles
Cluster sampling
Stratified sampling
Data cleansing
Reproducibility vs Replicability
Peer review
Prospective cohort study

Research bias

Implicit bias
Cognitive bias
Placebo effect
Hawthorne effect
Hindsight bias
Affect heuristic
Social desirability bias

The four most common types of interviews are:

Structured interviews : The questions are predetermined in both topic and order.
Semi-structured interviews : A few questions are predetermined, but other questions aren’t planned.
Unstructured interviews : None of the questions are predetermined.
Focus group interviews : The questions are presented to a group instead of one individual.

The interviewer effect is a type of bias that emerges when a characteristic of an interviewer (race, age, gender identity, etc.) influences the responses given by the interviewee.

There is a risk of an interviewer effect in all types of interviews , but it can be mitigated by writing really high-quality interview questions.

Social desirability bias is the tendency for interview participants to give responses that will be viewed favorably by the interviewer or other participants. It occurs in all types of interviews and surveys , but is most common in semi-structured interviews , unstructured interviews , and focus groups .

Social desirability bias can be mitigated by ensuring participants feel at ease and comfortable sharing their views. Make sure to pay attention to your own body language and any physical or verbal cues, such as nodding or widening your eyes.

This type of bias can also occur in observations if the participants know they’re being observed. They might alter their behavior accordingly.

A focus group is a research method that brings together a small group of people to answer questions in a moderated setting. The group is chosen due to predefined demographic traits, and the questions are designed to shed light on a topic of interest. It is one of 4 types of interviews .

Quantitative research deals with numbers and statistics, while qualitative research deals with words and meanings.

Quantitative methods allow you to systematically measure variables and test hypotheses . Qualitative methods allow you to explore concepts and experiences in more detail.

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How to conduct qualitative interviews (tips and best practices)

Last updated

18 May 2023

Reviewed by

Miroslav Damyanov

However, conducting qualitative interviews can be challenging, even for seasoned researchers. Poorly conducted interviews can lead to inaccurate or incomplete data, significantly compromising the validity and reliability of your research findings.

When planning to conduct qualitative interviews, you must adequately prepare yourself to get the most out of your data. Fortunately, there are specific tips and best practices that can help you conduct qualitative interviews effectively.

What is a qualitative interview?

A qualitative interview is a research technique used to gather in-depth information about people's experiences, attitudes, beliefs, and perceptions. Unlike a structured questionnaire or survey, a qualitative interview is a flexible, conversational approach that allows the interviewer to delve into the interviewee's responses and explore their insights and experiences.

In a qualitative interview, the researcher typically develops a set of open-ended questions that provide a framework for the conversation. However, the interviewer can also adapt to the interviewee's responses and ask follow-up questions to understand their experiences and views better.

How to conduct interviews in qualitative research

Conducting interviews involves a well-planned and deliberate process to collect accurate and valid data.

Here’s a step-by-step guide on how to conduct interviews in qualitative research, broken down into three stages:

1. Before the interview

The first step in conducting a qualitative interview is determining your research question . This will help you identify the type of participants you need to recruit . Once you have your research question, you can start recruiting participants by identifying potential candidates and contacting them to gauge their interest in participating in the study.

After that, it's time to develop your interview questions. These should be open-ended questions that will elicit detailed responses from participants. You'll also need to get consent from the participants, ideally in writing, to ensure that they understand the purpose of the study and their rights as participants. Finally, choose a comfortable and private location to conduct the interview and prepare the interview guide.

2. During the interview

Start by introducing yourself and explaining the purpose of the study. Establish a rapport by putting the participants at ease and making them feel comfortable. Use the interview guide to ask the questions, but be flexible and ask follow-up questions to gain more insight into the participants' responses.

Take notes during the interview, and ask permission to record the interview for transcription purposes. Be mindful of the time, and cover all the questions in the interview guide.

3. After the interview

Once the interview is over, transcribe the interview if you recorded it. If you took notes, review and organize them to make sure you capture all the important information. Then, analyze the data you collected by identifying common themes and patterns. Use the findings to answer your research question.

Finally, debrief with the participants to thank them for their time, provide feedback on the study, and answer any questions they may have.

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What kinds of questions should you ask in a qualitative interview?

Qualitative interviews involve asking questions that encourage participants to share their experiences, opinions, and perspectives on a particular topic. These questions are designed to elicit detailed and nuanced responses rather than simple yes or no answers.

Effective questions in a qualitative interview are generally open-ended and non-leading. They avoid presuppositions or assumptions about the participant's experience and allow them to share their views in their own words.

In customer research , you might ask questions such as:

What motivated you to choose our product/service over our competitors?

How did you first learn about our product/service?

Can you walk me through your experience with our product/service?

What improvements or changes would you suggest for our product/service?

Have you recommended our product/service to others, and if so, why?

The key is to ask questions relevant to the research topic and allow participants to share their experiences meaningfully and informally.

How to determine the right qualitative interview participants

Choosing the right participants for a qualitative interview is a crucial step in ensuring the success and validity of the research . You need to consider several factors to determine the right participants for a qualitative interview. These may include:

Relevant experiences : Participants should have experiences related to the research topic that can provide valuable insights.

Diversity : Aim to include diverse participants to ensure the study's findings are representative and inclusive.

Access : Identify participants who are accessible and willing to participate in the study.

Informed consent : Participants should be fully informed about the study's purpose, methods, and potential risks and benefits and be allowed to provide informed consent.

You can use various recruitment methods, such as posting ads in relevant forums, contacting community organizations or social media groups, or using purposive sampling to identify participants who meet specific criteria.

How to make qualitative interview subjects comfortable

Making participants comfortable during a qualitative interview is essential to obtain rich, detailed data. Participants are more likely to share their experiences openly when they feel at ease and not judged.

Here are some ways to make interview subjects comfortable:

Explain the purpose of the study

Start the interview by explaining the research topic and its importance. The goal is to give participants a sense of what to expect.

Create a comfortable environment

Conduct the interview in a quiet, private space where the participant feels comfortable. Turn off any unnecessary electronics that can create distractions. Ensure your equipment works well ahead of time. Arrive at the interview on time. If you conduct a remote interview, turn on your camera and mute all notetakers and observers.

Build rapport

Greet the participant warmly and introduce yourself. Show interest in their responses and thank them for their time.

Use open-ended questions

Ask questions that encourage participants to elaborate on their thoughts and experiences.

Listen attentively

Resist the urge to multitask . Pay attention to the participant's responses, nod your head, or make supportive comments to show you’re interested in their answers. Avoid interrupting them.

Avoid judgment

Show respect and don't judge the participant's views or experiences. Allow the participant to speak freely without feeling judged or ridiculed.

Offer breaks

If needed, offer breaks during the interview, especially if the topic is sensitive or emotional.

Creating a comfortable environment and establishing rapport with the participant fosters an atmosphere of trust and encourages open communication. This helps participants feel at ease and willing to share their experiences.

How to analyze a qualitative interview

Analyzing a qualitative interview involves a systematic process of examining the data collected to identify patterns, themes, and meanings that emerge from the responses.

Here are some steps on how to analyze a qualitative interview:

1. Transcription

The first step is transcribing the interview into text format to have a written record of the conversation. This step is essential to ensure that you can refer back to the interview data and identify the important aspects of the interview.

2. Data reduction

Once you’ve transcribed the interview, read through it to identify key themes, patterns, and phrases emerging from the data. This process involves reducing the data into more manageable pieces you can easily analyze.

The next step is to code the data by labeling sections of the text with descriptive words or phrases that reflect the data's content. Coding helps identify key themes and patterns from the interview data.

4. Categorization

After coding, you should group the codes into categories based on their similarities. This process helps to identify overarching themes or sub-themes that emerge from the data.

5. Interpretation

You should then interpret the themes and sub-themes by identifying relationships, contradictions, and meanings that emerge from the data. Interpretation involves analyzing the themes in the context of the research question .

6. Comparison

The next step is comparing the data across participants or groups to identify similarities and differences. This step helps to ensure that the findings aren’t just specific to one participant but can be generalized to the wider population.

7. Triangulation

To ensure the findings are valid and reliable, you should use triangulation by comparing the findings with other sources, such as observations or interview data.

8. Synthesis

The final step is synthesizing the findings by summarizing the key themes and presenting them clearly and concisely. This step involves writing a report that presents the findings in a way that is easy to understand, using quotes and examples from the interview data to illustrate the themes.

Tips for transcribing a qualitative interview

Transcribing a qualitative interview is a crucial step in the research process. It involves converting the audio or video recording of the interview into written text.

Here are some tips for transcribing a qualitative interview:

Use transcription software

Transcription software can save time and increase accuracy by automatically transcribing audio or video recordings.

Listen carefully

When manually transcribing, listen carefully to the recording to ensure clarity. Pause and rewind the recording as necessary.

Use appropriate formatting

Use a consistent format for transcribing, such as marking pauses, overlaps, and interruptions. Indicate non-verbal cues such as laughter, sighs, or changes in tone.

Edit for clarity

Edit the transcription to ensure clarity and readability. Use standard grammar and punctuation, correct misspellings, and remove filler words like "um" and "ah."

Proofread and edit

Verify the accuracy of the transcription by listening to the recording again and reviewing the notes taken during the interview.

Use timestamps

Add timestamps to the transcription to reference specific interview sections.

Transcribing a qualitative interview can be time-consuming, but it’s essential to ensure the accuracy of the data collected. Following these tips can produce high-quality transcriptions useful for analysis and reporting.

Why are interview techniques in qualitative research effective?

Unlike quantitative research methods, which rely on numerical data, qualitative research seeks to understand the richness and complexity of human experiences and perspectives.

Interview techniques involve asking open-ended questions that allow participants to express their views and share their stories in their own words. This approach can help researchers to uncover unexpected or surprising insights that may not have been discovered through other research methods.

Interview techniques also allow researchers to establish rapport with participants, creating a comfortable and safe space for them to share their experiences. This can lead to a deeper level of trust and candor, leading to more honest and authentic responses.

What are the weaknesses of qualitative interviews?

Qualitative interviews are an excellent research approach when used properly, but they have their drawbacks.

The weaknesses of qualitative interviews include the following:

Subjectivity and personal biases

Qualitative interviews rely on the researcher's interpretation of the interviewee's responses. The researcher's biases or preconceptions can affect how the questions are framed and how the responses are interpreted, which can influence results.

Small sample size

The sample size in qualitative interviews is often small, which can limit the generalizability of the results to the larger population.

Data quality

The quality of data collected during interviews can be affected by various factors, such as the interviewee's mood, the setting of the interview, and the interviewer's skills and experience.

Socially desirable responses

Interviewees may provide responses that they believe are socially acceptable rather than truthful or genuine.

Conducting qualitative interviews can be expensive, especially if the researcher must travel to different locations to conduct the interviews.

Time-consuming

The data analysis process can be time-consuming and labor-intensive, as researchers need to transcribe and analyze the data manually.

Despite these weaknesses, qualitative interviews remain a valuable research tool . You can take steps to mitigate the impact of these weaknesses by incorporating the perspectives of other researchers or participants in the analysis process, using multiple data sources , and critically analyzing your biases and assumptions.

Mastering the art of qualitative interviews is an essential skill for businesses looking to gain deep insights into their customers' needs , preferences, and behaviors. By following the tips and best practices outlined in this article, you can conduct interviews that provide you with rich data that you can use to make informed decisions about your products, services, and marketing strategies.

Remember that effective communication, active listening, and proper analysis are critical components of successful qualitative interviews. By incorporating these practices into your customer research, you can gain a competitive edge and build stronger customer relationships.

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Chapter 11. Interviewing

Introduction.

Interviewing people is at the heart of qualitative research. It is not merely a way to collect data but an intrinsically rewarding activity—an interaction between two people that holds the potential for greater understanding and interpersonal development. Unlike many of our daily interactions with others that are fairly shallow and mundane, sitting down with a person for an hour or two and really listening to what they have to say is a profound and deep enterprise, one that can provide not only “data” for you, the interviewer, but also self-understanding and a feeling of being heard for the interviewee. I always approach interviewing with a deep appreciation for the opportunity it gives me to understand how other people experience the world. That said, there is not one kind of interview but many, and some of these are shallower than others. This chapter will provide you with an overview of interview techniques but with a special focus on the in-depth semistructured interview guide approach, which is the approach most widely used in social science research.

An interview can be variously defined as “a conversation with a purpose” ( Lune and Berg 2018 ) and an attempt to understand the world from the point of view of the person being interviewed: “to unfold the meaning of peoples’ experiences, to uncover their lived world prior to scientific explanations” ( Kvale 2007 ). It is a form of active listening in which the interviewer steers the conversation to subjects and topics of interest to their research but also manages to leave enough space for those interviewed to say surprising things. Achieving that balance is a tricky thing, which is why most practitioners believe interviewing is both an art and a science. In my experience as a teacher, there are some students who are “natural” interviewers (often they are introverts), but anyone can learn to conduct interviews, and everyone, even those of us who have been doing this for years, can improve their interviewing skills. This might be a good time to highlight the fact that the interview is a product between interviewer and interviewee and that this product is only as good as the rapport established between the two participants. Active listening is the key to establishing this necessary rapport.

Patton ( 2002 ) makes the argument that we use interviews because there are certain things that are not observable. In particular, “we cannot observe feelings, thoughts, and intentions. We cannot observe behaviors that took place at some previous point in time. We cannot observe situations that preclude the presence of an observer. We cannot observe how people have organized the world and the meanings they attach to what goes on in the world. We have to ask people questions about those things” ( 341 ).

Types of Interviews

There are several distinct types of interviews. Imagine a continuum (figure 11.1). On one side are unstructured conversations—the kind you have with your friends. No one is in control of those conversations, and what you talk about is often random—whatever pops into your head. There is no secret, underlying purpose to your talking—if anything, the purpose is to talk to and engage with each other, and the words you use and the things you talk about are a little beside the point. An unstructured interview is a little like this informal conversation, except that one of the parties to the conversation (you, the researcher) does have an underlying purpose, and that is to understand the other person. You are not friends speaking for no purpose, but it might feel just as unstructured to the “interviewee” in this scenario. That is one side of the continuum. On the other side are fully structured and standardized survey-type questions asked face-to-face. Here it is very clear who is asking the questions and who is answering them. This doesn’t feel like a conversation at all! A lot of people new to interviewing have this ( erroneously !) in mind when they think about interviews as data collection. Somewhere in the middle of these two extreme cases is the “ semistructured” interview , in which the researcher uses an “interview guide” to gently move the conversation to certain topics and issues. This is the primary form of interviewing for qualitative social scientists and will be what I refer to as interviewing for the rest of this chapter, unless otherwise specified.

Types of Interviewing Questions: Unstructured conversations, Semi-structured interview, Structured interview, Survey questions

Informal (unstructured conversations). This is the most “open-ended” approach to interviewing. It is particularly useful in conjunction with observational methods (see chapters 13 and 14). There are no predetermined questions. Each interview will be different. Imagine you are researching the Oregon Country Fair, an annual event in Veneta, Oregon, that includes live music, artisan craft booths, face painting, and a lot of people walking through forest paths. It’s unlikely that you will be able to get a person to sit down with you and talk intensely about a set of questions for an hour and a half. But you might be able to sidle up to several people and engage with them about their experiences at the fair. You might have a general interest in what attracts people to these events, so you could start a conversation by asking strangers why they are here or why they come back every year. That’s it. Then you have a conversation that may lead you anywhere. Maybe one person tells a long story about how their parents brought them here when they were a kid. A second person talks about how this is better than Burning Man. A third person shares their favorite traveling band. And yet another enthuses about the public library in the woods. During your conversations, you also talk about a lot of other things—the weather, the utilikilts for sale, the fact that a favorite food booth has disappeared. It’s all good. You may not be able to record these conversations. Instead, you might jot down notes on the spot and then, when you have the time, write down as much as you can remember about the conversations in long fieldnotes. Later, you will have to sit down with these fieldnotes and try to make sense of all the information (see chapters 18 and 19).

Interview guide ( semistructured interview ). This is the primary type employed by social science qualitative researchers. The researcher creates an “interview guide” in advance, which she uses in every interview. In theory, every person interviewed is asked the same questions. In practice, every person interviewed is asked mostly the same topics but not always the same questions, as the whole point of a “guide” is that it guides the direction of the conversation but does not command it. The guide is typically between five and ten questions or question areas, sometimes with suggested follow-ups or prompts . For example, one question might be “What was it like growing up in Eastern Oregon?” with prompts such as “Did you live in a rural area? What kind of high school did you attend?” to help the conversation develop. These interviews generally take place in a quiet place (not a busy walkway during a festival) and are recorded. The recordings are transcribed, and those transcriptions then become the “data” that is analyzed (see chapters 18 and 19). The conventional length of one of these types of interviews is between one hour and two hours, optimally ninety minutes. Less than one hour doesn’t allow for much development of questions and thoughts, and two hours (or more) is a lot of time to ask someone to sit still and answer questions. If you have a lot of ground to cover, and the person is willing, I highly recommend two separate interview sessions, with the second session being slightly shorter than the first (e.g., ninety minutes the first day, sixty minutes the second). There are lots of good reasons for this, but the most compelling one is that this allows you to listen to the first day’s recording and catch anything interesting you might have missed in the moment and so develop follow-up questions that can probe further. This also allows the person being interviewed to have some time to think about the issues raised in the interview and go a little deeper with their answers.

Standardized questionnaire with open responses ( structured interview ). This is the type of interview a lot of people have in mind when they hear “interview”: a researcher comes to your door with a clipboard and proceeds to ask you a series of questions. These questions are all the same whoever answers the door; they are “standardized.” Both the wording and the exact order are important, as people’s responses may vary depending on how and when a question is asked. These are qualitative only in that the questions allow for “open-ended responses”: people can say whatever they want rather than select from a predetermined menu of responses. For example, a survey I collaborated on included this open-ended response question: “How does class affect one’s career success in sociology?” Some of the answers were simply one word long (e.g., “debt”), and others were long statements with stories and personal anecdotes. It is possible to be surprised by the responses. Although it’s a stretch to call this kind of questioning a conversation, it does allow the person answering the question some degree of freedom in how they answer.

Survey questionnaire with closed responses (not an interview!). Standardized survey questions with specific answer options (e.g., closed responses) are not really interviews at all, and they do not generate qualitative data. For example, if we included five options for the question “How does class affect one’s career success in sociology?”—(1) debt, (2) social networks, (3) alienation, (4) family doesn’t understand, (5) type of grad program—we leave no room for surprises at all. Instead, we would most likely look at patterns around these responses, thinking quantitatively rather than qualitatively (e.g., using regression analysis techniques, we might find that working-class sociologists were twice as likely to bring up alienation). It can sometimes be confusing for new students because the very same survey can include both closed-ended and open-ended questions. The key is to think about how these will be analyzed and to what level surprises are possible. If your plan is to turn all responses into a number and make predictions about correlations and relationships, you are no longer conducting qualitative research. This is true even if you are conducting this survey face-to-face with a real live human. Closed-response questions are not conversations of any kind, purposeful or not.

In summary, the semistructured interview guide approach is the predominant form of interviewing for social science qualitative researchers because it allows a high degree of freedom of responses from those interviewed (thus allowing for novel discoveries) while still maintaining some connection to a research question area or topic of interest. The rest of the chapter assumes the employment of this form.

Creating an Interview Guide

Your interview guide is the instrument used to bridge your research question(s) and what the people you are interviewing want to tell you. Unlike a standardized questionnaire, the questions actually asked do not need to be exactly what you have written down in your guide. The guide is meant to create space for those you are interviewing to talk about the phenomenon of interest, but sometimes you are not even sure what that phenomenon is until you start asking questions. A priority in creating an interview guide is to ensure it offers space. One of the worst mistakes is to create questions that are so specific that the person answering them will not stray. Relatedly, questions that sound “academic” will shut down a lot of respondents. A good interview guide invites respondents to talk about what is important to them, not feel like they are performing or being evaluated by you.

Good interview questions should not sound like your “research question” at all. For example, let’s say your research question is “How do patriarchal assumptions influence men’s understanding of climate change and responses to climate change?” It would be worse than unhelpful to ask a respondent, “How do your assumptions about the role of men affect your understanding of climate change?” You need to unpack this into manageable nuggets that pull your respondent into the area of interest without leading him anywhere. You could start by asking him what he thinks about climate change in general. Or, even better, whether he has any concerns about heatwaves or increased tornadoes or polar icecaps melting. Once he starts talking about that, you can ask follow-up questions that bring in issues around gendered roles, perhaps asking if he is married (to a woman) and whether his wife shares his thoughts and, if not, how they negotiate that difference. The fact is, you won’t really know the right questions to ask until he starts talking.

There are several distinct types of questions that can be used in your interview guide, either as main questions or as follow-up probes. If you remember that the point is to leave space for the respondent, you will craft a much more effective interview guide! You will also want to think about the place of time in both the questions themselves (past, present, future orientations) and the sequencing of the questions.

Researcher Note

Suggestion : As you read the next three sections (types of questions, temporality, question sequence), have in mind a particular research question, and try to draft questions and sequence them in a way that opens space for a discussion that helps you answer your research question.

Type of Questions

Experience and behavior questions ask about what a respondent does regularly (their behavior) or has done (their experience). These are relatively easy questions for people to answer because they appear more “factual” and less subjective. This makes them good opening questions. For the study on climate change above, you might ask, “Have you ever experienced an unusual weather event? What happened?” Or “You said you work outside? What is a typical summer workday like for you? How do you protect yourself from the heat?”

Opinion and values questions , in contrast, ask questions that get inside the minds of those you are interviewing. “Do you think climate change is real? Who or what is responsible for it?” are two such questions. Note that you don’t have to literally ask, “What is your opinion of X?” but you can find a way to ask the specific question relevant to the conversation you are having. These questions are a bit trickier to ask because the answers you get may depend in part on how your respondent perceives you and whether they want to please you or not. We’ve talked a fair amount about being reflective. Here is another place where this comes into play. You need to be aware of the effect your presence might have on the answers you are receiving and adjust accordingly. If you are a woman who is perceived as liberal asking a man who identifies as conservative about climate change, there is a lot of subtext that can be going on in the interview. There is no one right way to resolve this, but you must at least be aware of it.

Feeling questions are questions that ask respondents to draw on their emotional responses. It’s pretty common for academic researchers to forget that we have bodies and emotions, but people’s understandings of the world often operate at this affective level, sometimes unconsciously or barely consciously. It is a good idea to include questions that leave space for respondents to remember, imagine, or relive emotional responses to particular phenomena. “What was it like when you heard your cousin’s house burned down in that wildfire?” doesn’t explicitly use any emotion words, but it allows your respondent to remember what was probably a pretty emotional day. And if they respond emotionally neutral, that is pretty interesting data too. Note that asking someone “How do you feel about X” is not always going to evoke an emotional response, as they might simply turn around and respond with “I think that…” It is better to craft a question that actually pushes the respondent into the affective category. This might be a specific follow-up to an experience and behavior question —for example, “You just told me about your daily routine during the summer heat. Do you worry it is going to get worse?” or “Have you ever been afraid it will be too hot to get your work accomplished?”

Knowledge questions ask respondents what they actually know about something factual. We have to be careful when we ask these types of questions so that respondents do not feel like we are evaluating them (which would shut them down), but, for example, it is helpful to know when you are having a conversation about climate change that your respondent does in fact know that unusual weather events have increased and that these have been attributed to climate change! Asking these questions can set the stage for deeper questions and can ensure that the conversation makes the same kind of sense to both participants. For example, a conversation about political polarization can be put back on track once you realize that the respondent doesn’t really have a clear understanding that there are two parties in the US. Instead of asking a series of questions about Republicans and Democrats, you might shift your questions to talk more generally about political disagreements (e.g., “people against abortion”). And sometimes what you do want to know is the level of knowledge about a particular program or event (e.g., “Are you aware you can discharge your student loans through the Public Service Loan Forgiveness program?”).

Sensory questions call on all senses of the respondent to capture deeper responses. These are particularly helpful in sparking memory. “Think back to your childhood in Eastern Oregon. Describe the smells, the sounds…” Or you could use these questions to help a person access the full experience of a setting they customarily inhabit: “When you walk through the doors to your office building, what do you see? Hear? Smell?” As with feeling questions , these questions often supplement experience and behavior questions . They are another way of allowing your respondent to report fully and deeply rather than remain on the surface.

Creative questions employ illustrative examples, suggested scenarios, or simulations to get respondents to think more deeply about an issue, topic, or experience. There are many options here. In The Trouble with Passion , Erin Cech ( 2021 ) provides a scenario in which “Joe” is trying to decide whether to stay at his decent but boring computer job or follow his passion by opening a restaurant. She asks respondents, “What should Joe do?” Their answers illuminate the attraction of “passion” in job selection. In my own work, I have used a news story about an upwardly mobile young man who no longer has time to see his mother and sisters to probe respondents’ feelings about the costs of social mobility. Jessi Streib and Betsy Leondar-Wright have used single-page cartoon “scenes” to elicit evaluations of potential racial discrimination, sexual harassment, and classism. Barbara Sutton ( 2010 ) has employed lists of words (“strong,” “mother,” “victim”) on notecards she fans out and asks her female respondents to select and discuss.

Background/Demographic Questions

You most definitely will want to know more about the person you are interviewing in terms of conventional demographic information, such as age, race, gender identity, occupation, and educational attainment. These are not questions that normally open up inquiry. [1] For this reason, my practice has been to include a separate “demographic questionnaire” sheet that I ask each respondent to fill out at the conclusion of the interview. Only include those aspects that are relevant to your study. For example, if you are not exploring religion or religious affiliation, do not include questions about a person’s religion on the demographic sheet. See the example provided at the end of this chapter.

Temporality

Any type of question can have a past, present, or future orientation. For example, if you are asking a behavior question about workplace routine, you might ask the respondent to talk about past work, present work, and ideal (future) work. Similarly, if you want to understand how people cope with natural disasters, you might ask your respondent how they felt then during the wildfire and now in retrospect and whether and to what extent they have concerns for future wildfire disasters. It’s a relatively simple suggestion—don’t forget to ask about past, present, and future—but it can have a big impact on the quality of the responses you receive.

Question Sequence

Having a list of good questions or good question areas is not enough to make a good interview guide. You will want to pay attention to the order in which you ask your questions. Even though any one respondent can derail this order (perhaps by jumping to answer a question you haven’t yet asked), a good advance plan is always helpful. When thinking about sequence, remember that your goal is to get your respondent to open up to you and to say things that might surprise you. To establish rapport, it is best to start with nonthreatening questions. Asking about the present is often the safest place to begin, followed by the past (they have to know you a little bit to get there), and lastly, the future (talking about hopes and fears requires the most rapport). To allow for surprises, it is best to move from very general questions to more particular questions only later in the interview. This ensures that respondents have the freedom to bring up the topics that are relevant to them rather than feel like they are constrained to answer you narrowly. For example, refrain from asking about particular emotions until these have come up previously—don’t lead with them. Often, your more particular questions will emerge only during the course of the interview, tailored to what is emerging in conversation.

Once you have a set of questions, read through them aloud and imagine you are being asked the same questions. Does the set of questions have a natural flow? Would you be willing to answer the very first question to a total stranger? Does your sequence establish facts and experiences before moving on to opinions and values? Did you include prefatory statements, where necessary; transitions; and other announcements? These can be as simple as “Hey, we talked a lot about your experiences as a barista while in college.… Now I am turning to something completely different: how you managed friendships in college.” That is an abrupt transition, but it has been softened by your acknowledgment of that.

Probes and Flexibility

Once you have the interview guide, you will also want to leave room for probes and follow-up questions. As in the sample probe included here, you can write out the obvious probes and follow-up questions in advance. You might not need them, as your respondent might anticipate them and include full responses to the original question. Or you might need to tailor them to how your respondent answered the question. Some common probes and follow-up questions include asking for more details (When did that happen? Who else was there?), asking for elaboration (Could you say more about that?), asking for clarification (Does that mean what I think it means or something else? I understand what you mean, but someone else reading the transcript might not), and asking for contrast or comparison (How did this experience compare with last year’s event?). “Probing is a skill that comes from knowing what to look for in the interview, listening carefully to what is being said and what is not said, and being sensitive to the feedback needs of the person being interviewed” ( Patton 2002:374 ). It takes work! And energy. I and many other interviewers I know report feeling emotionally and even physically drained after conducting an interview. You are tasked with active listening and rearranging your interview guide as needed on the fly. If you only ask the questions written down in your interview guide with no deviations, you are doing it wrong. [2]

The Final Question

Every interview guide should include a very open-ended final question that allows for the respondent to say whatever it is they have been dying to tell you but you’ve forgotten to ask. About half the time they are tired too and will tell you they have nothing else to say. But incredibly, some of the most honest and complete responses take place here, at the end of a long interview. You have to realize that the person being interviewed is often discovering things about themselves as they talk to you and that this process of discovery can lead to new insights for them. Making space at the end is therefore crucial. Be sure you convey that you actually do want them to tell you more, that the offer of “anything else?” is not read as an empty convention where the polite response is no. Here is where you can pull from that active listening and tailor the final question to the particular person. For example, “I’ve asked you a lot of questions about what it was like to live through that wildfire. I’m wondering if there is anything I’ve forgotten to ask, especially because I haven’t had that experience myself” is a much more inviting final question than “Great. Anything you want to add?” It’s also helpful to convey to the person that you have the time to listen to their full answer, even if the allotted time is at the end. After all, there are no more questions to ask, so the respondent knows exactly how much time is left. Do them the courtesy of listening to them!

Conducting the Interview

Once you have your interview guide, you are on your way to conducting your first interview. I always practice my interview guide with a friend or family member. I do this even when the questions don’t make perfect sense for them, as it still helps me realize which questions make no sense, are poorly worded (too academic), or don’t follow sequentially. I also practice the routine I will use for interviewing, which goes something like this:

Introduce myself and reintroduce the study
Provide consent form and ask them to sign and retain/return copy
Ask if they have any questions about the study before we begin
Ask if I can begin recording
Ask questions (from interview guide)
Turn off the recording device
Ask if they are willing to fill out my demographic questionnaire
Collect questionnaire and, without looking at the answers, place in same folder as signed consent form
Thank them and depart

A note on remote interviewing: Interviews have traditionally been conducted face-to-face in a private or quiet public setting. You don’t want a lot of background noise, as this will make transcriptions difficult. During the recent global pandemic, many interviewers, myself included, learned the benefits of interviewing remotely. Although face-to-face is still preferable for many reasons, Zoom interviewing is not a bad alternative, and it does allow more interviews across great distances. Zoom also includes automatic transcription, which significantly cuts down on the time it normally takes to convert our conversations into “data” to be analyzed. These automatic transcriptions are not perfect, however, and you will still need to listen to the recording and clarify and clean up the transcription. Nor do automatic transcriptions include notations of body language or change of tone, which you may want to include. When interviewing remotely, you will want to collect the consent form before you meet: ask them to read, sign, and return it as an email attachment. I think it is better to ask for the demographic questionnaire after the interview, but because some respondents may never return it then, it is probably best to ask for this at the same time as the consent form, in advance of the interview.

What should you bring to the interview? I would recommend bringing two copies of the consent form (one for you and one for the respondent), a demographic questionnaire, a manila folder in which to place the signed consent form and filled-out demographic questionnaire, a printed copy of your interview guide (I print with three-inch right margins so I can jot down notes on the page next to relevant questions), a pen, a recording device, and water.

After the interview, you will want to secure the signed consent form in a locked filing cabinet (if in print) or a password-protected folder on your computer. Using Excel or a similar program that allows tables/spreadsheets, create an identifying number for your interview that links to the consent form without using the name of your respondent. For example, let’s say that I conduct interviews with US politicians, and the first person I meet with is George W. Bush. I will assign the transcription the number “INT#001” and add it to the signed consent form. [3] The signed consent form goes into a locked filing cabinet, and I never use the name “George W. Bush” again. I take the information from the demographic sheet, open my Excel spreadsheet, and add the relevant information in separate columns for the row INT#001: White, male, Republican. When I interview Bill Clinton as my second interview, I include a second row: INT#002: White, male, Democrat. And so on. The only link to the actual name of the respondent and this information is the fact that the consent form (unavailable to anyone but me) has stamped on it the interview number.

Many students get very nervous before their first interview. Actually, many of us are always nervous before the interview! But do not worry—this is normal, and it does pass. Chances are, you will be pleasantly surprised at how comfortable it begins to feel. These “purposeful conversations” are often a delight for both participants. This is not to say that sometimes things go wrong. I often have my students practice several “bad scenarios” (e.g., a respondent that you cannot get to open up; a respondent who is too talkative and dominates the conversation, steering it away from the topics you are interested in; emotions that completely take over; or shocking disclosures you are ill-prepared to handle), but most of the time, things go quite well. Be prepared for the unexpected, but know that the reason interviews are so popular as a technique of data collection is that they are usually richly rewarding for both participants.

One thing that I stress to my methods students and remind myself about is that interviews are still conversations between people. If there’s something you might feel uncomfortable asking someone about in a “normal” conversation, you will likely also feel a bit of discomfort asking it in an interview. Maybe more importantly, your respondent may feel uncomfortable. Social research—especially about inequality—can be uncomfortable. And it’s easy to slip into an abstract, intellectualized, or removed perspective as an interviewer. This is one reason trying out interview questions is important. Another is that sometimes the question sounds good in your head but doesn’t work as well out loud in practice. I learned this the hard way when a respondent asked me how I would answer the question I had just posed, and I realized that not only did I not really know how I would answer it, but I also wasn’t quite as sure I knew what I was asking as I had thought.

—Elizabeth M. Lee, Associate Professor of Sociology at Saint Joseph’s University, author of Class and Campus Life , and co-author of Geographies of Campus Inequality

How Many Interviews?

Your research design has included a targeted number of interviews and a recruitment plan (see chapter 5). Follow your plan, but remember that “ saturation ” is your goal. You interview as many people as you can until you reach a point at which you are no longer surprised by what they tell you. This means not that no one after your first twenty interviews will have surprising, interesting stories to tell you but rather that the picture you are forming about the phenomenon of interest to you from a research perspective has come into focus, and none of the interviews are substantially refocusing that picture. That is when you should stop collecting interviews. Note that to know when you have reached this, you will need to read your transcripts as you go. More about this in chapters 18 and 19.

Your Final Product: The Ideal Interview Transcript

A good interview transcript will demonstrate a subtly controlled conversation by the skillful interviewer. In general, you want to see replies that are about one paragraph long, not short sentences and not running on for several pages. Although it is sometimes necessary to follow respondents down tangents, it is also often necessary to pull them back to the questions that form the basis of your research study. This is not really a free conversation, although it may feel like that to the person you are interviewing.

Final Tips from an Interview Master

Annette Lareau is arguably one of the masters of the trade. In Listening to People , she provides several guidelines for good interviews and then offers a detailed example of an interview gone wrong and how it could be addressed (please see the “Further Readings” at the end of this chapter). Here is an abbreviated version of her set of guidelines: (1) interview respondents who are experts on the subjects of most interest to you (as a corollary, don’t ask people about things they don’t know); (2) listen carefully and talk as little as possible; (3) keep in mind what you want to know and why you want to know it; (4) be a proactive interviewer (subtly guide the conversation); (5) assure respondents that there aren’t any right or wrong answers; (6) use the respondent’s own words to probe further (this both allows you to accurately identify what you heard and pushes the respondent to explain further); (7) reuse effective probes (don’t reinvent the wheel as you go—if repeating the words back works, do it again and again); (8) focus on learning the subjective meanings that events or experiences have for a respondent; (9) don’t be afraid to ask a question that draws on your own knowledge (unlike trial lawyers who are trained never to ask a question for which they don’t already know the answer, sometimes it’s worth it to ask risky questions based on your hypotheses or just plain hunches); (10) keep thinking while you are listening (so difficult…and important); (11) return to a theme raised by a respondent if you want further information; (12) be mindful of power inequalities (and never ever coerce a respondent to continue the interview if they want out); (13) take control with overly talkative respondents; (14) expect overly succinct responses, and develop strategies for probing further; (15) balance digging deep and moving on; (16) develop a plan to deflect questions (e.g., let them know you are happy to answer any questions at the end of the interview, but you don’t want to take time away from them now); and at the end, (17) check to see whether you have asked all your questions. You don’t always have to ask everyone the same set of questions, but if there is a big area you have forgotten to cover, now is the time to recover ( Lareau 2021:93–103 ).

Sample: Demographic Questionnaire

ASA Taskforce on First-Generation and Working-Class Persons in Sociology – Class Effects on Career Success

Supplementary Demographic Questionnaire

Thank you for your participation in this interview project. We would like to collect a few pieces of key demographic information from you to supplement our analyses. Your answers to these questions will be kept confidential and stored by ID number. All of your responses here are entirely voluntary!

What best captures your race/ethnicity? (please check any/all that apply)

White (Non Hispanic/Latina/o/x)
Black or African American
Hispanic, Latino/a/x of Spanish
Asian or Asian American
American Indian or Alaska Native
Middle Eastern or North African
Native Hawaiian or Pacific Islander
Other : (Please write in: ________________)

What is your current position?

Grad Student
Full Professor

Please check any and all of the following that apply to you:

I identify as a working-class academic
I was the first in my family to graduate from college
I grew up poor

What best reflects your gender?

Transgender female/Transgender woman
Transgender male/Transgender man
Gender queer/ Gender nonconforming

Anything else you would like us to know about you?

Example: Interview Guide

In this example, follow-up prompts are italicized. Note the sequence of questions. That second question often elicits an entire life history , answering several later questions in advance.

Introduction Script/Question

Thank you for participating in our survey of ASA members who identify as first-generation or working-class. As you may have heard, ASA has sponsored a taskforce on first-generation and working-class persons in sociology and we are interested in hearing from those who so identify. Your participation in this interview will help advance our knowledge in this area.

The first thing we would like to as you is why you have volunteered to be part of this study? What does it mean to you be first-gen or working class? Why were you willing to be interviewed?
How did you decide to become a sociologist?
Can you tell me a little bit about where you grew up? ( prompts: what did your parent(s) do for a living? What kind of high school did you attend?)
Has this identity been salient to your experience? (how? How much?)
How welcoming was your grad program? Your first academic employer?
Why did you decide to pursue sociology at the graduate level?
Did you experience culture shock in college? In graduate school?
Has your FGWC status shaped how you’ve thought about where you went to school? debt? etc?
Were you mentored? How did this work (not work)? How might it?
What did you consider when deciding where to go to grad school? Where to apply for your first position?
What, to you, is a mark of career success? Have you achieved that success? What has helped or hindered your pursuit of success?
Do you think sociology, as a field, cares about prestige?
Let’s talk a little bit about intersectionality. How does being first-gen/working class work alongside other identities that are important to you?
What do your friends and family think about your career? Have you had any difficulty relating to family members or past friends since becoming highly educated?
Do you have any debt from college/grad school? Are you concerned about this? Could you explain more about how you paid for college/grad school? (here, include assistance from family, fellowships, scholarships, etc.)
(You’ve mentioned issues or obstacles you had because of your background.) What could have helped? Or, who or what did? Can you think of fortuitous moments in your career?
Do you have any regrets about the path you took?
Is there anything else you would like to add? Anything that the Taskforce should take note of, that we did not ask you about here?

55 Qualitative Interview Techniques and Considerations

Qualitative interviews are sometimes called intensive or in-depth interviews. These interviews are semi-structured . What this means is that the researcher has a particular topic about which he or she would like to hear from the respondent, but questions are open ended and may not be asked in exactly the same way or in exactly the same order to each and every respondent. In in-depth interviews, the primary aim is to hear from respondents about what they think is important about the topic at hand and to hear it in their own words. In this section, we will take a look at how to conduct interviews that are specifically qualitative in nature, analyze qualitative interview data, and use some of the strengths and weaknesses of this method.

Conducting qualitative interviews

Qualitative interviews might feel more like a conversation than an interview to respondents, but the researcher is in fact usually guiding the conversation with the goal in mind of gathering information from a respondent. A key difference between qualitative and quantitative interviewing is that qualitative interviews contain open-ended questions. The meaning of this term is of course implied by its name; however, open-ended questions are questions that a researcher poses but does not provide answer options for. Open-ended questions are more demanding of participants than closed-ended questions, for they require participants to come up with their own words, phrases, or sentences to respond.

In a qualitative interview, the researcher usually develops a guide in advance that he or she then refers to during the interview (or memorizes in advance of the interview). An interview guide is a list of topics or questions that the interviewer hopes to cover during the course of an interview. It is called a guide because it is simply that—it is used to guide the interviewer, but it is not set in stone. Think of an interview guide like your agenda for the day or your to-do list—both probably contain all the items you hope to check off or accomplish, though it probably will not be the end of the world if you do not accomplish everything on the list or if you do not accomplish it in the exact order that you have it written down. Perhaps new events will come up that cause you to rearrange your schedule just a bit, or perhaps you simply will not get to everything on the list.

Interview guides should outline issues that a researcher feels are likely to be important, but because participants are asked to provide answers in their own words, and to raise points that they believe are important, each interview is likely to flow a little differently. While the opening question in an in-depth interview may be the same across all interviews, from that point on what the participant says will shape how the interview proceeds. This is what makes in-depth interviewing so exciting. It is also what makes in-depth interviewing rather challenging to conduct. It takes a skilled interviewer to be able to ask questions and actually listen to respondents; and pick up on cues about when to follow up, when to move on, and when to simply let the participant speak without guidance or interruption.

As mentioned, interview guides can list topics or questions. The specific format of an interview guide might depend on your style, experience, and comfort level as an interviewer or with your topic. However, as you might have guessed, interview guides do not appear out of thin air. They are the result of thoughtful and careful work on the part of a researcher. It is important to ensure that the topics and questions are organized thematically and in the order in which they are likely to proceed (though keep in mind that the flow of a qualitative interview is in part determined by what a respondent has to say).

Sometimes qualitative interviewers may create two versions of the interview guide: one version contains a very brief outline of the interview, perhaps with just topic headings, and another version contains detailed questions underneath each topic heading. In this case, the researcher might use the very detailed guide to prepare and practice in advance of actually conducting interviews and then just bring the brief outline to the interview. Bringing an outline, as opposed to a very long list of detailed questions, to an interview encourages the researcher to actually listen to what a participant is telling her. An overly detailed interview guide will be difficult to navigate through during an interview and could give respondents the misimpression that the interviewer is more interested in her questions than in the participant’s answers.

When beginning to construct an interview guide, brainstorming is usually the first step. There are no rules at the brainstorming stage—simply list all the topics and questions that come to mind when you think about your research question. Once you have got a pretty good list, you can begin to pare it down by cutting questions and topics that seem redundant and group like questions and topics together. If you have not done so yet, you may also want to come up with question and topic headings for your grouped categories. You should also consult the scholarly literature to find out what kinds of questions other interviewers have asked in studies of similar topics. As with quantitative survey research, it is best not to place very sensitive or potentially controversial questions at the very beginning of your qualitative interview guide. You need to give participants the opportunity to warm up to the interview and to feel comfortable talking with you. Finally, get some feedback on your interview guide. Ask your friends, family members, and your professors for some guidance and suggestions once you have come up with what you think is a pretty strong guide. Chances are they will catch a few things you had not noticed.

In terms of the specific questions you include on your guide, there are a few guidelines worth noting. First, try to avoid questions that can be answered with a simple yes or no, or if you do choose to include such questions, be sure to include follow-up questions. Remember, one of the benefits of qualitative interviews is that you can ask participants for more information—be sure to do so. While it is a good idea to ask follow-up questions, try to avoid asking “why” as your follow-up question, as “why” questions can come off as confrontational, even if that is not how you intend it. Often people will not know how to respond to “why.” This may be the case because they do not know why themselves. Instead of “why,” it is recommended that you say something like, “Could you tell me a little more about that?” This allows participants to explain themselves further without feeling that they are being doubted or questioned in a hostile way.

Also, try to avoid phrasing your questions in a leading way. For example, rather than asking, “What do you think about people who drink and drive?” you could ask, “How do you feel about drinking and driving?” Finally, as noted earlier in this section, remember to keep most, if not all, of your questions open ended. The key to a successful qualitative interview is giving participants the opportunity to share information in their own words and in their own way.

Even after the interview guide is constructed, the interviewer is not yet ready to begin conducting interviews. The researcher next has to decide how to collect and maintain the information that is provided by participants. It is probably most common for qualitative interviewers to take audio recordings of the interviews they conduct. Recording interviews allows the researcher to focus on her or his interaction with the interview participant rather than being distracted by trying to take notes. Of course, not all participants will feel comfortable being recorded and sometimes even the interviewer may feel that the subject is so sensitive that recording would be inappropriate. If this is the case, it is up to the researcher to balance excellent note-taking with exceptional question asking and even better listening. It can be quite challenging to do all three at the same time. Recording is best, if you can do so. Whether you will be recording your interviews or not (and especially if not), practising the interview in advance is crucial. Ideally, try to find a friend or two willing to participate in a couple of trial runs with you. Even better, try and find a friend or two who are similar in at least some ways to your sample. They can give you the best feedback on your questions and your interview demeanour.

All interviewers should be aware of, give some thought to, and plan for several additional factors, such as where to conduct an interview and how to make participants as comfortable as possible during an interview. Because these factors should be considered by both qualitative and quantitative interviewers, we will return to them in Chapter XI, “Issues to Consider for All Interview Types.”

Text Attributions

This chapter is an adaptation of Chapter 9.2 in Principles of Sociological Inquiry , which was adapted by the Saylor Academy without attribution to the original authors or publisher, as requested by the licensor. © Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License .

An Introduction to Research Methods in Sociology Copyright © 2019 by Valerie A. Sheppard is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Qualitative Research 101: Interviewing

5 Common Mistakes To Avoid When Undertaking Interviews

By: David Phair (PhD) and Kerryn Warren (PhD) | March 2022

Undertaking interviews is potentially the most important step in the qualitative research process. If you don’t collect useful, useable data in your interviews, you’ll struggle through the rest of your dissertation or thesis. Having helped numerous students with their research over the years, we’ve noticed some common interviewing mistakes that first-time researchers make. In this post, we’ll discuss five costly interview-related mistakes and outline useful strategies to avoid making these.

Overview: 5 Interviewing Mistakes

Not having a clear interview strategy /plan
Not having good interview techniques /skills
Not securing a suitable location and equipment
Not having a basic risk management plan
Not keeping your “ golden thread ” front of mind

1. Not having a clear interview strategy

The first common mistake that we’ll look at is that of starting the interviewing process without having first come up with a clear interview strategy or plan of action. While it’s natural to be keen to get started engaging with your interviewees, a lack of planning can result in a mess of data and inconsistency between interviews.

There are several design choices to decide on and plan for before you start interviewing anyone. Some of the most important questions you need to ask yourself before conducting interviews include:

What are the guiding research aims and research questions of my study?
Will I use a structured, semi-structured or unstructured interview approach?
How will I record the interviews (audio or video)?
Who will be interviewed and by whom ?
What ethics and data law considerations do I need to adhere to?
How will I analyze my data?

Let’s take a quick look at some of these.

The core objective of the interviewing process is to generate useful data that will help you address your overall research aims. Therefore, your interviews need to be conducted in a way that directly links to your research aims, objectives and research questions (i.e. your “golden thread”). This means that you need to carefully consider the questions you’ll ask to ensure that they align with and feed into your golden thread. If any question doesn’t align with this, you may want to consider scrapping it.

Another important design choice is whether you’ll use an unstructured, semi-structured or structured interview approach . For semi-structured interviews, you will have a list of questions that you plan to ask and these questions will be open-ended in nature. You’ll also allow the discussion to digress from the core question set if something interesting comes up. This means that the type of information generated might differ a fair amount between interviews.

Contrasted to this, a structured approach to interviews is more rigid, where a specific set of closed questions is developed and asked for each interviewee in exactly the same order. Closed questions have a limited set of answers, that are often single-word answers. Therefore, you need to think about what you’re trying to achieve with your research project (i.e. your research aims) and decided on which approach would be best suited in your case.

It is also important to plan ahead with regards to who will be interviewed and how. You need to think about how you will approach the possible interviewees to get their cooperation, who will conduct the interviews, when to conduct the interviews and how to record the interviews. For each of these decisions, it’s also essential to make sure that all ethical considerations and data protection laws are taken into account.

Finally, you should think through how you plan to analyze the data (i.e., your qualitative analysis method) generated by the interviews. Different types of analysis rely on different types of data, so you need to ensure you’re asking the right types of questions and correctly guiding your respondents.

Simply put, you need to have a plan of action regarding the specifics of your interview approach before you start collecting data. If not, you’ll end up drifting in your approach from interview to interview, which will result in inconsistent, unusable data.

Your interview questions need to directly link to your research aims, objectives and research questions - your "golden thread”.

2. Not having good interview technique

While you’re generally not expected to become you to be an expert interviewer for a dissertation or thesis, it is important to practice good interview technique and develop basic interviewing skills .

Let’s go through some basics that will help the process along.

Firstly, before the interview , make sure you know your interview questions well and have a clear idea of what you want from the interview. Naturally, the specificity of your questions will depend on whether you’re taking a structured, semi-structured or unstructured approach, but you still need a consistent starting point . Ideally, you should develop an interview guide beforehand (more on this later) that details your core question and links these to the research aims, objectives and research questions.

Before you undertake any interviews, it’s a good idea to do a few mock interviews with friends or family members. This will help you get comfortable with the interviewer role, prepare for potentially unexpected answers and give you a good idea of how long the interview will take to conduct. In the interviewing process, you’re likely to encounter two kinds of challenging interviewees ; the two-word respondent and the respondent who meanders and babbles. Therefore, you should prepare yourself for both and come up with a plan to respond to each in a way that will allow the interview to continue productively.

To begin the formal interview , provide the person you are interviewing with an overview of your research. This will help to calm their nerves (and yours) and contextualize the interaction. Ultimately, you want the interviewee to feel comfortable and be willing to be open and honest with you, so it’s useful to start in a more casual, relaxed fashion and allow them to ask any questions they may have. From there, you can ease them into the rest of the questions.

As the interview progresses , avoid asking leading questions (i.e., questions that assume something about the interviewee or their response). Make sure that you speak clearly and slowly , using plain language and being ready to paraphrase questions if the person you are interviewing misunderstands. Be particularly careful with interviewing English second language speakers to ensure that you’re both on the same page.

Engage with the interviewee by listening to them carefully and acknowledging that you are listening to them by smiling or nodding. Show them that you’re interested in what they’re saying and thank them for their openness as appropriate. This will also encourage your interviewee to respond openly.

Need a helping hand?

3. Not securing a suitable location and quality equipment

Where you conduct your interviews and the equipment you use to record them both play an important role in how the process unfolds. Therefore, you need to think carefully about each of these variables before you start interviewing.

Poor location: A bad location can result in the quality of your interviews being compromised, interrupted, or cancelled. If you are conducting physical interviews, you’ll need a location that is quiet, safe, and welcoming . It’s very important that your location of choice is not prone to interruptions (the workplace office is generally problematic, for example) and has suitable facilities (such as water, a bathroom, and snacks).

If you are conducting online interviews , you need to consider a few other factors. Importantly, you need to make sure that both you and your respondent have access to a good, stable internet connection and electricity. Always check before the time that both of you know how to use the relevant software and it’s accessible (sometimes meeting platforms are blocked by workplace policies or firewalls). It’s also good to have alternatives in place (such as WhatsApp, Zoom, or Teams) to cater for these types of issues.

Poor equipment: Using poor-quality recording equipment or using equipment incorrectly means that you will have trouble transcribing, coding, and analyzing your interviews. This can be a major issue , as some of your interview data may go completely to waste if not recorded well. So, make sure that you use good-quality recording equipment and that you know how to use it correctly.

To avoid issues, you should always conduct test recordings before every interview to ensure that you can use the relevant equipment properly. It’s also a good idea to spot check each recording afterwards, just to make sure it was recorded as planned. If your equipment uses batteries, be sure to always carry a spare set.

Where you conduct your interviews and the equipment you use to record them play an important role in how the process unfolds.

4. Not having a basic risk management plan

Many possible issues can arise during the interview process. Not planning for these issues can mean that you are left with compromised data that might not be useful to you. Therefore, it’s important to map out some sort of risk management plan ahead of time, considering the potential risks, how you’ll minimize their probability and how you’ll manage them if they materialize.

Common potential issues related to the actual interview include cancellations (people pulling out), delays (such as getting stuck in traffic), language and accent differences (especially in the case of poor internet connections), issues with internet connections and power supply. Other issues can also occur in the interview itself. For example, the interviewee could drift off-topic, or you might encounter an interviewee who does not say much at all.

You can prepare for these potential issues by considering possible worst-case scenarios and preparing a response for each scenario. For instance, it is important to plan a backup date just in case your interviewee cannot make it to the first meeting you scheduled with them. It’s also a good idea to factor in a 30-minute gap between your interviews for the instances where someone might be late, or an interview runs overtime for other reasons. Make sure that you also plan backup questions that could be used to bring a respondent back on topic if they start rambling, or questions to encourage those who are saying too little.

In general, it’s best practice to plan to conduct more interviews than you think you need (this is called oversampling ). Doing so will allow you some room for error if there are interviews that don’t go as planned, or if some interviewees withdraw. If you need 10 interviews, it is a good idea to plan for 15. Likely, a few will cancel , delay, or not produce useful data.

You should consider all the potential risks, how you’ll reduce their probability and how you'll respond if they do indeed materialize.

5. Not keeping your golden thread front of mind

We touched on this a little earlier, but it is a key point that should be central to your entire research process. You don’t want to end up with pages and pages of data after conducting your interviews and realize that it is not useful to your research aims . Your research aims, objectives and research questions – i.e., your golden thread – should influence every design decision and should guide the interview process at all times.

A useful way to avoid this mistake is by developing an interview guide before you begin interviewing your respondents. An interview guide is a document that contains all of your questions with notes on how each of the interview questions is linked to the research question(s) of your study. You can also include your research aims and objectives here for a more comprehensive linkage.

You can easily create an interview guide by drawing up a table with one column containing your core interview questions . Then add another column with your research questions , another with expectations that you may have in light of the relevant literature and another with backup or follow-up questions . As mentioned, you can also bring in your research aims and objectives to help you connect them all together. If you’d like, you can download a copy of our free interview guide here .

Recap: Qualitative Interview Mistakes

In this post, we’ve discussed 5 common costly mistakes that are easy to make in the process of planning and conducting qualitative interviews.

To recap, these include:

If you have any questions about these interviewing mistakes, drop a comment below. Alternatively, if you’re interested in getting 1-on-1 help with your thesis or dissertation , check out our dissertation coaching service or book a free initial consultation with one of our friendly Grad Coaches.

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Harvard Library
Research Guides
Faculty of Arts & Sciences Libraries

Library Support for Qualitative Research

Interview Research
Resources for Methodology
Remote Research & Virtual Fieldwork

Resources for Research Interviewing

Nih-funded qualitative research.

Oral History
Data Management & Repositories
Campus Access

Types of Interviews

Engaging Participants

Interview Questions

Conducting Interviews
Transcription
Coding and Analysis
Managing & Finding Interview Data
UX & Market Research Interviews

Textbooks, Guidebooks, and Handbooks

The Ethnographic Interview by James P. Spradley “Spradley wrote this book for the professional and student who have never done ethnographic fieldwork (p. 231) and for the professional ethnographer who is interested in adapting the author’s procedures (p. iv). Part 1 outlines in 3 chapters Spradley’s version of ethnographic research, and it provides the background for Part 2 which consists of 12 guided steps (chapters) ranging from locating and interviewing an informant to writing an ethnography. Most of the examples come from the author’s own fieldwork among U.S. subcultures . . . Steps 6 and 8 explain lucidly how to construct a domain and a taxonomic analysis” (excerpted from book review by James D. Sexton, 1980).
Fundamentals of Qualitative Research by Johnny Saldana (Series edited by Patricia Leavy) Provides a soup-to-nuts overview of the qualitative data collection process, including interviewing, participant observation, and other methods.
InterViews by Steinar Kvale Interviewing is an essential tool in qualitative research and this introduction to interviewing outlines both the theoretical underpinnings and the practical aspects of the process. After examining the role of the interview in the research process, Steinar Kvale considers some of the key philosophical issues relating to interviewing: the interview as conversation, hermeneutics, phenomenology, concerns about ethics as well as validity, and postmodernism. Having established this framework, the author then analyzes the seven stages of the interview process - from designing a study to writing it up.
Practical Evaluation by Michael Quinn Patton Surveys different interviewing strategies, from, a) informal/conversational, to b) interview guide approach, to c) standardized and open-ended, to d) closed/quantitative. Also discusses strategies for wording questions that are open-ended, clear, sensitive, and neutral, while supporting the speaker. Provides suggestions for probing and maintaining control of the interview process, as well as suggestions for recording and transcription.
The SAGE Handbook of Interview Research by Amir B. Marvasti (Editor); James A. Holstein (Editor); Jaber F. Gubrium (Editor); Karyn D. McKinney (Editor) The new edition of this landmark volume emphasizes the dynamic, interactional, and reflexive dimensions of the research interview. Contributors highlight the myriad dimensions of complexity that are emerging as researchers increasingly frame the interview as a communicative opportunity as much as a data-gathering format. The book begins with the history and conceptual transformations of the interview, which is followed by chapters that discuss the main components of interview practice. Taken together, the contributions to The SAGE Handbook of Interview Research: The Complexity of the Craft encourage readers simultaneously to learn the frameworks and technologies of interviewing and to reflect on the epistemological foundations of the interview craft.
The SAGE Handbook of Online Research Methods by Nigel G. Fielding, Raymond M. Lee and Grant Blank (Editors) Bringing together the leading names in both qualitative and quantitative online research, this new edition is organised into nine sections: 1. Online Research Methods 2. Designing Online Research 3. Online Data Capture and Data Collection 4. The Online Survey 5. Digital Quantitative Analysis 6. Digital Text Analysis 7. Virtual Ethnography 8. Online Secondary Analysis: Resources and Methods 9. The Future of Online Social Research

ONLINE RESOURCES, COMMUNITIES, AND DATABASES

Interviews as a Method for Qualitative Research (video) This short video summarizes why interviews can serve as useful data in qualitative research.
Companion website to Bloomberg and Volpe's Completing Your Qualitative Dissertation: A Road Map from Beginning to End, 4th ed Provides helpful templates and appendices featured in the book, as well as links to other useful dissertation resources.
International Congress of Qualitative Inquiry Annual conference hosted by the International Center for Qualitative Inquiry at the University of Illinois at Urbana-Champaign, which aims to facilitate the development of qualitative research methods across a wide variety of academic disciplines, among other initiatives.
METHODSPACE An online home of the research methods community, where practicing researchers share how to make research easier.
SAGE researchmethods Researchers can explore methods concepts to help them design research projects, understand particular methods or identify a new method, conduct their research, and write up their findings. A "methods map" facilitates finding content on methods.

The decision to conduct interviews, and the type of interviewing to use, should flow from, or align with, the methodological paradigm chosen for your study, whether that paradigm is interpretivist, critical, positivist, or participative in nature (or a combination of these).

Structured:

Structured Interview. Entry in The SAGE Encyclopedia of Social Science Research Methodsby Floyd J. Fowler Jr., Editors: Michael S. Lewis-Beck; Alan E. Bryman; Tim Futing Liao (Editor) A concise article noting standards, procedures, and recommendations for developing and testing structured interviews. For an example of structured interview questions, you may view the Current Population Survey, May 2008: Public Participation in the Arts Supplement (ICPSR 29641), Apr 15, 2011 at https://doi.org/10.3886/ICPSR29641.v1 (To see the survey questions, preview the user guide, which can be found under the "Data and Documentation" tab. Then, look for page 177 (attachment 8).

Semi-Structured:

Semi-Structured Interview. Entry in The SAGE Encyclopedia of Qualitative Research Methodsby Lioness Ayres; Editor: Lisa M. Given The semi-structured interview is a qualitative data collection strategy in which the researcher asks informants a series of predetermined but open-ended questions. The researcher has more control over the topics of the interview than in unstructured interviews, but in contrast to structured interviews or questionnaires that use closed questions, there is no fixed range of responses to each question.

Unstructured:

Unstructured Interview. Entry in The SAGE Encyclopedia of Qualitative Research Methodsby Michael W. Firmin; Editor: Lisa M. Given Unstructured interviews in qualitative research involve asking relatively open-ended questions of research participants in order to discover their percepts on the topic of interest. Interviews, in general, are a foundational means of collecting data when using qualitative research methods. They are designed to draw from the interviewee constructs embedded in his or her thinking and rationale for decision making. The researcher uses an inductive method in data gathering, regardless of whether the interview method is open, structured, or semi-structured. That is, the researcher does not wish to superimpose his or her own viewpoints onto the person being interviewed. Rather, inductively, the researcher wishes to understand the participant's perceptions, helping him or her to articulate percepts such that they will be understood clearly by the journal reader.

Genres and Uses

Focus groups:.

"Focus Groups." Annual Review of Sociology 22 (1996): 129-1524.by David L. Morgan Discusses the use of focus groups and group interviews as methods for gathering qualitative data used by sociologists and other academic and applied researchers. Focus groups are recommended for giving voice to marginalized groups and revealing the group effect on opinion formation.
Qualitative Research Methods: A Data Collector's Field Guide (See Module 4: "Focus Groups")by Mack, N., et al. This field guide is based on an approach to doing team-based, collaborative qualitative research that has repeatedly proven successful in research projects sponsored by Family Health International (FHI) throughout the developing world. With its straightforward delivery of information on the main qualitative methods being used in public health research today, the guide speaks to the need for simple yet effective instruction on how to do systematic and ethically sound qualitative research. The aim of the guide is thus practical. In bypassing extensive discussion on the theoretical underpinnings of qualitative research, it distinguishes itself as a how-to guide to be used in the field.

In-Depth (typically One-on-One):

A Practical Introduction to in-Depth Interviewingby Alan Morris Are you new to qualitative research or a bit rusty and in need of some inspiration? Are you doing a research project involving in-depth interviews? Are you nervous about carrying out your interviews? This book will help you complete your qualitative research project by providing a nuts and bolts introduction to interviewing. With coverage of ethics, preparation strategies and advice for handling the unexpected in the field, this handy guide will help you get to grips with the basics of interviewing before embarking on your research. While recognising that your research question and the context of your research will drive your approach to interviewing, this book provides practical advice often skipped in traditional methods textbooks.
Qualitative Research Methods: A Data Collector's Field Guide (See Module 3: "In-Depth Interviews")by Mack, N., et al. This field guide is based on an approach to doing team-based, collaborative qualitative research that has repeatedly proven successful in research projects sponsored by Family Health International (FHI) throughout the developing world. With its straightforward delivery of information on the main qualitative methods being used in public health research today, the guide speaks to the need for simple yet effective instruction on how to do systematic and ethically sound qualitative research. The aim of the guide is thus practical. In bypassing extensive discussion on the theoretical underpinnings of qualitative research, it distinguishes itself as a how-to guide to be used in the field.

Folklore Research and Oral Histories:

In addition to the following resource, see the Oral History page of this guide for helpful resources on Oral History interviewing.

American Folklife Center at the Library of Congress. Folklife and Fieldwork: A Layman’s Introduction to Field Techniques Interviews gathered for purposes of folklore research are similar to standard social science interviews in some ways, but also have a good deal in common with oral history approaches to interviewing. The focus in a folklore research interview is on documenting and trying to understand the interviewee's way of life relative to a culture or subculture you are studying. This guide includes helpful advice and tips for conducting fieldwork in folklore, such as tips for planning, conducting, recording, and archiving interviews.

An interdisciplinary scientific program within the Institute for Quantitative Social Science which encourages and facilitates research and instruction in the theory and practice of survey research. The primary mission of PSR is to provide survey research resources to enhance the quality of teaching and research at Harvard.

Internet, Phone, Mail, and Mixed-Mode Surveysby Don A. Dillman; Jolene D. Smyth; Leah Melani Christian The classic survey design reference, updated for the digital age. The new edition is thoroughly updated and revised, and covers all aspects of survey research. It features expanded coverage of mobile phones, tablets, and the use of do-it-yourself surveys, and Dillman's unique Tailored Design Method is also thoroughly explained. This new edition is complemented by copious examples within the text and accompanying website. It includes: Strategies and tactics for determining the needs of a given survey, how to design it, and how to effectively administer it. How and when to use mail, telephone, and Internet surveys to maximum advantage. Proven techniques to increase response rates. Guidance on how to obtain high-quality feedback from mail, electronic, and other self-administered surveys. Direction on how to construct effective questionnaires, including considerations of layout. The effects of sponsorship on the response rates of surveys. Use of capabilities provided by newly mass-used media: interactivity, presentation of aural and visual stimuli. The Fourth Edition reintroduces the telephone--including coordinating land and mobile.

User Experience (UX) and Marketing:

See the "UX & Market Research Interviews" tab on this guide, above. May include Focus Groups, above.

Screening for Research Site Selection:

Research interviews are used not only to furnish research data for theoretical analysis in the social sciences, but also to plan other kinds of studies. For example, interviews may allow researchers to screen appropriate research sites to conduct empirical studies (such as randomized controlled trials) in a variety of fields, from medicine to law. In contrast to interviews conducted in the course of social research, such interviews do not typically serve as the data for final analysis and publication.

ENGAGING PARTICIPANTS

Research ethics .

Human Subjects (IRB) The Committee on the Use of Human Subjects (CUHS) serves as the Institutional Review Board for the University area which includes the Cambridge and Allston campuses at Harvard. Find your IRB contact person , or learn about required ethics training. You may also find the IRB Lifecycle Guide helpful. This is the preferred IRB portal for Harvard graduate students and other researchers. IRB forms can be downloaded via the ESTR Library (click on the "Templates and Forms" tab, then navigate to pages 2 and 3 to find the documents labelled with “HUA” for the Harvard University Area IRB. Nota bene: You may use these forms only if you submit your study to the Harvard University IRB). The IRB office can be reached through email at [email protected] or by telephone at (617) 496-2847.
Undergraduate Research Training Program (URTP) Portal The URTP at Harvard University is a comprehensive platform to create better prepared undergraduate researchers. The URTP is comprised of research ethics training sessions, a student-focused curriculum, and an online decision form that will assist students in determining whether their project requires IRB review. Students should examine the URTP's guide for student researchers: Introduction to Human Subjects Research Protection.
Ethics reports From the Association of Internet Researchers (AoIR)
Respect, Beneficence, and Justice: QDR General Guidance for Human Participants If you are hoping to share your qualitative interview data in a repository after it has been collected, you will need to plan accordingly via informed consent, careful de-identification procedures, and data access controls. Consider consulting with the Qualitative Research Support Group at Harvard Library and consulting with Harvard's Dataverse contacts to help you think through all of the contingencies and processes.
"Conducting a Qualitative Child Interview: Methodological Considerations." Journal of Advanced Nursing 42/5 (2003): 434-441 by Kortesluoma, R., et al. The purpose of this article is to illustrate the theoretical premises of child interviewing, as well as to describe some practical methodological solutions used during interviews. Factors that influence data gathered from children and strategies for taking these factors into consideration during the interview are also described.
"Crossing Cultural Barriers in Research Interviewing." Qualitative Social Work 63/3 (2007): 353-372 by Sands, R., et al. This article critically examines a qualitative research interview in which cultural barriers between a white non-Muslim female interviewer and an African American Muslim interviewee, both from the USA, became evident and were overcome within the same interview.
Decolonizing Methodologies: Research and Indigenous Peoples by Linda Tuhiwai Smith This essential volume explores intersections of imperialism and research - specifically, the ways in which imperialism is embedded in disciplines of knowledge and tradition as 'regimes of truth.' Concepts such as 'discovery' and 'claiming' are discussed and an argument presented that the decolonization of research methods will help to reclaim control over indigenous ways of knowing and being. The text includes case-studies and examples, and sections on new indigenous literature and the role of research in indigenous struggles for social justice.

This resource, sponsored by University of Oregon Libraries, exemplifies the use of interviewing methodologies in research that foregrounds traditional knowledge. The methodology page summarizes the approach.

Ethics: The Need to Tread Carefully. Chapter in A Practical Introduction to in-Depth Interviewing by Alan Morris Pay special attention to the sections in chapter 2 on "How to prevent and respond to ethical issues arising in the course of the interview," "Ethics in the writing up of your interviews," and "The Ethics of Care."
Handbook on Ethical Issues in Anthropology by Joan Cassell (Editor); Sue-Ellen Jacobs (Editor) This publication of the American Anthropological Association presents and discusses issues and sources on ethics in anthropology, as well as realistic case studies of ethical dilemmas. It is meant to help social science faculty introduce discussions of ethics in their courses. Some of the topics are relevant to interviews, or at least to studies of which interviews are a part. See chapters 3 and 4 for cases, with solutions and commentary, respectively.
Research Ethics from the Chanie Wenjack School for Indigenous Studies, Trent University (Open Access) An overview of Indigenous research ethics and protocols from the across the globe.
Resources for Equity in Research Consult these resources for guidance on creating and incorporating equitable materials into public health research studies that entail community engagement.

The SAGE Handbook of Qualitative Research Ethics by Ron Iphofen (Editor); Martin Tolich (Editor) This handbook is a much-needed and in-depth review of the distinctive set of ethical considerations which accompanies qualitative research. This is particularly crucial given the emergent, dynamic and interactional nature of most qualitative research, which too often allows little time for reflection on the important ethical responsibilities and obligations. Contributions from leading international researchers have been carefully organized into six key thematic sections: Part One: Thick Descriptions Of Qualitative Research Ethics; Part Two: Qualitative Research Ethics By Technique; Part Three: Ethics As Politics; Part Four: Qualitative Research Ethics With Vulnerable Groups; Part Five: Relational Research Ethics; Part Six: Researching Digitally. This Handbook is a one-stop resource on qualitative research ethics across the social sciences that draws on the lessons learned and the successful methods for surmounting problems - the tried and true, and the new.

RESEARCH COMPLIANCE AND PRIVACY LAWS

Research Compliance Program for FAS/SEAS at Harvard : The Faculty of Arts and Sciences (FAS), including the School of Engineering and Applied Sciences (SEAS), and the Office of the Vice Provost for Research (OVPR) have established a shared Research Compliance Program (RCP). An area of common concern for interview studies is international projects and collaboration . RCP is a resource to provide guidance on which international activities may be impacted by US sanctions on countries, individuals, or entities and whether licenses or other disclosure are required to ship or otherwise share items, technology, or data with foreign collaborators.

Harvard Global Support Services (GSS) is for students, faculty, staff, and researchers who are studying, researching, or working abroad. Their services span safety and security, health, culture, outbound immigration, employment, financial and legal matters, and research center operations. These include travel briefings and registration, emergency response, guidance on international projects, and managing in-country operations.

Generative AI: Harvard-affiliated researchers should not enter data classified as confidential ( Level 2 and above ), including non-public research data, into publicly-available generative AI tools, in accordance with the University’s Information Security Policy. Information shared with generative AI tools using default settings is not private and could expose proprietary or sensitive information to unauthorized parties.

Privacy Laws: Be mindful of any potential privacy laws that may apply wherever you conduct your interviews. The General Data Protection Regulation is a high-profile example (see below):

General Data Protection Regulation (GDPR) This Regulation lays down rules relating to the protection of natural persons with regard to the processing of personal data and rules relating to the free movement of personal data. It protects fundamental rights and freedoms of natural persons and in particular their right to the protection of personal data. The free movement of personal data within the Union shall be neither restricted nor prohibited for reasons connected with the protection of natural persons with regard to the processing of personal data. For a nice summary of what the GDPR requires, check out the GDPR "crash course" here .

SEEKING CONSENT

If you would like to see examples of consent forms, ask your local IRB, or take a look at these resources:

Model consent forms for oral history, suggested by the Centre for Oral History and Digital Storytelling at Concordia University
For NIH-funded research, see this resource for developing informed consent language in research studies where data and/or biospecimens will be stored and shared for future use.

POPULATION SAMPLING

If you wish to assemble resources to aid in sampling, such as the USPS Delivery Sequence File, telephone books, or directories of organizations and listservs, please contact our data librarian or write to [email protected] .

Research Randomizer A free web-based service that permits instant random sampling and random assignment. It also contains an interactive tutorial perfect for students taking courses in research methods.
Practical Tools for Designing and Weighting Survey Samples by Richard Valliant; Jill A. Dever; Frauke Kreuter Survey sampling is fundamentally an applied field. The goal in this book is to put an array of tools at the fingertips of practitioners by explaining approaches long used by survey statisticians, illustrating how existing software can be used to solve survey problems, and developing some specialized software where needed. This book serves at least three audiences: (1) Students seeking a more in-depth understanding of applied sampling either through a second semester-long course or by way of a supplementary reference; (2) Survey statisticians searching for practical guidance on how to apply concepts learned in theoretical or applied sampling courses; and (3) Social scientists and other survey practitioners who desire insight into the statistical thinking and steps taken to design, select, and weight random survey samples. Several survey data sets are used to illustrate how to design samples, to make estimates from complex surveys for use in optimizing the sample allocation, and to calculate weights. Realistic survey projects are used to demonstrate the challenges and provide a context for the solutions. The book covers several topics that either are not included or are dealt with in a limited way in other texts. These areas include: sample size computations for multistage designs; power calculations related to surveys; mathematical programming for sample allocation in a multi-criteria optimization setting; nuts and bolts of area probability sampling; multiphase designs; quality control of survey operations; and statistical software for survey sampling and estimation. An associated R package, PracTools, contains a number of specialized functions for sample size and other calculations. The data sets used in the book are also available in PracTools, so that the reader may replicate the examples or perform further analyses.
Sampling: Design and Analysis by Sharon L. Lohr Provides a modern introduction to the field of sampling. With a multitude of applications from a variety of disciplines, the book concentrates on the statistical aspects of taking and analyzing a sample. Overall, the book gives guidance on how to tell when a sample is valid or not, and how to design and analyze many different forms of sample surveys.
Sampling Techniques by William G. Cochran Clearly demonstrates a wide range of sampling methods now in use by governments, in business, market and operations research, social science, medicine, public health, agriculture, and accounting. Gives proofs of all the theoretical results used in modern sampling practice. New topics in this edition include the approximate methods developed for the problem of attaching standard errors or confidence limits to nonlinear estimates made from the results of surveys with complex plans.
"Understanding the Process of Qualitative Data Collection" in Chapter 13 (pp. 103–1162) of 30 Essential Skills for the Qualitative Researcher by John W. Creswell Provides practical "how-to" information for beginning researchers in the social, behavioral, and health sciences with many applied examples from research design, qualitative inquiry, and mixed methods.The skills presented in this book are crucial for a new qualitative researcher starting a qualitative project.
Survey Methodology by Robert M. Groves; Floyd J. Fowler; Mick P. Couper; James M. Lepkowski; Eleanor Singer; Roger Tourangeau; Floyd J. Fowler coverage includes sampling frame evaluation, sample design, development of questionnaires, evaluation of questions, alternative modes of data collection, interviewing, nonresponse, post-collection processing of survey data, and practices for maintaining scientific integrity.

The way a qualitative researcher constructs and approaches interview questions should flow from, or align with, the methodological paradigm chosen for the study, whether that paradigm is interpretivist, critical, positivist, or participative in nature (or a combination of these).

Constructing Your Questions

Helpful texts:.

"Developing Questions" in Chapter 4 (pp. 98–108) of Becoming Qualitative Researchers by Corrine Glesne Ideal for introducing the novice researcher to the theory and practice of qualitative research, this text opens students to the diverse possibilities within this inquiry approach, while helping them understand how to design and implement specific research methods.
"Learning to Interview in the Social Sciences" Qualitative Inquiry, 9(4) 2003, 643–668 by Roulston, K., deMarrais, K., & Lewis, J. B. See especially the section on "Phrasing and Negotiating Questions" on pages 653-655 and common problems with framing questions noted on pages 659 - 660.
Qualitative Research Interviewing: Biographic Narrative and Semi-Structured Methods (See sections on “Lightly and Heavily Structured Depth Interviewing: Theory-Questions and Interviewer-Questions” and “Preparing for any Interviewing Sequence") by Tom Wengraf Unique in its conceptual coherence and the level of practical detail, this book provides a comprehensive resource for those concerned with the practice of semi-structured interviewing, the most commonly used interview approach in social research, and in particular for in-depth, biographic narrative interviewing. It covers the full range of practices from the identification of topics through to strategies for writing up research findings in diverse ways.
"Scripting a Qualitative Purpose Statement and Research Questions" in Chapter 12 (pp. 93–102) of 30 Essential Skills for the Qualitative Researcher by John W. Creswell Provides practical "how-to" information for beginning researchers in the social, behavioral, and health sciences with many applied examples from research design, qualitative inquiry, and mixed methods.The skills presented in this book are crucial for a new qualitative researcher starting a qualitative project.
Some Strategies for Developing Interview Guides for Qualitative Interviews by Sociology Department, Harvard University Includes general advice for conducting qualitative interviews, pros and cons of recording and transcription, guidelines for success, and tips for developing and phrasing effective interview questions.
Tip Sheet on Question Wording by Harvard University Program on Survey Research

Let Theory Guide You:

The quality of your questions depends on how you situate them within a wider body of knowledge. Consider the following advice:

A good literature review has many obvious virtues. It enables the investigator to define problems and assess data. It provides the concepts on which percepts depend. But the literature review has a special importance for the qualitative researcher. This consists of its ability to sharpen his or her capacity for surprise (Lazarsfeld, 1972b). The investigator who is well versed in the literature now has a set of expectations the data can defy. Counterexpectational data are conspicuous, readable, and highly provocative data. They signal the existence of unfulfilled theoretical assumptions, and these are, as Kuhn (1962) has noted, the very origins of intellectual innovation. A thorough review of the literature is, to this extent, a way to manufacture distance. It is a way to let the data of one's research project take issue with the theory of one's field.

McCracken, G. (1988), The Long Interview, Sage: Newbury Park, CA, p. 31

When drafting your interview questions, remember that everything follows from your central research question. Also, on the way to writing your "operationalized" interview questions, it's helpful to draft broader, intermediate questions, couched in theory. Nota bene: While it is important to know the literature well before conducting your interview(s), be careful not to present yourself to your research participant(s) as "the expert," which would be presumptuous and could be intimidating. Rather, the purpose of your knowledge is to make you a better, keener listener.

If you'd like to supplement what you learned about relevant theories through your coursework and literature review, try these sources:

Annual Reviews Review articles sum up the latest research in many fields, including social sciences, biomedicine, life sciences, and physical sciences. These are timely collections of critical reviews written by leading scientists.
HOLLIS - search for resources on theories in your field Modify this example search by entering the name of your field in place of "your discipline," then hit search.
Oxford Bibliographies Written and reviewed by academic experts, every article in this database is an authoritative guide to the current scholarship in a variety of fields, containing original commentary and annotations.
ProQuest Dissertations & Theses (PQDT) Indexes dissertations and masters' theses from most North American graduate schools as well as some European universities. Provides full text for most indexed dissertations from 1990-present.
Very Short Introductions Launched by Oxford University Press in 1995, Very Short Introductions offer concise introductions to a diverse range of subjects from Climate to Consciousness, Game Theory to Ancient Warfare, Privacy to Islamic History, Economics to Literary Theory.

CONDUCTING INTERVIEWS

Equipment and software: .

Lamont Library loans microphones and podcast starter kits, which will allow you to capture audio (and you may record with software, such as Garage Band).
Cabot Library loans digital recording devices, as well as USB microphones.

If you prefer to use your own device, you may purchase a small handheld audio recorder, or use your cell phone.

Audio Capture Basics (PDF) - Helpful instructions, courtesy of the Lamont Library Multimedia Lab.
Getting Started with Podcasting/Audio: Guidelines from Harvard Library's Virtual Media Lab for preparing your interviewee for a web-based recording (e.g., podcast, interview)
Camtasia Screen Recorder and Video Editor
Zoom: Video Conferencing, Web Conferencing
Visit the Multimedia Production Resources guide! Consult it to find and learn how to use audiovisual production tools, including: cameras, microphones, studio spaces, and other equipment at Cabot Science Library and Lamont Library.
Try the virtual office hours offered by the Lamont Multimedia Lab!

TIPS FOR CONDUCTING INTERVIEWS

Quick handout: .

Research Interviewing Tips (Courtesy of Dr. Suzanne Spreadbury)

Remote Interviews:

For Online or Distant Interviews, See "Remote Research & Virtual Fieldwork" on this guide .
Deborah Lupton's Bibliography: Doing Fieldwork in a Pandemic

Seeking Consent:

Books and articles: .

"App-Based Textual Interviews: Interacting With Younger Generations in a Digitalized Social Reallity."International Journal of Social Research Methodology (12 June 2022). Discusses the use of texting platforms as a means to reach young people. Recommends useful question formulations for this medium.
"Learning to Interview in the Social Sciences." Qualitative Inquiry, 9(4) 2003, 643–668 by Roulston, K., deMarrais, K., & Lewis, J. B. See especially the section on "Phrasing and Negotiating Questions" on pages 653-655 and common problems with framing questions noted on pages 659-660.
"Slowing Down and Digging Deep: Teaching Students to Examine Interview Interaction in Depth." LEARNing Landscapes, Spring 2021 14(1) 153-169 by Herron, Brigette A. and Kathryn Roulston. Suggests analysis of videorecorded interviews as a precursor to formulating one's own questions. Includes helpful types of probes.
Using Interviews in a Research Project by Nigel Joseph Mathers; Nicholas J Fox; Amanda Hunn; Trent Focus Group. A work pack to guide researchers in developing interviews in the healthcare field. Describes interview structures, compares face-to-face and telephone interviews. Outlines the ways in which different types of interview data can be analysed.
“Working through Challenges in Doing Interview Research.” International Journal of Qualitative Methods, (December 2011), 348–66 by Roulston, Kathryn. The article explores (1) how problematic interactions identified in the analysis of focus group data can lead to modifications in research design, (2) an approach to dealing with reported data in representations of findings, and (3) how data analysis can inform question formulation in successive rounds of data generation. Findings from these types of examinations of interview data generation and analysis are valuable for informing both interview practice as well as research design.

Videos:

The way a qualitative researcher transcribes interviews should flow from, or align with, the methodological paradigm chosen for the study, whether that paradigm is interpretivist, critical, positivist, or participative in nature (or a combination of these).

TRANSCRIPTION

Before embarking on a transcription project, it's worthwhile to invest in the time and effort necessary to capture good audio, which will make the transcription process much easier. If you haven't already done so, check out the audio capture guidelines from Harvard Library's Virtual Media Lab , or contact a media staff member for customized recommendations. First and foremost, be mindful of common pitfalls by watching this short video that identifies the most common errors to avoid!

SOFTWARE:

Adobe Premiere Pro Speech-To-Text automatically generates transcripts and adds captions to your videos. Harvard affiliates can download Adobe Premiere in the Creative Cloud Suite.
GoTranscript provides cost-effective human-generated transcriptions.
pyTranscriber is an app for generating automatic transcription and/or subtitles for audio and video files. It uses the Google Cloud Speech-to-Text service, has a friendly graphical user interface, and is purported to work nicely with Chinese.
Otter provides a new way to capture, store, search and share voice conversations, lectures, presentations, meetings, and interviews. The startup is based in Silicon Valley with a team of experienced Ph.Ds and engineers from Google, Facebook, Yahoo and Nuance (à la Dragon). Free accounts available. This is the software that Zoom uses to generate automated transcripts, so if you have access to a Zoom subscription, you have access to Otter transcriptions with it (applicable in several languages ). As with any automated approach, be prepared to correct any errors after the fact, by hand.
Panopto is available to Harvard affiliates and generates ASR (automated speech recognition) captions . You may upload compatible audio files into it. As with any automatically generated transcription, you will need to make manual revisions. ASR captioning is available in several languages . Panopto maintains robust security practices, including strong authentication measures and end-to-end encryption, ensuring your content remains private and protected.
REV.Com allows you to record and transcribe any calls on the iPhone, both outgoing and incoming. It may be useful for recording phone interviews. Rev lets you choose whether you want an AI- or human-generated transcription, with a fast turnaround. Rev has Service Organization Controls Type II (SOC2) certification (a SOC2 cert looks at and verifies an organization’s processing integrity, privacy practices, and security safeguards).
Scribie Audio/Video Transcription provides automated or manual transcriptions for a small fee. As with any transcription service, some revisions will be necessary after the fact, particularly for its automated transcripts.
Sonix automatically transcribes, translates, and helps to organize audio and video files in over 40 languages. It's fast and affordable, with good accuracy. The free trial includes 30 minutes of free transcription.
TranscriptionWing uses a human touch process to clean up machine-generated transcripts so that the content will far more accurately reflect your audio recording.
Whisper is a tool from OpenAI that facilitates transcription of sensitive audiovisual recordings (e.g., of research interviews) on your own device. Installation and use depends on your operating system and which version you install. Important Note: The Whisper API, where audio is sent to OpenAI to be processed by them and then sent back (usually through a programming language like Python) is NOT appropriate for sensitive data. The model should be downloaded with tools such as those described in this FAQ , so that audio is kept to your local machine. For assistance, contact James Capobianco .

EQUIPMENT:

Transcription pedals are in circulation and available to borrow from the Circulation desk at Lamont, or use at Lamont Library's Media Lab on level B. For hand-transcribing your interviews, they work in conjunction with software such as Express Scribe , which is loaded on Media Lab computers, or you may download for free on your own machine (Mac or PC versions; scroll down the downloads page for the latter). The pedals are plug-and-play USB, allow a wide range of playback speeds, and have 3 programmable buttons, which are typically set to rewind/play/fast-forward. Instructions are included in the bag that covers installation and set-up of the software, and basic use of the pedals.

NEED HELP?

Try the virtual office hours offered by the Lamont Multimedia Lab!
If you're creating podcasts, login to Canvas and check out the Podcasting/Audio guide .

Helpful Texts:

"Transcription as a Crucial Step of Data Analysis" in Chapter 5 of The SAGE Handbook of Qualitative Data Analysisby Uwe Flick (Editor) Covers basic terminology for transcription, shares caveats for transcribers, and identifies components of vocal behavior. Provides notation systems for transcription, suggestions for transcribing turn-taking, and discusses new technologies and perspectives. Includes a bibliography for further reading.
"Transcribing the Oral Interview: Part Art, Part Science " on p. 10 of the Centre for Community Knowledge (CCK) newsletter: TIMESTAMPby Mishika Chauhan and Saransh Srivastav

QUALITATIVE DATA ANALYSIS

Software .

Free download available for Harvard Faculty of Arts and Sciences (FAS) affiliates
Desktop access at Lamont Library Media Lab, 3rd floor
Desktop access at Harvard Kennedy School Library (with HKS ID)
Remote desktop access for Harvard affiliates from IQSS Computer Labs . Email them at [email protected] and ask for a new lab account and remote desktop access to NVivo.
Virtual Desktop Infrastructure (VDI) access available to Harvard T.H. Chan School of Public Health affiliates

CODING AND THEMEING YOUR DATA

Data analysis methods should flow from, or align with, the methodological paradigm chosen for your study, whether that paradigm is interpretivist, critical, positivist, or participative in nature (or a combination of these). Some established methods include Content Analysis, Critical Analysis, Discourse Analysis, Gestalt Analysis, Grounded Theory Analysis, Interpretive Analysis, Narrative Analysis, Normative Analysis, Phenomenological Analysis, Rhetorical Analysis, and Semiotic Analysis, among others. The following resources should help you navigate your methodological options and put into practice methods for coding, themeing, interpreting, and presenting your data.

Users can browse content by topic, discipline, or format type (reference works, book chapters, definitions, etc.). SRM offers several research tools as well: a methods map, user-created reading lists, a project planner, and advice on choosing statistical tests.
Abductive Coding: Theory Building and Qualitative (Re)Analysis by Vila-Henninger, et al. The authors recommend an abductive approach to guide qualitative researchers who are oriented towards theory-building. They outline a set of tactics for abductive analysis, including the generation of an abductive codebook, abductive data reduction through code equations, and in-depth abductive qualitative analysis.
Analyzing and Interpreting Qualitative Research: After the Interview by Charles F. Vanover, Paul A. Mihas, and Johnny Saldana (Editors) Providing insight into the wide range of approaches available to the qualitative researcher and covering all steps in the research process, the authors utilize a consistent chapter structure that provides novice and seasoned researchers with pragmatic, "how-to" strategies. Each chapter author introduces the method, uses one of their own research projects as a case study of the method described, shows how the specific analytic method can be used in other types of studies, and concludes with three questions/activities to prompt class discussion or personal study.
"Analyzing Qualitative Data." Theory Into Practice 39, no. 3 (2000): 146-54 by Margaret D. LeCompte This article walks readers though rules for unbiased data analysis and provides guidance for getting organized, finding items, creating stable sets of items, creating patterns, assembling structures, and conducting data validity checks.
"Coding is Not a Dirty Word" in Chapter 1 (pp. 1–30) of Enhancing Qualitative and Mixed Methods Research with Technology by Shalin Hai-Jew (Editor) Current discourses in qualitative research, especially those situated in postmodernism, represent coding and the technology that assists with coding as reductive, lacking complexity, and detached from theory. In this chapter, the author presents a counter-narrative to this dominant discourse in qualitative research. The author argues that coding is not necessarily devoid of theory, nor does the use of software for data management and analysis automatically render scholarship theoretically lightweight or barren. A lack of deep analytical insight is a consequence not of software but of epistemology. Using examples informed by interpretive and critical approaches, the author demonstrates how NVivo can provide an effective tool for data management and analysis. The author also highlights ideas for critical and deconstructive approaches in qualitative inquiry while using NVivo. By troubling the positivist discourse of coding, the author seeks to create dialogic spaces that integrate theory with technology-driven data management and analysis, while maintaining the depth and rigor of qualitative research.
The Coding Manual for Qualitative Researchers by Johnny Saldana An in-depth guide to the multiple approaches available for coding qualitative data. Clear, practical and authoritative, the book profiles 32 coding methods that can be applied to a range of research genres from grounded theory to phenomenology to narrative inquiry. For each approach, Saldaña discusses the methods, origins, a description of the method, practical applications, and a clearly illustrated example with analytic follow-up. Essential reading across the social sciences.
Flexible Coding of In-depth Interviews: A Twenty-first-century Approach by Nicole M. Deterding and Mary C. Waters The authors suggest steps in data organization and analysis to better utilize qualitative data analysis technologies and support rigorous, transparent, and flexible analysis of in-depth interview data.
From the Editors: What Grounded Theory is Not by Roy Suddaby Walks readers through common misconceptions that hinder grounded theory studies, reinforcing the two key concepts of the grounded theory approach: (1) constant comparison of data gathered throughout the data collection process and (2) the determination of which kinds of data to sample in succession based on emergent themes (i.e., "theoretical sampling").
“Good enough” methods for life-story analysis, by Wendy Luttrell. In Quinn N. (Ed.), Finding culture in talk (pp. 243–268). Demonstrates for researchers of culture and consciousness who use narrative how to concretely document reflexive processes in terms of where, how and why particular decisions are made at particular stages of the research process.
The Ethnographic Interview by James P. Spradley “Spradley wrote this book for the professional and student who have never done ethnographic fieldwork (p. 231) and for the professional ethnographer who is interested in adapting the author’s procedures (p. iv) ... Steps 6 and 8 explain lucidly how to construct a domain and a taxonomic analysis” (excerpted from book review by James D. Sexton, 1980). See also: Presentation slides on coding and themeing your data, derived from Saldana, Spradley, and LeCompte Click to request access.
Qualitative Data Analysis by Matthew B. Miles; A. Michael Huberman A practical sourcebook for researchers who make use of qualitative data, presenting the current state of the craft in the design, testing, and use of qualitative analysis methods. Strong emphasis is placed on data displays matrices and networks that go beyond ordinary narrative text. Each method of data display and analysis is described and illustrated.
"A Survey of Qualitative Data Analytic Methods" in Chapter 4 (pp. 89–138) of Fundamentals of Qualitative Research by Johnny Saldana Provides an in-depth introduction to coding as a heuristic, particularly focusing on process coding, in vivo coding, descriptive coding, values coding, dramaturgical coding, and versus coding. Includes advice on writing analytic memos, developing categories, and themeing data.
"Thematic Networks: An Analytic Tool for Qualitative Research." Qualitative Research : QR, 1(3), 385–405 by Jennifer Attride-Stirling Details a technique for conducting thematic analysis of qualitative material, presenting a step-by-step guide of the analytic process, with the aid of an empirical example. The analytic method presented employs established, well-known techniques; the article proposes that thematic analyses can be usefully aided by and presented as thematic networks.
Using Thematic Analysis in Psychology by Virginia Braun and Victoria Clark Walks readers through the process of reflexive thematic analysis, step by step. The method may be adapted in fields outside of psychology as relevant. Pair this with One Size Fits All? What Counts as Quality Practice in Reflexive Thematic Analysis? by Virginia Braun and Victoria Clark

TESTING OR GENERATING THEORIES

The quality of your data analysis depends on how you situate what you learn within a wider body of knowledge. Consider the following advice:

Once you have coalesced around a theory, realize that a theory should reveal rather than color your discoveries. Allow your data to guide you to what's most suitable. Grounded theory researchers may develop their own theory where current theories fail to provide insight. This guide on Theoretical Models from Alfaisal University Library provides a helpful overview on using theory.

MANAGING & FINDING INTERVIEW DATA

Managing your elicited interview data, general guidance: .

Research Data Management @ Harvard A reference guide with information and resources to help you manage your research data. See also: Harvard Research Data Security Policy , on the Harvard University Research Data Management website.
Data Management For Researchers: Organize, Maintain and Share Your Data for Research Success by Kristin Briney. A comprehensive guide for scientific researchers providing everything they need to know about data management and how to organize, document, use and reuse their data.
Open Science Framework (OSF) An open-source project management tool that makes it easy to collaborate within and beyond Harvard throughout a project's lifecycle. With OSF you can manage, store, and share documents, datasets, and other information with your research team. You can also publish your work to share it with a wider audience. Although data can be stored privately, because this platform is hosted on the Internet and designed with open access in mind, it is not a good choice for highly sensitive data.
Free cloud storage solutions for Harvard affiliates to consider include: Google Drive , DropBox , or OneDrive ( up to DSL3 )

Data Confidentiality and Secure Handling:

Data Security Levels at Harvard - Research Data Examples This resource provided by Harvard Data Security helps you determine what level of access is appropriate for your data. Determine whether it should be made available for public use, limited to the Harvard community, or be protected as either "confidential and sensitive," "high risk," or "extremely sensitive." See also: Harvard Data Classification Table
Harvard's Best Practices for Protecting Privacy and Harvard Information Security Collaboration Tools Matrix Follow the nuts-and-bolts advice for privacy best practices at Harvard. The latter resource reveals the level of security that can be relied upon for a large number of technological tools and platforms used at Harvard to conduct business, such as email, Slack, Accellion Kiteworks, OneDrive/SharePoint, etc.
“Protecting Participant Privacy While Maintaining Content and Context: Challenges in Qualitative Data De‐identification and Sharing.” Proceedings of the ASIST Annual Meeting 57 (1) (2020): e415-420 by Myers, Long, and Polasek Presents an informed and tested protocol, based on the De-Identification guidelines published by the Qualitative Data Repository (QDR) at Syracuse University. Qualitative researchers may consult it to guide their data de-identification efforts.
QDS Qualitative Data Sharing Toolkit The Qualitative Data Sharing (QDS) project and its toolkit was funded by the NIH National Human Genome Research Institute (R01HG009351). It provides tools and resources to help researchers, especially those in the health sciences, share qualitative research data while protecting privacy and confidentiality. It offers guidance on preparing data for sharing through de-identification and access control. These health sciences research datasets in ICPSR's Qualitative Data Sharing (QDS) Project Series were de-identified using the QuaDS Software and the project’s QDS guidelines.
Table of De-Identification Techniques
Generative AI Harvard-affiliated researchers should not enter data classified as confidential ( Level 2 and above ), including non-public research data, into publicly-available generative AI tools, in accordance with the University’s Information Security Policy. Information shared with generative AI tools using default settings is not private and could expose proprietary or sensitive information to unauthorized parties.
Harvard Information Security Quick Reference Guide Storage guidelines, based on the data's security classification level (according to its IRB classification) is displayed on page 2, under "handling."
Email Encryption Harvard Microsoft 365 users can now send encrypted messages and files directly from the Outlook web or desktop apps. Encrypting an email adds an extra layer of security to the message and its attachments (up to 150MB), and means only the intended recipient (and their inbox delegates with full access) can view it. Message encryption in Outlook is approved for sending high risk ( level 4 ) data and below.

Sharing Qualitative Data:

Repositories for Qualitative Data If you have cleared this intention with your IRB, secured consent from participants, and properly de-identified your data, consider sharing your interviews in one of the data repositories included in the link above. Depending on the nature of your research and the level of risk it may present to participants, sharing your interview data may not be appropriate. If there is any chance that sharing such data will be desirable, you will be much better off if you build this expectation into your plans from the beginning.
Guide for Sharing Qualitative Data at ICPSR The Inter-university Consortium for Political and Social Research (ICPSR) has created this resource for investigators planning to share qualitative data at ICPSR. This guide provides an overview of elements and considerations for archiving qualitative data, identifies steps for investigators to follow during the research life cycle to ensure that others can share and reuse qualitative data, and provides information about exemplars of qualitative data

International Projects:

Research Compliance Program for FAS/SEAS at Harvard The Faculty of Arts and Sciences (FAS), including the School of Engineering and Applied Sciences (SEAS), and the Office of the Vice Provost for Research (OVPR) have established a shared Research Compliance Program (RCP). An area of common concern for interview studies is international projects and collaboration . RCP is a resource to provide guidance on which international activities may be impacted by US sanctions on countries, individuals, or entities and whether licenses or other disclosure are required to ship or otherwise share items, technology, or data with foreign collaborators.

Finding Extant Interview Data

Finding journalistic interviews: .

Academic Search Premier This all-purpose database is great for finding articles from magazines and newspapers. In the Advanced Search, it allows you to specify "Document Type": Interview.
Guide to Newspapers and Newspaper Indexes Use this guide created to Harvard Librarians to identify newspapers collections you'd like to search. To locate interviews, try adding the term "interview" to your search, or explore a database's search interface for options to limit your search to interviews. Nexis Uni and Factiva are the two main databases for current news.
Listen Notes Search for podcast episodes at this podcast aggregator, and look for podcasts that include interviews. Make sure to vet the podcaster for accuracy and quality! (Listen Notes does not do much vetting.)
NPR and ProPublica are two sites that offer high-quality long-form reporting, including journalistic interviews, for free.

Finding Oral History and Social Research Interviews:

To find oral histories, see the Oral History page of this guide for helpful resources on Oral History interviewing.
Repositories for Qualitative Data It has not been a customary practice among qualitative researchers in the social sciences to share raw interview data, but some have made this data available in repositories, such as the ones listed on the page linked above. You may find published data from structured interview surveys (e.g., questionnaire-based computer-assisted telephone interview data), as well as some semi-structured and unstructured interviews.
If you are merely interested in studies interpreting data collected using interviews, rather than finding raw interview data, try databases like PsycInfo , Sociological Abstracts , or Anthropology Plus , among others.

Finding Interviews in Archival Collections at Harvard Library:

In addition to the databases and search strategies mentioned under the "Finding Oral History and Social Research Interviews" category above, you may search for interviews and oral histories (whether in textual or audiovisual formats) held in archival collections at Harvard Library.

HOLLIS searches all documented collections at Harvard, whereas HOLLIS for Archival Discovery searches only those with finding aids. Although HOLLIS for Archival Discovery covers less material, you may find it easier to parse your search results, especially when you wish to view results at the item level (within collections). Try these approaches:

Search in HOLLIS :

To retrieve items available online, do an Advanced Search for interview* OR "oral histor*" (in Subject), with Resource Type "Archives/Manuscripts," then refine your search by selecting "Online" under "Show Only" on the right of your initial result list. Revise the search above by adding your topic in the Keywords or Subject field (for example: African Americans ) and resubmitting the search.
To enlarge your results set, you may also leave out the "Online" refinement; if you'd like to limit your search to a specific repository, try the technique of searching for Code: Library + Collection on the "Advanced Search" page .

Search in HOLLIS for Archival Discovery :

To retrieve items available online, search for interview* OR "oral histor*" limited to digital materials . Revise the search above by adding your topic (for example: artist* ) in the second search box (if you don't see the box, click +).
To preview results by collection, search for interview* OR "oral histor*" limited to collections . Revise the search above by adding your topic (for example: artist* ) in the second search box (if you don't see the box, click +). Although this method does not allow you to isolate digitized content, you may find the refinement options on the right side of the screen (refine by repository, subject or names) helpful. Once your select a given collection, you may search within it (e.g., for your topic or the term interview).

UX & MARKET RESEARCH INTERVIEWS

Ux at harvard library .

User Experience and Market Research interviews can inform the design of tangible products and services through responsive, outcome-driven insights. The User Research Center at Harvard Library specializes in this kind of user-centered design, digital accessibility, and testing. They also offer guidance and resources to members of the Harvard Community who are interested in learning more about UX methods. Contact [email protected] or consult the URC website for more information.

Websites

User Interviews: The Beginner’s Guide (Chris Mears)
Interviewing Users (Jakob Nielsen)

Books

Interviewing Users: How to Uncover Compelling Insights by Steve Portigal; Grant McCracken (Foreword by) Interviewing is a foundational user research tool that people assume they already possess. Everyone can ask questions, right? Unfortunately, that's not the case. Interviewing Users provides invaluable interviewing techniques and tools that enable you to conduct informative interviews with anyone. You'll move from simply gathering data to uncovering powerful insights about people.
Rapid Contextual Design by Jessamyn Wendell; Karen Holtzblatt; Shelley Wood This handbook introduces Rapid CD, a fast-paced, adaptive form of Contextual Design. Rapid CD is a hands-on guide for anyone who needs practical guidance on how to use the Contextual Design process and adapt it to tactical projects with tight timelines and resources. Rapid Contextual Design provides detailed suggestions on structuring the project and customer interviews, conducting interviews, and running interpretation sessions. The handbook walks you step-by-step through organizing the data so you can see your key issues, along with visioning new solutions, storyboarding to work out the details, and paper prototype interviewing to iterate the design all with as little as a two-person team with only a few weeks to spare *Includes real project examples with actual customer data that illustrate how a CD project actually works.

Videos

Instructional Presentations on Interview Skills

Interview/Oral History Research for RSRA 298B: Master's Thesis Reading and Research (Spring 2023) Slideshow covers: Why Interviews?, Getting Context, Engaging Participants, Conducting the Interview, The Interview Guide, Note Taking, Transcription, File management, and Data Analysis.
Interview Skills From an online class on February 13, 2023: Get set up for interview research. You will leave prepared to choose among the three types of interviewing methods, equipped to develop an interview schedule, aware of data management options and their ethical implications, and knowledgeable of technologies you can use to record and transcribe your interviews. This workshop complements Intro to NVivo, a qualitative data analysis tool useful for coding interview data.

NIH Data Management & Sharing Policy (DMSP) This policy, effective January 25, 2023, applies to all research, funded or conducted in whole or in part by NIH, that results in the generation of scientific data , including NIH-funded qualitative research. Click here to see some examples of how the DMSP policy has been applied in qualitative research studies featured in the 2021 Qualitative Data Management Plan (DMP) Competition . As a resource for the community, NIH has developed a resource for developing informed consent language in research studies where data and/or biospecimens will be stored and shared for future use. It is important to note that the DMS Policy does NOT require that informed consent obtained from research participants must allow for broad sharing and the future use of data (either with or without identifiable private information). See the FAQ for more information.

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13.2 Qualitative interview techniques

Learning objectives.

Identify the primary goal of an in-depth interview
Describe the unique characteristics of qualitative interview techniques
Define the term “interview guide” and describe how to construct one
Outline the guidelines for constructing good qualitative interview questions
Describe the function and purpose of field notes and journals in qualitative research
Identify the strengths and weaknesses of interviews

Qualitative interviews are sometimes called intensive or in-depth interviews. These interviews are considered semi-structured because the researcher has a particular topic for the respondent, but questions are open-ended and may not be asked in the exact same way or order to each respondent. The primary goal of an in-depth interview is to hear what respondents think is important about the topic at hand and to hear it in their own words. In this section, we’ll look at how to conduct qualitative interviews, analyze interview data, and identify some of the strengths and weaknesses of this method.

Constructing an interview guide

Respondents might think that qualitative interviews feel more like a conversation than an interview, but the researcher is guiding the conversation with the goal of gathering information from a respondent. Qualitative interviews use open-ended questions, which are questions that a researcher poses but does not provide answer options for. Open-ended questions are more demanding of participants than closed-ended questions for they require participants to come up with their own words, phrases, or sentences to respond.

hand holding a post-it note that says "who, how, what, when, why, where"

In a qualitative interview, the researcher usually develops a guide in advance that they can refer to during the interview or memorize the interview takes place. An interview guide is a list of topics or questions that the interviewer hopes to cover during the course of an interview. It is called a guide because it is simply that—it is used to guide the interviewer, but it is not set in stone. Think of an interview guide like your agenda for the day or your to-do list: Both probably contain all the items you hope to check off or accomplish, though it probably won’t be the end of the world if you don’t accomplish everything on the list or if you don’t accomplish it in the exact order that you have it written down. Perhaps new events will come up that cause you to rearrange your schedule just a bit, or perhaps you simply won’t get to everything on the list.

Interview guides should outline issues that a researcher feels are likely to be important. Participants are asked to provide answers in their own words and to raise points they believe are important, so each interview is likely to flow a little differently. While the opening question in an in-depth interview may be the same across all interviews, the information that each participant shared will shape how the interview proceeds. This is what makes in-depth interviewing so exciting and rather challenging. It takes a skilled interviewer to be able to ask questions, listen to respondents, and pick up on cues about when to follow up, move on, or simply let the participant speak without guidance or interruption.

Earlier, I mentioned that interview guides can list topics or questions. The specific format of an interview guide might depend on your style, experience, and comfort level as an interviewer or with your topic. Figure 13.1 provides an example of an interview guide for a study of how young people experience workplace sexual harassment. The guide is topic-based, rather than a list of specific questions. The listed order of the topics is important, however the order that each comes up during the interview may vary.

interview guide using topics, not questions

When I was interviewing state administrators of developmental disabilities departments, my interview guide contained 15 questions, all of which were asked to each participant. Sometimes, participants would cover the answer to one question before it was read. When I came to that question later on in the interview, I would acknowledge that they already addressed part of this question and ask them if they had anything to add to their response. Underneath some of the questions were more specific words or phrases for follow-up in case the participant did not mention those topics in their responses. These probes, as well as the questions, were based on our review of their department’s documentation about their programs. Our project was challenging because we were studying specific types of programs and the administrators may have thought we had an agenda to convince them to expand or better fund those programs. We had to be very objective in how we worded questions to avoid the appearance of bias. Some of these questions are depicted in Figure 13.2.

interview guide using questions rather than topic

As you might have guessed, interview guides do not appear out of thin air. They are the result of thoughtful and careful work on the part of a researcher. As you can see in both of the preceding guides, the topics and questions have been organized thematically and in the order in which they are likely to proceed (though keep in mind that the flow of a qualitative interview is in part determined by what a respondent has to say). Sometimes qualitative interviewers may create two versions of the interview guide: one version contains a very brief outline of the interview, perhaps with just topic headings, and another version contains detailed questions underneath each topic heading. In this case, the researcher might use the detailed guide to prepare and practice before conducting interviews and then bring the brief outline to the interview. Bringing an outline to an interview encourages the researcher to actively listen to what a participant is telling them. An overly detailed interview guide will be difficult to navigate during an interview and could give respondents the misimpression the interviewer is more interested in their questions than in the participant’s answers.

Brainstorming is usually the first step in constructing an interview guide. There are no rules at the brainstorming stage—simply list all the topics and questions that come to mind when you think about your research question. Once you have a decent list, you can begin to cut questions and topics that seem redundant and group similar questions and topics together. If you haven’t done so yet, you may also want to come up with question and topic headings for your grouped categories. You should also consult the scholarly literature to find out what kinds of questions other interviewers have asked in studies of similar topics and what theory indicates might be important. As with quantitative survey research, avoid placing very sensitive or potentially controversial questions at the beginning of your qualitative interview guide. You need to give participants the opportunity to warm up to the interview and to feel comfortable talking with you. Finally, get some feedback on your interview guide. Ask your friends, other researchers, and your professors for some guidance and suggestions once you’ve come up with what you think is a strong guide. They may catch a few things that you hadn’t noticed. Once you begin conducting interviews, your participants may also suggest revisions or improvements.

There are a few noteworthy guidelines for the specific questions you should include in your guide. First, avoid questions that can be answered with a simple yes or no. Try to rephrase your questions in a way that invites longer responses from your interviewees. If you choose to include yes or no questions, be sure to include follow-up questions. Remember, one of the benefits of qualitative interviews is that you can ask participants for more information, so be sure to do so. While it is a good idea to ask follow-up questions, try to avoid asking “why,” as this can come off as unintentionally confrontational. Respondents often won’t know how to respond to this type of question, perhaps because they have not explored “why” themselves. Instead, I recommend using something like, “Could you tell me a little more about that?” This allows participants to explain themselves further without feeling that they’re being doubted or questioned in a hostile way.

Also, try to avoid phrasing your questions in a leading way. For example, rather than asking, “Don’t you think most people who don’t want kids are selfish?” you could ask, “What comes to mind for you when you hear someone doesn’t want kids?” Instead of asking “What do you think about juvenile offenders who drink and drive?” you could ask, “How do you feel about underage drinking?” or “What do you think about drinking and driving?” Finally, remember to keep most, if not all, of your questions open-ended. The key to a successful qualitative interview is giving participants the opportunity to share information in their own words and in their own way. Documenting your decisions regarding which questions are used, thrown out, or revised can help you remember the thought process behind the interview guide when you analyze your results. Additionally, documentation promotes the rigor of the qualitative project, ensuring the researcher is proceeding in a reflective and deliberate manner that can be checked by others reviewing their study.

Recording qualitative data

After the interview guide is constructed, the interviewer is not yet ready to begin conducting interviews. Next, the researcher must decide how to collect and maintain the information that is provided by participants. Researchers keep field notes or written recordings produced by the researcher during the data collection process, including before, during, and after interviews. Field notes help researchers to document their observations and they form the first draft of data analysis. Field notes may contain many things, including but not limited to observations of body language or environment, reflections on whether interview questions are working well, and connections between ideas that participants share.

a woman writing down notes in a journal while seated in a field

Unfortunately, even the most diligent researcher cannot write down everything that is seen or heard during an interview. In particular, it is difficult for a researcher to be truly present and observant if they are also writing down everything the participant is saying. For this reason, it is quite common for interviewers to create audio recordings of the interviews they conduct. Recording interviews allows the researcher to focus on their interaction with the interview participant rather than being distracted by trying to write down every word that is said.

Of course, not all participants will feel comfortable being recorded and there may be situations in which the interviewer feels the subject is too sensitive to be recorded. In these cases, the researcher must balance excellent note-taking, exceptional question-asking, and even better listening. I don’t think I can understate the difficulty of managing all these feats simultaneously. It is crucial to practice the interview in advance whether you will be recording your interviews or not. Ideally, you’ll find a friend or two willing to participate in a couple of trial runs with you. Even better, you’ll find a friend or two who are similar in at least some ways to your sample. They can give you the best feedback on your questions and your interview demeanor.

Another issue interviewers face is documenting the decisions made during the data collection process. Qualitative research is open to new ideas that emerge through the data collection process. For example, a participant might suggest a new concept you hadn’t thought of before or define a concept in a new way. This may lead you to create new questions or ask questions in a different way to future participants. These processes should be documented in a process called journaling or memoing. Journal entries are notes to yourself about reflections or methodological decisions that emerge during the data collection process. Documenting these decisions is important, as you’d be surprised how quickly you can forget what happened. Journaling ensures that you remember, how, when, and why certain changes were made when it comes time to analyze your data. The discipline of journaling in qualitative research helps to ensure the rigor of the research process—that is its trustworthiness and authenticity. We covered these standards of qualitative rigor in Chapter 9.

Strengths and weaknesses of qualitative interviews

As we’ve mentioned in this section, qualitative interviews are an excellent way to gather detailed information. Researchers can explore topics in the most depth by using interviews compared to other methods. Qualitative interviewing allows participants the opportunity to elaborate in ways that are not possible with other methods like survey research. They are also able share information with researchers in their own words and from their own perspectives. Differently, quantitative research asks participants to fit their perspectives into the limited response options provided by the researcher. Qualitative interviews are designed to elicit detailed information, so they are especially useful when a researcher’s aim is to study social processes or the “how” of various phenomena. While it is often an overlooked benefit of qualitative interviewing, researchers can make observations beyond those that a respondent is orally reporting. A respondent’s body language, and even their choice of time and location for the interview, might provide a researcher with useful data.

Of course, all these benefits come with some drawbacks. As with quantitative survey research, qualitative interviews rely on respondents’ ability to accurately and honestly recall specific details about their lives, circumstances, thoughts, opinions, or behaviors. As Esterberg (2002) puts it, “If you want to know about what people actually do, rather than what they say they do, you should probably use observation [instead of interviews].” [2] Further, as you may have already guessed, qualitative interviewing is time-intensive and can be quite expensive. Creating an interview guide, identifying a sample, and conducting interviews are just the beginning. Writing out what was said in interviews and analyzing the qualitative data are time consuming processes. Keep in mind you are also asking for more of participants’ time than if you’d simply mailed them a questionnaire containing closed-ended questions. Conducting qualitative interviews is not only labor-intensive but can also be emotionally taxing. Seeing and hearing the impact that social problems have on respondents is difficult. Researchers embarking on a qualitative interview project should keep in mind their own abilities to receive stories that may be difficult to hear.

Key Takeaways

In-depth interviews are semi-structured interviews where the researcher has topics and questions in mind to ask, but questions are open-ended and flow according to how the participant responds to each.
Interview guides can vary in format but should contain some outline of the topics you hope to cover during the course of an interview.
Qualitative interviews allow respondents to share information in their own words and are useful for gathering detailed information and understanding social processes.
Field notes and journal entries document the researcher’s decisions and thoughts that influence the research process.
Drawbacks of qualitative interviews include reliance on respondents’ accuracy and their intensity in terms of time, expense, and possible emotional strain.

Field notes- written notes produced by the researcher during the data collection process

In-depth interviews- interviews in which researchers hear from respondents about what they think is important about the topic at hand in the respondent’s own words

Interview guide- a list of topics or questions that the interviewer hopes to cover during the course of an interview

Journaling- making notes of emerging issues and changes during the research process

Semi-structured interviews- questions are open ended and may not be asked in exactly the same way or in exactly the same order to each and every respondent

Image attributions

questions by geralt CC-0

writing by StockSnap CC-0

Figure 13.1 is copied from Blackstone, A. (2012) Principles of sociological inquiry: Qualitative and quantitative methods. Saylor Foundation. Retrieved from: https://saylordotorg.github.io/text_principles-of-sociological-inquiry-qualitative-and-quantitative-methods/ Shared under CC-BY-NC-SA 3.0 License (https://creativecommons.org/licenses/by-nc-sa/3.0/) ↵
Esterberg, K. G. (2002). Qualitative methods in social research . Boston, MA: McGraw-Hill. ↵

Scientific Inquiry in Social Work Copyright © 2018 by Matthew DeCarlo is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Five Tips for Conducting Effective Qualitative Interviews

An interviewer conducts household survey in rural El Salvador for a Center for Health Policy and Inequalities Research study. Photo by Hy V. Huynh.

Published March 12, 2018 under Research News

In qualitative research, in-depth interviews can be an immensely helpful investigative tool. However, the nuances of one-on-one interviewing can sometimes make it difficult to obtain useful results. Rae Jean Proeschold-Bell , associate research professor and founding director of the Evidence Lab at the Duke Global Health Institute, frequently integrates qualitative interviews into her research. In this article, she shares five interviewing tips that have served her well.

1. Convey Intent

Proeschold-Bell says it’s important for the interviewer to know the intent behind each question so that it can be clearly conveyed to the interviewee. Understanding the intent of a question, she’s found, helps interviewers decide whether or not the participant has fully answered the question. This way, they can ask follow-up questions and not leave gaps at the time of data collection. Proeschold-Bell recommends writing the intent of each question below it in italics on the interview script.

Proeschold-Bell also suggests a few more subtle techniques for helping interviewees understand what is really being asked and soliciting pertinent and thorough responses. Asking the question in several different ways can help clarify its meaning. Follow-up prompts such as “That’s really helpful; tell me more about that,” or “Can you describe what was unpleasant about it?” can also give interviewees helpful guidance in crafting their responses.

“You can also convey intent by explaining more broadly why you’re doing the research, so interviewees will be more likely to give you relevant information,” Proeschold-Bell said.

2. Don’t Sway the Participants

Acquiescence bias, which occurs when interviewees agree with what they think the interviewer wants to hear instead of giving their unbiased answer, can often prevent interviewees from sharing all relevant information. Research from Focus Groups: A Practical Guide for Applied Research shows that when power dynamics are present in an interview, it may be especially difficult for an interviewee to give an honest answer.

To minimize acquiescence bias, interviewers can emphasize that the participant is the expert in the subject matter of the interview. For example, they can start the interview by saying, “I’ve asked you to talk with me today because you are an expert in what it’s like to be a patient in Eldoret.”

Interviewers should also avoid nodding or other body language that expresses agreement with the participant. Instead, interviewers should say, “That’s very helpful,” or “Thank you for those thoughts.” Otherwise, participants might elaborate on a point that isn’t actually very important to them just because the interviewer seemed to agree.

Proeschold-Bell also recommends that interviewers pay attention to—and record—interviewees’ non-verbal responses, which often communicate feelings and attitudes that the verbal response doesn’t capture.

3. Eliminate Interviewer Bias

Proeschold-Bell says it’s critically important to eliminate interviewer bias through the interview process. Knowing the interview guide extremely well helps an interviewer pace the interview to avoid running out of time, and adhering to the scripted wording for each question helps maintain unbiased prompting across all interviews. Additionally, if an interviewee starts answering a question that is going to be asked later, the interviewer can ask them to wait.

It’s best to ask interview questions in a specific order because covering certain questions first may influence how interviewees think during later questions. Finally, she recommends, “Ask all questions of all respondents, even if you think you know what they’ll say. They will surprise you sometimes!”

4. Consider a “Test Run” Period

Proeschold-Bell sees her first several interviews for a study as pilots. Learning from these first few test runs and improving questions and interview techniques for future interviews can have a significant impact on the quality of the study. This means that data quality from the first few interviews may not be as strong since some of the questions change, but the data from the interviews later on will be more useful. Proeschold-Bell recommends numbering interviews chronologically to link interviews to the phase of development in which they were conducted.

5. Make Time for Post-Interview Reflection

After an interview, Proeschold-Bell recommends immediately reviewing the data. “This helps capture good ideas that may otherwise be forgotten,” she says. In fact, she suggests creating a review form with a few open-ended questions that can help capture strong reactions and flag questions that didn’t work well or questions that should be added.

It’s also helpful, she says, to note responses that were different from those given in previous interviews. Doing this may generate ideas to analyze more carefully later on.

Looking for more research design tools? Check out Proeschold-Bell’s recent article, “ Five Tips for Designing an Effective Survey .”

Proeschold-Bell recommends that interviewers pay attention to—and record—interviewees’ non-verbal responses, which often communicate feelings and attitudes that the verbal response doesn’t capture.

Rae Jean Proeschold-Bell

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Qualitative Research Interviews

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How to carry out great interviews in qualitative research.

11 min read An interview is one of the most versatile methods used in qualitative research. Here’s what you need to know about conducting great qualitative interviews.

What is a qualitative research interview?

Qualitative research interviews are a mainstay among q ualitative research techniques, and have been in use for decades either as a primary data collection method or as an adjunct to a wider research process. A qualitative research interview is a one-to-one data collection session between a researcher and a participant. Interviews may be carried out face-to-face, over the phone or via video call using a service like Skype or Zoom.

There are three main types of qualitative research interview – structured, unstructured or semi-structured.

Structured interviews Structured interviews are based around a schedule of predetermined questions and talking points that the researcher has developed. At their most rigid, structured interviews may have a precise wording and question order, meaning that they can be replicated across many different interviewers and participants with relatively consistent results.
Unstructured interviews Unstructured interviews have no predetermined format, although that doesn’t mean they’re ad hoc or unplanned. An unstructured interview may outwardly resemble a normal conversation, but the interviewer will in fact be working carefully to make sure the right topics are addressed during the interaction while putting the participant at ease with a natural manner.
Semi-structured interviews Semi-structured interviews are the most common type of qualitative research interview, combining the informality and rapport of an unstructured interview with the consistency and replicability of a structured interview. The researcher will come prepared with questions and topics, but will not need to stick to precise wording. This blended approach can work well for in-depth interviews.

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What are the pros and cons of interviews in qualitative research?

As a qualitative research method interviewing is hard to beat, with applications in social research, market research, and even basic and clinical pharmacy. But like any aspect of the research process, it’s not without its limitations. Before choosing qualitative interviewing as your research method, it’s worth weighing up the pros and cons.

Pros of qualitative interviews:

provide in-depth information and context
can be used effectively when their are low numbers of participants
provide an opportunity to discuss and explain questions
useful for complex topics
rich in data – in the case of in-person or video interviews , the researcher can observe body language and facial expression as well as the answers to questions

Cons of qualitative interviews:

can be time-consuming to carry out
costly when compared to some other research methods
because of time and cost constraints, they often limit you to a small number of participants
difficult to standardize your data across different researchers and participants unless the interviews are very tightly structured
As the Open University of Hong Kong notes, qualitative interviews may take an emotional toll on interviewers

Qualitative interview guides

Semi-structured interviews are based on a qualitative interview guide, which acts as a road map for the researcher. While conducting interviews, the researcher can use the interview guide to help them stay focused on their research questions and make sure they cover all the topics they intend to.

An interview guide may include a list of questions written out in full, or it may be a set of bullet points grouped around particular topics. It can prompt the interviewer to dig deeper and ask probing questions during the interview if appropriate.

Consider writing out the project’s research question at the top of your interview guide, ahead of the interview questions. This may help you steer the interview in the right direction if it threatens to head off on a tangent.

Avoid bias in qualitative research interviews

According to Duke University , bias can create significant problems in your qualitative interview.

Acquiescence bias is common to many qualitative methods, including focus groups. It occurs when the participant feels obliged to say what they think the researcher wants to hear. This can be especially problematic when there is a perceived power imbalance between participant and interviewer. To counteract this, Duke University’s experts recommend emphasizing the participant’s expertise in the subject being discussed, and the value of their contributions.
Interviewer bias is when the interviewer’s own feelings about the topic come to light through hand gestures, facial expressions or turns of phrase. Duke’s recommendation is to stick to scripted phrases where this is an issue, and to make sure researchers become very familiar with the interview guide or script before conducting interviews, so that they can hone their delivery.

What kinds of questions should you ask in a qualitative interview?

The interview questions you ask need to be carefully considered both before and during the data collection process. As well as considering the topics you’ll cover, you will need to think carefully about the way you ask questions.

Open-ended interview questions – which cannot be answered with a ‘yes’ ‘no’ or ‘maybe’ – are recommended by many researchers as a way to pursue in depth information.

An example of an open-ended question is “What made you want to move to the East Coast?” This will prompt the participant to consider different factors and select at least one. Having thought about it carefully, they may give you more detailed information about their reasoning.

A closed-ended question , such as “Would you recommend your neighborhood to a friend?” can be answered without too much deliberation, and without giving much information about personal thoughts, opinions and feelings.

Follow-up questions can be used to delve deeper into the research topic and to get more detail from open-ended questions. Examples of follow-up questions include:

What makes you say that?
What do you mean by that?
Can you tell me more about X?
What did/does that mean to you?

As well as avoiding closed-ended questions, be wary of leading questions. As with other qualitative research techniques such as surveys or focus groups, these can introduce bias in your data. Leading questions presume a certain point of view shared by the interviewer and participant, and may even suggest a foregone conclusion.

An example of a leading question might be: “You moved to New York in 1990, didn’t you?” In answering the question, the participant is much more likely to agree than disagree. This may be down to acquiescence bias or a belief that the interviewer has checked the information and already knows the correct answer.

Other leading questions involve adjectival phrases or other wording that introduces negative or positive connotations about a particular topic. An example of this kind of leading question is: “Many employees dislike wearing masks to work. How do you feel about this?” It presumes a positive opinion and the participant may be swayed by it, or not want to contradict the interviewer.

Harvard University’s guidelines for qualitative interview research add that you shouldn’t be afraid to ask embarrassing questions – “if you don’t ask, they won’t tell.” Bear in mind though that too much probing around sensitive topics may cause the interview participant to withdraw. The Harvard guidelines recommend leaving sensitive questions til the later stages of the interview when a rapport has been established.

More tips for conducting qualitative interviews

Observing a participant’s body language can give you important data about their thoughts and feelings. It can also help you decide when to broach a topic, and whether to use a follow-up question or return to the subject later in the interview.

Be conscious that the participant may regard you as the expert, not themselves. In order to make sure they express their opinions openly, use active listening skills like verbal encouragement and paraphrasing and clarifying their meaning to show how much you value what they are saying.

Remember that part of the goal is to leave the interview participant feeling good about volunteering their time and their thought process to your research. Aim to make them feel empowered , respected and heard.

Unstructured interviews can demand a lot of a researcher, both cognitively and emotionally. Be sure to leave time in between in-depth interviews when scheduling your data collection to make sure you maintain the quality of your data, as well as your own well-being .

Recording and transcribing interviews

Historically, recording qualitative research interviews and then transcribing the conversation manually would have represented a significant part of the cost and time involved in research projects that collect qualitative data.

Fortunately, researchers now have access to digital recording tools, and even speech-to-text technology that can automatically transcribe interview data using AI and machine learning. This type of tool can also be used to capture qualitative data from qualitative research (focus groups,ect.) making this kind of social research or market research much less time consuming.

Data analysis

Qualitative interview data is unstructured, rich in content and difficult to analyze without the appropriate tools. Fortunately, machine learning and AI can once again make things faster and easier when you use qualitative methods like the research interview.

Text analysis tools and natural language processing software can ‘read’ your transcripts and voice data and identify patterns and trends across large volumes of text or speech. They can also perform khttps://www.qualtrics.com/experience-management/research/sentiment-analysis/

which assesses overall trends in opinion and provides an unbiased overall summary of how participants are feeling.

Another feature of text analysis tools is their ability to categorize information by topic, sorting it into groupings that help you organize your data according to the topic discussed.

All in all, interviews are a valuable technique for qualitative research in business, yielding rich and detailed unstructured data. Historically, they have only been limited by the human capacity to interpret and communicate results and conclusions, which demands considerable time and skill.

When you combine this data with AI tools that can interpret it quickly and automatically, it becomes easy to analyze and structure, dovetailing perfectly with your other business data. An additional benefit of natural language analysis tools is that they are free of subjective biases, and can replicate the same approach across as much data as you choose. By combining human research skills with machine analysis, qualitative research methods such as interviews are more valuable than ever to your business.

Related resources

Market intelligence 10 min read, marketing insights 11 min read, ethnographic research 11 min read, qualitative vs quantitative research 13 min read, qualitative research questions 11 min read, qualitative research design 12 min read, primary vs secondary research 14 min read, request demo.

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J Basic Clin Pharm
v.5(4); September 2014-November 2014

Qualitative research method-interviewing and observation

Shazia jamshed.

Department of Pharmacy Practice, Kulliyyah of Pharmacy, International Islamic University Malaysia, Kuantan Campus, Pahang, Malaysia

Buckley and Chiang define research methodology as “a strategy or architectural design by which the researcher maps out an approach to problem-finding or problem-solving.”[ 1 ] According to Crotty, research methodology is a comprehensive strategy ‘that silhouettes our choice and use of specific methods relating them to the anticipated outcomes,[ 2 ] but the choice of research methodology is based upon the type and features of the research problem.[ 3 ] According to Johnson et al . mixed method research is “a class of research where the researcher mixes or combines quantitative and qualitative research techniques, methods, approaches, theories and or language into a single study.[ 4 ] In order to have diverse opinions and views, qualitative findings need to be supplemented with quantitative results.[ 5 ] Therefore, these research methodologies are considered to be complementary to each other rather than incompatible to each other.[ 6 ]

Qualitative research methodology is considered to be suitable when the researcher or the investigator either investigates new field of study or intends to ascertain and theorize prominent issues.[ 6 , 7 ] There are many qualitative methods which are developed to have an in depth and extensive understanding of the issues by means of their textual interpretation and the most common types are interviewing and observation.[ 7 ]

Interviewing

This is the most common format of data collection in qualitative research. According to Oakley, qualitative interview is a type of framework in which the practices and standards be not only recorded, but also achieved, challenged and as well as reinforced.[ 8 ] As no research interview lacks structure[ 9 ] most of the qualitative research interviews are either semi-structured, lightly structured or in-depth.[ 9 ] Unstructured interviews are generally suggested in conducting long-term field work and allow respondents to let them express in their own ways and pace, with minimal hold on respondents’ responses.[ 10 ]

Pioneers of ethnography developed the use of unstructured interviews with local key informants that is., by collecting the data through observation and record field notes as well as to involve themselves with study participants. To be precise, unstructured interview resembles a conversation more than an interview and is always thought to be a “controlled conversation,” which is skewed towards the interests of the interviewer.[ 11 ] Non-directive interviews, form of unstructured interviews are aimed to gather in-depth information and usually do not have pre-planned set of questions.[ 11 ] Another type of the unstructured interview is the focused interview in which the interviewer is well aware of the respondent and in times of deviating away from the main issue the interviewer generally refocuses the respondent towards key subject.[ 11 ] Another type of the unstructured interview is an informal, conversational interview, based on unplanned set of questions that are generated instantaneously during the interview.[ 11 ]

In contrast, semi-structured interviews are those in-depth interviews where the respondents have to answer preset open-ended questions and thus are widely employed by different healthcare professionals in their research. Semi-structured, in-depth interviews are utilized extensively as interviewing format possibly with an individual or sometimes even with a group.[ 6 ] These types of interviews are conducted once only, with an individual or with a group and generally cover the duration of 30 min to more than an hour.[ 12 ] Semi-structured interviews are based on semi-structured interview guide, which is a schematic presentation of questions or topics and need to be explored by the interviewer.[ 12 ] To achieve optimum use of interview time, interview guides serve the useful purpose of exploring many respondents more systematically and comprehensively as well as to keep the interview focused on the desired line of action.[ 12 ] The questions in the interview guide comprise of the core question and many associated questions related to the central question, which in turn, improve further through pilot testing of the interview guide.[ 7 ] In order to have the interview data captured more effectively, recording of the interviews is considered an appropriate choice but sometimes a matter of controversy among the researcher and the respondent. Hand written notes during the interview are relatively unreliable, and the researcher might miss some key points. The recording of the interview makes it easier for the researcher to focus on the interview content and the verbal prompts and thus enables the transcriptionist to generate “verbatim transcript” of the interview.

Similarly, in focus groups, invited groups of people are interviewed in a discussion setting in the presence of the session moderator and generally these discussions last for 90 min.[ 7 ] Like every research technique having its own merits and demerits, group discussions have some intrinsic worth of expressing the opinions openly by the participants. On the contrary in these types of discussion settings, limited issues can be focused, and this may lead to the generation of fewer initiatives and suggestions about research topic.

Observation

Observation is a type of qualitative research method which not only included participant's observation, but also covered ethnography and research work in the field. In the observational research design, multiple study sites are involved. Observational data can be integrated as auxiliary or confirmatory research.[ 11 ]

Research can be visualized and perceived as painstaking methodical efforts to examine, investigate as well as restructure the realities, theories and applications. Research methods reflect the approach to tackling the research problem. Depending upon the need, research method could be either an amalgam of both qualitative and quantitative or qualitative or quantitative independently. By adopting qualitative methodology, a prospective researcher is going to fine-tune the pre-conceived notions as well as extrapolate the thought process, analyzing and estimating the issues from an in-depth perspective. This could be carried out by one-to-one interviews or as issue-directed discussions. Observational methods are, sometimes, supplemental means for corroborating research findings.

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The qualitative research interview

Affiliation.

1 Department of Family Medicine, University of Medicine and Dentistry at Robert Wood Johnson Medical School, Somerset, New Jersey 08873, USA. [email protected]
PMID: 16573666
DOI: 10.1111/j.1365-2929.2006.02418.x

Background: Interviews are among the most familiar strategies for collecting qualitative data. The different qualitative interviewing strategies in common use emerged from diverse disciplinary perspectives resulting in a wide variation among interviewing approaches. Unlike the highly structured survey interviews and questionnaires used in epidemiology and most health services research, we examine less structured interview strategies in which the person interviewed is more a participant in meaning making than a conduit from which information is retrieved.

Purpose: In this article we briefly review the more common qualitative interview methods and then focus on the widely used individual face-to-face in-depth interview, which seeks to foster learning about individual experiences and perspectives on a given set of issues. We discuss methods for conducting in-depth interviews and consider relevant ethical issues with particular regard to the rights and protection of the participants.

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Published: 22 March 2008

Methods of data collection in qualitative research: interviews and focus groups

P. Gill 1 ,
K. Stewart 2 ,
E. Treasure 3 &
B. Chadwick 4

British Dental Journal volume 204 , pages 291–295 ( 2008 ) Cite this article

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Interviews and focus groups are the most common methods of data collection used in qualitative healthcare research

Interviews can be used to explore the views, experiences, beliefs and motivations of individual participants

Focus group use group dynamics to generate qualitative data

Qualitative research in dentistry

Conducting qualitative interviews with school children in dental research

Analysing and presenting qualitative data

This paper explores the most common methods of data collection used in qualitative research: interviews and focus groups. The paper examines each method in detail, focusing on how they work in practice, when their use is appropriate and what they can offer dentistry. Examples of empirical studies that have used interviews or focus groups are also provided.

You have full access to this article via your institution.

Interviews in the social sciences

A review of technical and quality assessment considerations of audio-visual and web-conferencing focus groups in qualitative health research

Professionalism in dentistry: deconstructing common terminology, introduction.

Having explored the nature and purpose of qualitative research in the previous paper, this paper explores methods of data collection used in qualitative research. There are a variety of methods of data collection in qualitative research, including observations, textual or visual analysis (eg from books or videos) and interviews (individual or group). 1 However, the most common methods used, particularly in healthcare research, are interviews and focus groups. 2 , 3

The purpose of this paper is to explore these two methods in more detail, in particular how they work in practice, the purpose of each, when their use is appropriate and what they can offer dental research.

Qualitative research interviews

There are three fundamental types of research interviews: structured, semi-structured and unstructured. Structured interviews are, essentially, verbally administered questionnaires, in which a list of predetermined questions are asked, with little or no variation and with no scope for follow-up questions to responses that warrant further elaboration. Consequently, they are relatively quick and easy to administer and may be of particular use if clarification of certain questions are required or if there are likely to be literacy or numeracy problems with the respondents. However, by their very nature, they only allow for limited participant responses and are, therefore, of little use if 'depth' is required.

Conversely, unstructured interviews do not reflect any preconceived theories or ideas and are performed with little or no organisation. 4 Such an interview may simply start with an opening question such as 'Can you tell me about your experience of visiting the dentist?' and will then progress based, primarily, upon the initial response. Unstructured interviews are usually very time-consuming (often lasting several hours) and can be difficult to manage, and to participate in, as the lack of predetermined interview questions provides little guidance on what to talk about (which many participants find confusing and unhelpful). Their use is, therefore, generally only considered where significant 'depth' is required, or where virtually nothing is known about the subject area (or a different perspective of a known subject area is required).

Semi-structured interviews consist of several key questions that help to define the areas to be explored, but also allows the interviewer or interviewee to diverge in order to pursue an idea or response in more detail. 2 This interview format is used most frequently in healthcare, as it provides participants with some guidance on what to talk about, which many find helpful. The flexibility of this approach, particularly compared to structured interviews, also allows for the discovery or elaboration of information that is important to participants but may not have previously been thought of as pertinent by the research team.

For example, in a recent dental public heath study, 5 school children in Cardiff, UK were interviewed about their food choices and preferences. A key finding that emerged from semi-structured interviews, which was not previously thought to be as highly influential as the data subsequently confirmed, was the significance of peer-pressure in influencing children's food choices and preferences. This finding was also established primarily through follow-up questioning (eg probing interesting responses with follow-up questions, such as 'Can you tell me a bit more about that?') and, therefore, may not have emerged in the same way, if at all, if asked as a predetermined question.

The purpose of research interviews

The purpose of the research interview is to explore the views, experiences, beliefs and/or motivations of individuals on specific matters (eg factors that influence their attendance at the dentist). Qualitative methods, such as interviews, are believed to provide a 'deeper' understanding of social phenomena than would be obtained from purely quantitative methods, such as questionnaires. 1 Interviews are, therefore, most appropriate where little is already known about the study phenomenon or where detailed insights are required from individual participants. They are also particularly appropriate for exploring sensitive topics, where participants may not want to talk about such issues in a group environment.

Examples of dental studies that have collected data using interviews are 'Examining the psychosocial process involved in regular dental attendance' 6 and 'Exploring factors governing dentists' treatment philosophies'. 7 Gibson et al . 6 provided an improved understanding of factors that influenced people's regular attendance with their dentist. The study by Kay and Blinkhorn 7 provided a detailed insight into factors that influenced GDPs' decision making in relation to treatment choices. The study found that dentists' clinical decisions about treatments were not necessarily related to pathology or treatment options, as was perhaps initially thought, but also involved discussions with patients, patients' values and dentists' feelings of self esteem and conscience.

There are many similarities between clinical encounters and research interviews, in that both employ similar interpersonal skills, such as questioning, conversing and listening. However, there are also some fundamental differences between the two, such as the purpose of the encounter, reasons for participating, roles of the people involved and how the interview is conducted and recorded. 8

The primary purpose of clinical encounters is for the dentist to ask the patient questions in order to acquire sufficient information to inform decision making and treatment options. However, the constraints of most consultations are such that any open-ended questioning needs to be brought to a conclusion within a fairly short time. 2 In contrast, the fundamental purpose of the research interview is to listen attentively to what respondents have to say, in order to acquire more knowledge about the study topic. 9 Unlike the clinical encounter, it is not to intentionally offer any form of help or advice, which many researchers have neither the training nor the time for. Research interviewing therefore requires a different approach and a different range of skills.

The interview

When designing an interview schedule it is imperative to ask questions that are likely to yield as much information about the study phenomenon as possible and also be able to address the aims and objectives of the research. In a qualitative interview, good questions should be open-ended (ie, require more than a yes/no answer), neutral, sensitive and understandable. 2 It is usually best to start with questions that participants can answer easily and then proceed to more difficult or sensitive topics. 2 This can help put respondents at ease, build up confidence and rapport and often generates rich data that subsequently develops the interview further.

As in any research, it is often wise to first pilot the interview schedule on several respondents prior to data collection proper. 8 This allows the research team to establish if the schedule is clear, understandable and capable of answering the research questions, and if, therefore, any changes to the interview schedule are required.

The length of interviews varies depending on the topic, researcher and participant. However, on average, healthcare interviews last 20-60 minutes. Interviews can be performed on a one-off or, if change over time is of interest, repeated basis, 4 for example exploring the psychosocial impact of oral trauma on participants and their subsequent experiences of cosmetic dental surgery.

Developing the interview

Before an interview takes place, respondents should be informed about the study details and given assurance about ethical principles, such as anonymity and confidentiality. 2 This gives respondents some idea of what to expect from the interview, increases the likelihood of honesty and is also a fundamental aspect of the informed consent process.

Wherever possible, interviews should be conducted in areas free from distractions and at times and locations that are most suitable for participants. For many this may be at their own home in the evenings. Whilst researchers may have less control over the home environment, familiarity may help the respondent to relax and result in a more productive interview. 9 Establishing rapport with participants prior to the interview is also important as this can also have a positive effect on the subsequent development of the interview.

When conducting the actual interview it is prudent for the interviewer to familiarise themselves with the interview schedule, so that the process appears more natural and less rehearsed. However, to ensure that the interview is as productive as possible, researchers must possess a repertoire of skills and techniques to ensure that comprehensive and representative data are collected during the interview. 10 One of the most important skills is the ability to listen attentively to what is being said, so that participants are able to recount their experiences as fully as possible, without unnecessary interruptions.

Other important skills include adopting open and emotionally neutral body language, nodding, smiling, looking interested and making encouraging noises (eg, 'Mmmm') during the interview. 2 The strategic use of silence, if used appropriately, can also be highly effective at getting respondents to contemplate their responses, talk more, elaborate or clarify particular issues. Other techniques that can be used to develop the interview further include reflecting on remarks made by participants (eg, 'Pain?') and probing remarks ('When you said you were afraid of going to the dentist what did you mean?'). 9 Where appropriate, it is also wise to seek clarification from respondents if it is unclear what they mean. The use of 'leading' or 'loaded' questions that may unduly influence responses should always be avoided (eg, 'So you think dental surgery waiting rooms are frightening?' rather than 'How do you find the waiting room at the dentists?').

At the end of the interview it is important to thank participants for their time and ask them if there is anything they would like to add. This gives respondents an opportunity to deal with issues that they have thought about, or think are important but have not been dealt with by the interviewer. 9 This can often lead to the discovery of new, unanticipated information. Respondents should also be debriefed about the study after the interview has finished.

All interviews should be tape recorded and transcribed verbatim afterwards, as this protects against bias and provides a permanent record of what was and was not said. 8 It is often also helpful to make 'field notes' during and immediately after each interview about observations, thoughts and ideas about the interview, as this can help in data analysis process. 4 , 8

Focus groups

Focus groups share many common features with less structured interviews, but there is more to them than merely collecting similar data from many participants at once. A focus group is a group discussion on a particular topic organised for research purposes. This discussion is guided, monitored and recorded by a researcher (sometimes called a moderator or facilitator). 11 , 12

Focus groups were first used as a research method in market research, originating in the 1940s in the work of the Bureau of Applied Social Research at Columbia University. Eventually the success of focus groups as a marketing tool in the private sector resulted in its use in public sector marketing, such as the assessment of the impact of health education campaigns. 13 However, focus group techniques, as used in public and private sectors, have diverged over time. Therefore, in this paper, we seek to describe focus groups as they are used in academic research.

When focus groups are used

Focus groups are used for generating information on collective views, and the meanings that lie behind those views. They are also useful in generating a rich understanding of participants' experiences and beliefs. 12 Suggested criteria for using focus groups include: 13

As a standalone method, for research relating to group norms, meanings and processes

In a multi-method design, to explore a topic or collect group language or narratives to be used in later stages

To clarify, extend, qualify or challenge data collected through other methods

To feedback results to research participants.

Morgan 12 suggests that focus groups should be avoided according to the following criteria:

If listening to participants' views generates expectations for the outcome of the research that can not be fulfilled

If participants are uneasy with each other, and will therefore not discuss their feelings and opinions openly

If the topic of interest to the researcher is not a topic the participants can or wish to discuss

If statistical data is required. Focus groups give depth and insight, but cannot produce useful numerical results.

Conducting focus groups: group composition and size

The composition of a focus group needs great care to get the best quality of discussion. There is no 'best' solution to group composition, and group mix will always impact on the data, according to things such as the mix of ages, sexes and social professional statuses of the participants. What is important is that the researcher gives due consideration to the impact of group mix (eg, how the group may interact with each other) before the focus group proceeds. 14

Interaction is key to a successful focus group. Sometimes this means a pre-existing group interacts best for research purposes, and sometimes stranger groups. Pre-existing groups may be easier to recruit, have shared experiences and enjoy a comfort and familiarity which facilitates discussion or the ability to challenge each other comfortably. In health settings, pre-existing groups can overcome issues relating to disclosure of potentially stigmatising status which people may find uncomfortable in stranger groups (conversely there may be situations where disclosure is more comfortable in stranger groups). In other research projects it may be decided that stranger groups will be able to speak more freely without fear of repercussion, and challenges to other participants may be more challenging and probing, leading to richer data. 13

Group size is an important consideration in focus group research. Stewart and Shamdasani 14 suggest that it is better to slightly over-recruit for a focus group and potentially manage a slightly larger group, than under-recruit and risk having to cancel the session or having an unsatisfactory discussion. They advise that each group will probably have two non-attenders. The optimum size for a focus group is six to eight participants (excluding researchers), but focus groups can work successfully with as few as three and as many as 14 participants. Small groups risk limited discussion occurring, while large groups can be chaotic, hard to manage for the moderator and frustrating for participants who feel they get insufficient opportunities to speak. 13

Preparing an interview schedule

Like research interviews, the interview schedule for focus groups is often no more structured than a loose schedule of topics to be discussed. However, in preparing an interview schedule for focus groups, Stewart and Shamdasani 14 suggest two general principles:

Questions should move from general to more specific questions

Question order should be relative to importance of issues in the research agenda.

There can, however, be some conflict between these two principles, and trade offs are often needed, although often discussions will take on a life of their own, which will influence or determine the order in which issues are covered. Usually, less than a dozen predetermined questions are needed and, as with research interviews, the researcher will also probe and expand on issues according to the discussion.

Moderating a focus group looks easy when done well, but requires a complex set of skills, which are related to the following principles: 15

Participants have valuable views and the ability to respond actively, positively and respectfully. Such an approach is not simply a courtesy, but will encourage fruitful discussions

Moderating without participating: a moderator must guide a discussion rather than join in with it. Expressing one's own views tends to give participants cues as to what to say (introducing bias), rather than the confidence to be open and honest about their own views

Be prepared for views that may be unpalatably critical of a topic which may be important to you

It is important to recognise that researchers' individual characteristics mean that no one person will always be suitable to moderate any kind of group. Sometimes the characteristics that suit a moderator for one group will inhibit discussion in another

Be yourself. If the moderator is comfortable and natural, participants will feel relaxed.

The moderator should facilitate group discussion, keeping it focussed without leading it. They should also be able to prevent the discussion being dominated by one member (for example, by emphasising at the outset the importance of hearing a range of views), ensure that all participants have ample opportunity to contribute, allow differences of opinions to be discussed fairly and, if required, encourage reticent participants. 13

Other relevant factors

The venue for a focus group is important and should, ideally, be accessible, comfortable, private, quiet and free from distractions. 13 However, while a central location, such as the participants' workplace or school, may encourage attendance, the venue may affect participants' behaviour. For example, in a school setting, pupils may behave like pupils, and in clinical settings, participants may be affected by any anxieties that affect them when they attend in a patient role.

Focus groups are usually recorded, often observed (by a researcher other than the moderator, whose role is to observe the interaction of the group to enhance analysis) and sometimes videotaped. At the start of a focus group, a moderator should acknowledge the presence of the audio recording equipment, assure participants of confidentiality and give people the opportunity to withdraw if they are uncomfortable with being taped. 14

A good quality multi-directional external microphone is recommended for the recording of focus groups, as internal microphones are rarely good enough to cope with the variation in volume of different speakers. 13 If observers are present, they should be introduced to participants as someone who is just there to observe, and sit away from the discussion. 14 Videotaping will require more than one camera to capture the whole group, as well as additional operational personnel in the room. This is, therefore, very obtrusive, which can affect the spontaneity of the group and in a focus group does not usually yield enough additional information that could not be captured by an observer to make videotaping worthwhile. 15

The systematic analysis of focus group transcripts is crucial. However, the transcription of focus groups is more complex and time consuming than in one-to-one interviews, and each hour of audio can take up to eight hours to transcribe and generate approximately 100 pages of text. Recordings should be transcribed verbatim and also speakers should be identified in a way that makes it possible to follow the contributions of each individual. Sometimes observational notes also need to be described in the transcripts in order for them to make sense.

The analysis of qualitative data is explored in the final paper of this series. However, it is important to note that the analysis of focus group data is different from other qualitative data because of their interactive nature, and this needs to be taken into consideration during analysis. The importance of the context of other speakers is essential to the understanding of individual contributions. 13 For example, in a group situation, participants will often challenge each other and justify their remarks because of the group setting, in a way that perhaps they would not in a one-to-one interview. The analysis of focus group data must therefore take account of the group dynamics that have generated remarks.

Focus groups in dental research

Focus groups are used increasingly in dental research, on a diverse range of topics, 16 illuminating a number of areas relating to patients, dental services and the dental profession. Addressing a special needs population difficult to access and sample through quantitative measures, Robinson et al . 17 used focus groups to investigate the oral health-related attitudes of drug users, exploring the priorities, understandings and barriers to care they encounter. Newton et al . 18 used focus groups to explore barriers to services among minority ethnic groups, highlighting for the first time differences between minority ethnic groups. Demonstrating the use of the method with professional groups as subjects in dental research, Gussy et al . 19 explored the barriers to and possible strategies for developing a shared approach in prevention of caries among pre-schoolers. This mixed method study was very important as the qualitative element was able to explain why the clinical trial failed, and this understanding may help researchers improve on the quantitative aspect of future studies, as well as making a valuable academic contribution in its own right.

Interviews and focus groups remain the most common methods of data collection in qualitative research, and are now being used with increasing frequency in dental research, particularly to access areas not amendable to quantitative methods and/or where depth, insight and understanding of particular phenomena are required. The examples of dental studies that have employed these methods also help to demonstrate the range of research contexts to which interview and focus group research can make a useful contribution. The continued employment of these methods can further strengthen many areas of dentally related work.

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How to Conduct Interviews in Qualitative Research: Interview Guidelines for Qualitative Research

Rev › Blog › Market Research › How to Conduct Interviews in Qualitative Research: Interview Guidelines for Qualitative Research

Qualitative research interviews are depth interviews. They elicit detailed feedback from your leads and customers. Unstructured interviews reveal why people react in a certain way or make certain decisions. According to The Hartford , qualitative research provides an anecdotal look into your business. That provides an important form of data.

Why Your Business Should Use a Qualitative Interview Process

Qualitative research helps business owners:

Identify customer needs
Clarify marketing messages
Generate ideas for improvements of a product
Decide to extend a line or brand
Gain perspective on how a product fits into a customer’s lifestyle

How Is Conducting Qualitative Research & Quantitative Research Different?

Quantitative research concerns measurable quantities and numbers. It involves close-ended questions. Answer possibilities include yes or no, true or false, or various set choices. Qualitative research is descriptive and concerned with understanding behavior. It invites people to tell their stories in their own words.

Examples of Qualitative Research

Qualitative research helps researchers understand the social reality of individuals, groups and cultures. Qualitative research for businesses involves understanding consumer behavior. It can involve ethnographic techniques, including participant observation and field research. It also includes phenomenology, understanding life experiences using written or recorded narratives. Qualitative research also includes in-depth interviews.

What Is a Qualitative Interview?

A qualitative interview is a more personal form of research compared to questionnaires. The interviewer can probe or ask follow-up research questions of the interview participant. In some cases, subjects may start to interview the interviewer. This fosters deep discussion of the interview topic.

Why Are Interview Techniques in Qualitative Research Effective?

Qualitative research interviews help you explain, understand and explore opinions, behavior and experiences. Qualitative research can provide insights into a phenomenon. Qualitative research discoveries can be further researched and analyzed to influence business decisions.

How Are Interviews in Qualitative Research Formatted?

Qualitative research interviews may take place one-on-one or in focus groups. Learn how to run a successful focus group . Interviews span around 30 to 90 minutes. The interview can take place in person, over the phone or through video chat. The interviewer collects information about opinions, behavior, attitudes, feelings, preferences and knowledge.

How to Conduct Interviews in Qualitative Research

1. determine your goal., 2. target people to interview., 3. design interview questions., 4. prep the interview., 5. conduct the interview., 6. transcribe and analyze the interview., 7. optimize and evolve your interview guide., the first step in qualitative research: determine your goal.

Determine what you want to study:

A current or potential product, service or brand positioning
Strengths and weaknesses in products
Purchasing decisions
Reactions to advertising or marketing campaigns
Usability of a website or other interactive services
Perceptions about the company, brand or product
Reactions to packaging and design

How Can You Decide a Goal for a Qualitative Interview?

Have your business team ask the following questions:

What information do you want to get?
Why do you want to pursue in-depth information about this research topic?
Why is a qualitative interview process the best solution for this research?
How will you use qualitative data to improve your business?

How to Determine the Right Interview Participants

When looking for people to talk to for a qualitative interview, consider your goal. If you want to expand a product line, interview existing customers about their needs. If you’re researching marketing, ask new customers how they found your business. Match interview subjects with the goal of the interview.

How to Design Interview Questions for Qualitative Research

When you’re creating an interview guide, it’s a good idea to:

Plan structured interviews with open ended questions.
Avoid leading questions.
Create interview questions that are clear and easy to understand.
Make research questions focused but flexible.
Design questions that align with data collection and data analysis goals.

Tips for Preparing a Qualitative Research Interview

Preparation improves interview effectiveness. Tips to prepare include:

Create an interview guide. The guide should include questions, question intent and answer-based paths to take.
Choose a setting where the subject feels comfortable.
Build rapport with interview participants.
Have a reliable way to record the interview.
Rehearse the interview first.

Environmental Concerns for Qualitative Interviews

The setting of a qualitative interview also affects the quality of the interview. Consider the needs of the subject. For example, if you’re interviewing a teenager, a formal boardroom may not be the best setting. Some cultures may not value direct eye contact. An interview that’s non-face-to-face may be better.

How to Make Qualitative Interview Subjects Comfortable

For long interviews, offer water and breaks to participants. Be polite and respectful when interacting with interview subjects. Let interview participants know the purpose of the research. Explain exactly how you’ll use their answers. Address terms of confidentiality if necessary. Thank participants after the interview and let them know what to expect next.

What Are Interview Techniques in Qualitative Research?

Qualitative research techniques include:

Start interviews with “get-to-know-you” questions to put the interview participant at ease.
Pay attention.
Use active listening techniques.
Watch for body language cues.
Pivot questions as needed.
Acknowledge emotions.
Avoid interrogation.
Ending interviews, ask subjects if they have anything to add.

What Is Active Listening in Interviews in Qualitative Research?

Active listening techniques include:

Make eye contact.
Lean in and use body language to show you’re listening.
Don’t get distracted by devices.
Use verbal affirmation.
Paraphrase answers for reflection.
Reference earlier answers.
Avoid interrupting.
Embrace pauses.
Ask for clarification.
Pay attention in the moment.

Tips for Transcribing a Qualitative Interview

It’s best to transcribe and analyze a qualitative research interview right away. This helps you optimize future interviews. Transcribe the interview word for word. Note non-verbal interactions in your transcription. Interactions like pauses and laughter can provide deeper insights into responses.

How to Analyze a Qualitative Interview

Analyze your qualitative research data early. That way, you can identify emerging themes to shape future interviews. Consider adding these to each interview report:

The goal of the interview
Details about the interview participant
Questions asked, summarized responses and key findings
Recommendations

Relate the analysis to the goal of the qualitative research interview.

Optimize the Interview Guide for Qualitative Research

Each interview can help you improve the efficiency and effectiveness of future ones. Adjust your interview guide based on insights from each previous interview. Keep all versions of your transcriptions and interview guides with notes on them. You can reference these for future qualitative research.

Get Reliable Transcription Services for Qualitative Research Interviews

As mentioned, you should transcribe qualitative research interviews as soon as possible. There are several reasons for this.

You can gain insights that help you shape your interview guide. You might identify questions to add or questions to clarify.
Your interview participants may not be appropriate for this type of qualitative research. Finding more targeted interview subjects may be better.
Answers may evolve the qualitative research goal and/or data analysis.

At Rev, we understand the need for fast transcription for accurate market research. We provide a turnaround time of as few as 12 hours, no matter how big your project is. We guarantee 99%+ accuracy. Learn about Rev’s market research transcription . We can help make your qualitative research project a success.

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Qualitative Research – Methods, Analysis Types and Guide

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Qualitative Research

Qualitative research is a type of research methodology that focuses on exploring and understanding people’s beliefs, attitudes, behaviors, and experiences through the collection and analysis of non-numerical data. It seeks to answer research questions through the examination of subjective data, such as interviews, focus groups, observations, and textual analysis.

Qualitative research aims to uncover the meaning and significance of social phenomena, and it typically involves a more flexible and iterative approach to data collection and analysis compared to quantitative research. Qualitative research is often used in fields such as sociology, anthropology, psychology, and education.

Qualitative Research Methods

Qualitative Research Methods are as follows:

One-to-One Interview

This method involves conducting an interview with a single participant to gain a detailed understanding of their experiences, attitudes, and beliefs. One-to-one interviews can be conducted in-person, over the phone, or through video conferencing. The interviewer typically uses open-ended questions to encourage the participant to share their thoughts and feelings. One-to-one interviews are useful for gaining detailed insights into individual experiences.

Focus Groups

This method involves bringing together a group of people to discuss a specific topic in a structured setting. The focus group is led by a moderator who guides the discussion and encourages participants to share their thoughts and opinions. Focus groups are useful for generating ideas and insights, exploring social norms and attitudes, and understanding group dynamics.

Ethnographic Studies

This method involves immersing oneself in a culture or community to gain a deep understanding of its norms, beliefs, and practices. Ethnographic studies typically involve long-term fieldwork and observation, as well as interviews and document analysis. Ethnographic studies are useful for understanding the cultural context of social phenomena and for gaining a holistic understanding of complex social processes.

Text Analysis

This method involves analyzing written or spoken language to identify patterns and themes. Text analysis can be quantitative or qualitative. Qualitative text analysis involves close reading and interpretation of texts to identify recurring themes, concepts, and patterns. Text analysis is useful for understanding media messages, public discourse, and cultural trends.

This method involves an in-depth examination of a single person, group, or event to gain an understanding of complex phenomena. Case studies typically involve a combination of data collection methods, such as interviews, observations, and document analysis, to provide a comprehensive understanding of the case. Case studies are useful for exploring unique or rare cases, and for generating hypotheses for further research.

Process of Observation

This method involves systematically observing and recording behaviors and interactions in natural settings. The observer may take notes, use audio or video recordings, or use other methods to document what they see. Process of observation is useful for understanding social interactions, cultural practices, and the context in which behaviors occur.

Record Keeping

This method involves keeping detailed records of observations, interviews, and other data collected during the research process. Record keeping is essential for ensuring the accuracy and reliability of the data, and for providing a basis for analysis and interpretation.

This method involves collecting data from a large sample of participants through a structured questionnaire. Surveys can be conducted in person, over the phone, through mail, or online. Surveys are useful for collecting data on attitudes, beliefs, and behaviors, and for identifying patterns and trends in a population.

Qualitative data analysis is a process of turning unstructured data into meaningful insights. It involves extracting and organizing information from sources like interviews, focus groups, and surveys. The goal is to understand people’s attitudes, behaviors, and motivations

Qualitative Research Analysis Methods

Qualitative Research analysis methods involve a systematic approach to interpreting and making sense of the data collected in qualitative research. Here are some common qualitative data analysis methods:

Thematic Analysis

This method involves identifying patterns or themes in the data that are relevant to the research question. The researcher reviews the data, identifies keywords or phrases, and groups them into categories or themes. Thematic analysis is useful for identifying patterns across multiple data sources and for generating new insights into the research topic.

Content Analysis

This method involves analyzing the content of written or spoken language to identify key themes or concepts. Content analysis can be quantitative or qualitative. Qualitative content analysis involves close reading and interpretation of texts to identify recurring themes, concepts, and patterns. Content analysis is useful for identifying patterns in media messages, public discourse, and cultural trends.

Discourse Analysis

This method involves analyzing language to understand how it constructs meaning and shapes social interactions. Discourse analysis can involve a variety of methods, such as conversation analysis, critical discourse analysis, and narrative analysis. Discourse analysis is useful for understanding how language shapes social interactions, cultural norms, and power relationships.

Grounded Theory Analysis

This method involves developing a theory or explanation based on the data collected. Grounded theory analysis starts with the data and uses an iterative process of coding and analysis to identify patterns and themes in the data. The theory or explanation that emerges is grounded in the data, rather than preconceived hypotheses. Grounded theory analysis is useful for understanding complex social phenomena and for generating new theoretical insights.

Narrative Analysis

This method involves analyzing the stories or narratives that participants share to gain insights into their experiences, attitudes, and beliefs. Narrative analysis can involve a variety of methods, such as structural analysis, thematic analysis, and discourse analysis. Narrative analysis is useful for understanding how individuals construct their identities, make sense of their experiences, and communicate their values and beliefs.

Phenomenological Analysis

This method involves analyzing how individuals make sense of their experiences and the meanings they attach to them. Phenomenological analysis typically involves in-depth interviews with participants to explore their experiences in detail. Phenomenological analysis is useful for understanding subjective experiences and for developing a rich understanding of human consciousness.

Comparative Analysis

This method involves comparing and contrasting data across different cases or groups to identify similarities and differences. Comparative analysis can be used to identify patterns or themes that are common across multiple cases, as well as to identify unique or distinctive features of individual cases. Comparative analysis is useful for understanding how social phenomena vary across different contexts and groups.

Applications of Qualitative Research

Qualitative research has many applications across different fields and industries. Here are some examples of how qualitative research is used:

Market Research: Qualitative research is often used in market research to understand consumer attitudes, behaviors, and preferences. Researchers conduct focus groups and one-on-one interviews with consumers to gather insights into their experiences and perceptions of products and services.
Health Care: Qualitative research is used in health care to explore patient experiences and perspectives on health and illness. Researchers conduct in-depth interviews with patients and their families to gather information on their experiences with different health care providers and treatments.
Education: Qualitative research is used in education to understand student experiences and to develop effective teaching strategies. Researchers conduct classroom observations and interviews with students and teachers to gather insights into classroom dynamics and instructional practices.
Social Work : Qualitative research is used in social work to explore social problems and to develop interventions to address them. Researchers conduct in-depth interviews with individuals and families to understand their experiences with poverty, discrimination, and other social problems.
Anthropology : Qualitative research is used in anthropology to understand different cultures and societies. Researchers conduct ethnographic studies and observe and interview members of different cultural groups to gain insights into their beliefs, practices, and social structures.
Psychology : Qualitative research is used in psychology to understand human behavior and mental processes. Researchers conduct in-depth interviews with individuals to explore their thoughts, feelings, and experiences.
Public Policy : Qualitative research is used in public policy to explore public attitudes and to inform policy decisions. Researchers conduct focus groups and one-on-one interviews with members of the public to gather insights into their perspectives on different policy issues.

How to Conduct Qualitative Research

Here are some general steps for conducting qualitative research:

Identify your research question: Qualitative research starts with a research question or set of questions that you want to explore. This question should be focused and specific, but also broad enough to allow for exploration and discovery.
Select your research design: There are different types of qualitative research designs, including ethnography, case study, grounded theory, and phenomenology. You should select a design that aligns with your research question and that will allow you to gather the data you need to answer your research question.
Recruit participants: Once you have your research question and design, you need to recruit participants. The number of participants you need will depend on your research design and the scope of your research. You can recruit participants through advertisements, social media, or through personal networks.
Collect data: There are different methods for collecting qualitative data, including interviews, focus groups, observation, and document analysis. You should select the method or methods that align with your research design and that will allow you to gather the data you need to answer your research question.
Analyze data: Once you have collected your data, you need to analyze it. This involves reviewing your data, identifying patterns and themes, and developing codes to organize your data. You can use different software programs to help you analyze your data, or you can do it manually.
Interpret data: Once you have analyzed your data, you need to interpret it. This involves making sense of the patterns and themes you have identified, and developing insights and conclusions that answer your research question. You should be guided by your research question and use your data to support your conclusions.
Communicate results: Once you have interpreted your data, you need to communicate your results. This can be done through academic papers, presentations, or reports. You should be clear and concise in your communication, and use examples and quotes from your data to support your findings.

Examples of Qualitative Research

Here are some real-time examples of qualitative research:

Customer Feedback: A company may conduct qualitative research to understand the feedback and experiences of its customers. This may involve conducting focus groups or one-on-one interviews with customers to gather insights into their attitudes, behaviors, and preferences.
Healthcare : A healthcare provider may conduct qualitative research to explore patient experiences and perspectives on health and illness. This may involve conducting in-depth interviews with patients and their families to gather information on their experiences with different health care providers and treatments.
Education : An educational institution may conduct qualitative research to understand student experiences and to develop effective teaching strategies. This may involve conducting classroom observations and interviews with students and teachers to gather insights into classroom dynamics and instructional practices.
Social Work: A social worker may conduct qualitative research to explore social problems and to develop interventions to address them. This may involve conducting in-depth interviews with individuals and families to understand their experiences with poverty, discrimination, and other social problems.
Anthropology : An anthropologist may conduct qualitative research to understand different cultures and societies. This may involve conducting ethnographic studies and observing and interviewing members of different cultural groups to gain insights into their beliefs, practices, and social structures.
Psychology : A psychologist may conduct qualitative research to understand human behavior and mental processes. This may involve conducting in-depth interviews with individuals to explore their thoughts, feelings, and experiences.
Public Policy: A government agency or non-profit organization may conduct qualitative research to explore public attitudes and to inform policy decisions. This may involve conducting focus groups and one-on-one interviews with members of the public to gather insights into their perspectives on different policy issues.

Purpose of Qualitative Research

The purpose of qualitative research is to explore and understand the subjective experiences, behaviors, and perspectives of individuals or groups in a particular context. Unlike quantitative research, which focuses on numerical data and statistical analysis, qualitative research aims to provide in-depth, descriptive information that can help researchers develop insights and theories about complex social phenomena.

Qualitative research can serve multiple purposes, including:

Exploring new or emerging phenomena : Qualitative research can be useful for exploring new or emerging phenomena, such as new technologies or social trends. This type of research can help researchers develop a deeper understanding of these phenomena and identify potential areas for further study.
Understanding complex social phenomena : Qualitative research can be useful for exploring complex social phenomena, such as cultural beliefs, social norms, or political processes. This type of research can help researchers develop a more nuanced understanding of these phenomena and identify factors that may influence them.
Generating new theories or hypotheses: Qualitative research can be useful for generating new theories or hypotheses about social phenomena. By gathering rich, detailed data about individuals’ experiences and perspectives, researchers can develop insights that may challenge existing theories or lead to new lines of inquiry.
Providing context for quantitative data: Qualitative research can be useful for providing context for quantitative data. By gathering qualitative data alongside quantitative data, researchers can develop a more complete understanding of complex social phenomena and identify potential explanations for quantitative findings.

When to use Qualitative Research

Here are some situations where qualitative research may be appropriate:

Exploring a new area: If little is known about a particular topic, qualitative research can help to identify key issues, generate hypotheses, and develop new theories.
Understanding complex phenomena: Qualitative research can be used to investigate complex social, cultural, or organizational phenomena that are difficult to measure quantitatively.
Investigating subjective experiences: Qualitative research is particularly useful for investigating the subjective experiences of individuals or groups, such as their attitudes, beliefs, values, or emotions.
Conducting formative research: Qualitative research can be used in the early stages of a research project to develop research questions, identify potential research participants, and refine research methods.
Evaluating interventions or programs: Qualitative research can be used to evaluate the effectiveness of interventions or programs by collecting data on participants’ experiences, attitudes, and behaviors.

Characteristics of Qualitative Research

Qualitative research is characterized by several key features, including:

Focus on subjective experience: Qualitative research is concerned with understanding the subjective experiences, beliefs, and perspectives of individuals or groups in a particular context. Researchers aim to explore the meanings that people attach to their experiences and to understand the social and cultural factors that shape these meanings.
Use of open-ended questions: Qualitative research relies on open-ended questions that allow participants to provide detailed, in-depth responses. Researchers seek to elicit rich, descriptive data that can provide insights into participants’ experiences and perspectives.
Sampling-based on purpose and diversity: Qualitative research often involves purposive sampling, in which participants are selected based on specific criteria related to the research question. Researchers may also seek to include participants with diverse experiences and perspectives to capture a range of viewpoints.
Data collection through multiple methods: Qualitative research typically involves the use of multiple data collection methods, such as in-depth interviews, focus groups, and observation. This allows researchers to gather rich, detailed data from multiple sources, which can provide a more complete picture of participants’ experiences and perspectives.
Inductive data analysis: Qualitative research relies on inductive data analysis, in which researchers develop theories and insights based on the data rather than testing pre-existing hypotheses. Researchers use coding and thematic analysis to identify patterns and themes in the data and to develop theories and explanations based on these patterns.
Emphasis on researcher reflexivity: Qualitative research recognizes the importance of the researcher’s role in shaping the research process and outcomes. Researchers are encouraged to reflect on their own biases and assumptions and to be transparent about their role in the research process.

Advantages of Qualitative Research

Qualitative research offers several advantages over other research methods, including:

Depth and detail: Qualitative research allows researchers to gather rich, detailed data that provides a deeper understanding of complex social phenomena. Through in-depth interviews, focus groups, and observation, researchers can gather detailed information about participants’ experiences and perspectives that may be missed by other research methods.
Flexibility : Qualitative research is a flexible approach that allows researchers to adapt their methods to the research question and context. Researchers can adjust their research methods in real-time to gather more information or explore unexpected findings.
Contextual understanding: Qualitative research is well-suited to exploring the social and cultural context in which individuals or groups are situated. Researchers can gather information about cultural norms, social structures, and historical events that may influence participants’ experiences and perspectives.
Participant perspective : Qualitative research prioritizes the perspective of participants, allowing researchers to explore subjective experiences and understand the meanings that participants attach to their experiences.
Theory development: Qualitative research can contribute to the development of new theories and insights about complex social phenomena. By gathering rich, detailed data and using inductive data analysis, researchers can develop new theories and explanations that may challenge existing understandings.
Validity : Qualitative research can offer high validity by using multiple data collection methods, purposive and diverse sampling, and researcher reflexivity. This can help ensure that findings are credible and trustworthy.

Limitations of Qualitative Research

Qualitative research also has some limitations, including:

Subjectivity : Qualitative research relies on the subjective interpretation of researchers, which can introduce bias into the research process. The researcher’s perspective, beliefs, and experiences can influence the way data is collected, analyzed, and interpreted.
Limited generalizability: Qualitative research typically involves small, purposive samples that may not be representative of larger populations. This limits the generalizability of findings to other contexts or populations.
Time-consuming: Qualitative research can be a time-consuming process, requiring significant resources for data collection, analysis, and interpretation.
Resource-intensive: Qualitative research may require more resources than other research methods, including specialized training for researchers, specialized software for data analysis, and transcription services.
Limited reliability: Qualitative research may be less reliable than quantitative research, as it relies on the subjective interpretation of researchers. This can make it difficult to replicate findings or compare results across different studies.
Ethics and confidentiality: Qualitative research involves collecting sensitive information from participants, which raises ethical concerns about confidentiality and informed consent. Researchers must take care to protect the privacy and confidentiality of participants and obtain informed consent.

Also see Research Methods

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http://orcid.org/0000-0001-5639-8829 Stina Kallerhult Hermansson 1 ,
Anne Kasén 2 ,
Yvonne Hilli 2 ,
http://orcid.org/0000-0002-0457-2175 Fredrik Norström 3 ,
Jonas Rennemo Vaag 2 ,
Karin Bölenius 1
1 Department of Nursing , Umeå University , Umeå , Sweden
2 Faculty of Nursing and Health Sciences , Nord University , Bodö , Norway
3 Department of Epidemiology and Global Health , Umeå University , Umeå , Sweden
Correspondence to Mrs Stina Kallerhult Hermansson; stina.hermansson{at}umu.se

Objective Existing research has focused mostly on mentees’ experiences of mentoring rather than mentors’ experiences. Therefore, this study describes registered nurses’ experiences of being a mentor for newly qualified nurses.

Design A qualitative interview study based on semistructured individual interviews. Interviews were analysed using qualitative content analysis.

Participants and setting A purposive sample of experienced registered nurses (n=21) from healthcare units in northern Sweden and northern Norway. Inclusion criteria were to have been a mentor to at least one newly qualified nurse, hold permanent employment of 75%–100% as a registered nurse and to be able to communicate in Swedish or Norwegian.

Results Our study’s findings suggest that being a mentor plays a crucial role in establishing safety in complex work environments. The main theme consists of three themes: feeling motivated in being a mentor; continuously developing the learning environment; and navigating obstacles and cultivating support.

Conclusion Being a mentor is a complicated role for registered nurses. The mentoring role is beneficial—ie, positive and rewarding—if facilitated sufficiently in the context of a structured organisation. This study brings a more profound understanding of and provides new insights into registered nurses’ perspectives and needs regarding being a mentor and the study’s findings make an important contribution to the field of nursing regarding the facilitation of mentoring.

QUALITATIVE RESEARCH
Health Workforce

Data availability statement

No data are available.

This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/ .

https://doi.org/10.1136/bmjopen-2023-082940

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Strengths and limitations of this study

The study employed data triangulation to enhance credibility, and included participants of diverse ages, genders and organisational contexts across municipalities and counties, contributing to a comprehensive understanding.

Investigator triangulation was a notable strength, involving multiple researchers in the interview process, data analysis and interpretation, ensuring robustness and reliability in the study’s findings.

The use of an interview guide enabled uniformity in the interview process, enhancing the dependability of the study.

Reflexivity was addressed in the methods section, in line with the goal of establishing confirmability, ensuring awareness of potential biases and contributing to the study’s methodological rigour.

Transferability was promoted by providing detailed descriptions of the study’s context and participants; however, consideration for international perspectives should acknowledge healthcare organisational diversities across different countries as a potential limitation.

Introduction

Mentoring is beneficial and has proven to be vital for the longevity of a registered nurse’s working life. It contributes to the retention of registered nurses and supports registered nurses’ professional development. 1–3 Nevertheless, implementing mentoring in healthcare organisations is challenging. Literature has shown that a variety of factors contribute to these challenges. For example, there is a lack of standardisation and shared views on mentoring in previous research and in clinical practice. High workload, organisational factors and high staff turnover are other contributing factors. 4–6 The benefits and implications of mentoring are known. However, research is sparse, and little is known about mentors’ perspectives. It is reasonable to believe that this knowledge gap contributes to why most mentoring implementations have been short-term and unsuccessful. 5

The literal meaning of ‘mentoring’ is defined in the Cambridge Dictionary as ‘the activity of supporting and advising someone with less experience to help them develop in their work’. 7 The actual meaning of mentoring is more complex than the literal definition. Mentoring in nursing can mean many different things, and the concept is used in various ways. 8 Preceptorship and mentorship are often intertwined and are often used synonymously. 5 9 A mentor can be defined in various ways, 10 in the present study, we define a ‘mentor’ as an experienced registered nurse that has been a contact person and support for the newly qualified nurse during their transition and introduction to the workplace. We define a ‘mentee’ as a newly qualified nurse receiving mentoring.

Mentoring can be a dynamic and positive relationship consisting of honesty, close connection and trust between the mentor and the mentee. 11 Previous studies suggest that from the mentees’ point of view, an ideal mentor is a nurse with seniority who is open to communication and feedback; someone who can provide a safe learning environment; and an individual with knowledge, skills and a positive attitude. 12 13 Successful mentors are approachable and support professional socialisation by promoting a sense of belonging. Mentors counsel, actively listen and encourage development. An effective mentoring relationship in nursing empowers the mentee. 12 13 Thus, mentoring is needed on several aspects of a new registered nurse’s career. Regardless, mentoring programmes tends to focus on orientation of the everyday routines and on clinical training. 10 14 A recent review by Hoover et al 10 showed that the frequency of mentoring is often up to the mentor and mentee to decide, and the duration can be from 3 months to more than a year. The mentor-mentee ratio can be anything from 1:1 to 1:5. 10 However, statistics on mentor to mentee ratios, frequency of contact, duration of mentoring, etc. is scarce. An integrative review by Hampton et al 15 concluded that there is a need for greater standardisation of mentoring concepts in nursing. Also, research on the mentors’ point of view and what they need to be able to be this ideal kind of mentor is limited.

The fundamental nature of mentoring consists of multiple support roles and a longer duration than, for example, a traditional introduction, ie, mentoring can be ongoing with no precise end date, since support is needed continuously. 16 In addition to being a supportive relationship, mentoring can be defined as an organisational intervention to promote the growth and socialisation of newly registered nurses in an organisation. 17 Although mentoring can be defined in various ways, most studies agree that mentoring is relational and developmental, has career and psychosocial functions, and involves phases and transitions. 13 The phases can range, for example, from discovery and testing to reciprocal interactions; in the end, the mentee perceives themselves as equal to their mentors regarding their professional capability. 11

Dall ‘Alba 18 explained this transition to a professional role in terms of becoming. Personal growth and professional development occur in stages that rely on constructive relationships and support from other professionals, for example, mentors. Becoming a professional is more than obtaining the knowledge and skills from an education. ‘Becoming’ is a learning process that transforms the whole person while their professional identity is being discovered. Learning professional ways of being involves the integration of knowing, acting and being the professional in question. 18

In summary, the benefits and implications of mentoring and the qualities of an ideal mentoring relationship are known—from the mentee’s perspective. A scoping review by Aldosari et al 19 showed a lack of qualitative research regarding the experiences and perceptions of mentors in nursing practice. The present study will help fill the knowledge gap of mentoring from the mentors’ point of view. The aim of the present study is to describe registered nurses’ experiences of being a mentor for newly qualified nurses.

Design and context

A qualitative descriptive study design with individual interviews was chosen to obtain detailed descriptions of the participating mentors’ experiences, in line with Brinkmann and Kvale. 20 The composition and reporting of this study were guided by The Standards for Reporting Qualitative Research. 21 This study is part of the overarching research programme ‘Becoming a Professional Nurse (BePROF)’, a comprehensive Nordic project aiming to develop an evidence-based mentorship programme to increase support for registered nurses in northern Sweden and northern Norway.

At the time of the interviews, the study participants worked as registered nurses in healthcare units in hospitals and municipalities in northern Sweden and northern Norway. The healthcare systems in the Nordic countries are organised similarly, although each organisational level has some degree of variation in the content and responsibilities. Hospital care is predominately confined to state and county levels, and municipalities are responsible for home care services and elderly and disability care, eg, nursing homes. 22

Participants and sampling

Participants were selected through purposive sampling 23 to ensure inclusion of individuals with extensive knowledge of the subject matter, that is, the experiences of being a mentor. Seeking a diverse range of experiences, we welcomed mentors with varying backgrounds, numbers of mentees and different mentoring routines within their respective units. We observed variations in mentoring practices across units, both within and between countries. Thus, it was imperative to include registered nurses from diverse contexts, various hospital settings and even rural areas to establish a comprehensive and representative sample for an in-depth study of mentoring.

First, we sent an email invitation to the operational managers in all units (hospital units and municipal care units) in one northern county in each country. Operational managers from 13 Swedish and eight Norwegian units approved the invitation. Then, managers investigated interest and provided contact information to registered nurses willing to participate. The inclusion criteria were to have been a mentor to at least one newly qualified nurse, hold permanent employment of 75%–100% as a registered nurse and to be able to communicate in Swedish or Norwegian. Lastly, we invited 25 registered nurses. The goal was to conduct at least 17 interviews, in line with research on saturation in qualitative research. 24 In this stage, four registered nurses in Sweden declined the invitation, and all the invited registered nurses in Norway accepted the invitation. In total, 21 registered nurses participated in the study.

Data collection

The research team performed one-on-one semistructured interviews with the participants in January–May 2021 via the digital platforms Teams or Zoom. The participants chose where they were located during the digital interview; it could be at home or at work. The participants were not reimbursed for their time; however, we had an agreement with leaders in the participating units that the participants could partake in the interviews during working hours. An interview guide was developed by members of the research team who had experience of being a mentor. The interview guide was inspired by current evidence about mentoring. Reference groups in participating municipalities and counties reviewed the interview guide prior to the interviews, and a pilot interview was performed. The pilot interview confirmed that the interview questions generated answers about experiences of mentoring showing that the interview guide was valid. After consensus was reached by the research team, interview questions were established to be open-ended with reflective elements and focused on mentoring as being and becoming a mentor. Three main questions were asked: ‘Can you tell me what it means to be a mentor?’, ‘Can you tell me about what you specifically focus on as a mentor?’ and ‘How would you like to be a mentor and develop the mentorship?’. Each question had follow-up questions, for example, ‘What made you choose to become a mentor?’. General follow-up questions throughout the interview could be ‘Can you give an example of…’, ‘Can you elaborate on…’, etc. (See Interview guide ( online supplemental file ). The median interview time was 59 min. Data saturation was deemed sufficient after conducting 21 interviews of varying lengths, with the longest interview lasting 90 min. The interviews were perceived as spontaneous and rich in content, and the interviewer followed up on the answers to elicit more detailed narratives. Interviews were audio-recorded and transcribed verbatim. Transcriptions were anonymised and stored at a secure storage space; recordings were discarded.

Supplemental material

Data analysis.

The qualitative content analysis, following the methodological approach described by Graneheim et al , 25 26 guided the analyses. Authors analysed both manifest and latent content. The process began with repeated readings of the text, followed by extraction of meaning units and their condensation to capture core meanings. These units were then coded by the first author (SKH), who also sorted and grouped codes with similar content. Subthemes were created by all authors, discussing the content until consensus was reached. The subthemes were thereafter abstracted into themes, illustrated in table 1 . The analysis process was iterative, moving between text, codes, abstraction and writing, with frequent comparisons to the original text to avoid over-interpretation. Saturation was determined based on the emergence of little or no new relevant codes in the data, coupled with the repetition of issues, as described by Hennink and Kaiser. 24 A consensus on themes and results was reached through discussions among all authors.

View inline

Examples of the abstraction process

Ethical considerations

The Swedish Ethical Review Authority (Dnr 2020–06187) and the Norwegian Centre for Research Data (No. 148896) have approved the study. We followed the recommendations on ethical principles in human research recommendations described in the Declaration of Helsinki. 27 For example, participants were informed orally and in writing about the study, that participation was voluntary, and that they were free to decline to participate at any point during the study prior to publication. Data were handled with confidentiality, that is, no unauthorised person have access to any data material.

There are always risks involved in interviewing, due to the closeness in interview situations. In other words, there is a risk of the researcher being too close or too distant. 28 Although the interview questions in this study can be regarded as non-controversial, the risk described above was considered during the interviews. In addition, there was also a risk that taking part in the interviews could increase participants’ workload and/or occupy their personal time. This risk was reduced by the previously mentioned agreement with managers that participants were able to complete the interviews during their normal working hours. The risks and the benefits of the study have been taken into consideration, and the benefits have been estimated to outweigh the risks.

Trustworthiness

Following Lincoln and Guba’s evaluative criteria on establishing trustworthiness, 29 credibility was established through data triangulation, as participants were selected to encompass a variety of ages and genders, as well as differences in organisations/healthcare units across participating municipalities and counties. This approach included participants with diverse experiences, thereby enhancing the credibility of this study. Investigator triangulation (ie, peer-debriefing) reinforces the study’s credibility. Multiple researchers conducted the interviews, analysed data and interpreted the results. Uniformity in interviews was ensured by employing the same interview guide, thereby enhancing the study’s dependability. The study’s context and participants are described in detail, in an effort to establish transferability. The study’s transferability to an international perspective should, however, be carried out in consideration of the diversities of healthcare organisations in different countries. For ensuring confirmability, reflexivity is addressed by acknowledging that researchers involved in this study had no professional obligations to the participating units or pre-existing relationships with any registered nurses participating in the study. SKH, AK, YH and KB have backgrounds as registered nurses and experiences in mentoring and therefore had a pre-understanding about the issues addressed in this study. They have different specialties and experiences from different fields of nursing. The research team also consist of senior researchers in public health and work environments (FN and JRV).

Patient and public involvement

Patients or public were not involved in the design or planning of the study. Reference groups in participating units had the opportunity to give their opinions on the interview guide.

In total, 21 registered nurses participated in the study, from Sweden (n=13) and Norway (n=8). The participants were of various ages, genders and had a variety of work experiences from different geographic areas and healthcare units in each county. The median age was 43 years (range 31–59). Participants were from hospital care units (n=15) that included surgical, medical, neurological, oncology, neonatal and intensive care units. We also interviewed participants from primary healthcare and municipal care (n=6).

The results suggest that being a mentor plays a crucial role in establishing safety in complex work environments. The themes and subthemes are illustrated in table 2 . The main theme reflects participants’ experiences of creating safety for their mentees, while contributing to their own professional development, and of developing a learning environment in a complex and stressful work environment. Being a mentor was described as an unclear role that needed to be clarified and defined; however, they were still motivated to be a mentor.

Overview of results

Some aspects promoted mentoring, such as experiencing professional development and being a role model, that is, the first theme, ‘feeling motivated in being a mentor’. The second theme— ‘continuously developing the learning environment’—covered creating safety while facing challenges and adapting in mentoring. The third theme—‘navigating obstacles and cultivating support’—summed up barriers such as lack of time and support from leaders, as well as enabling factors such as supportive colleagues.

The themes and subthemes are described in more detail in the following sections and verified with quotes from the participants.

Feeling motivated in being a mentor

Participants expressed how they see it as their mission to support the mentee in becoming more secure in their professional role as a registered nurse. Participants were ‘striving to be a role model’, which they described as one of the most crucial parts of being a mentor. Being a role model was described as multifaceted and involved a combination of personal characteristics and professional competence. Participants also reflected on the reasons why they are mentors. ‘Fostering professional development’ meant that their motivation, interest and goals promoted being a mentor.

Striving to be a role model was expressed in various ways by the participants; for example, they talked about how they want to show moral support and strived to be trustworthy. They also described that they strived to promote self-confidence in the mentee. The participants wanted to show competence and show that they were available as mentors. As mentors, they also aimed to show a sense of safety to support the mentee in challenging situations. They saw it as exemplary to be transparent and clear about the goals of the mentoring relationship.

The participants described various qualities they strived to have as role models. The experiences they possessed as registered nurses, including communication skills and vast knowledge, were part of what made them role models. Having experience was described as valuable in one’s capacity to be a mentor. According to the participants, a mentor should be competent to enable sharing of knowledge and create a trusting relationship with the mentee. Having a permissive attitude was described as necessary. Other qualities of a good mentor included sensitivity, patience and empathy. They desired to be open and neutral as a mentor. According to the participants, a mentor should strive to be self-aware, self-reflective and convey calmness. Being a role model could consist of different aspects; for example, being there for the mentee, being a source of professional inspiration and being supportive. One of the participants described ‘being supportive’ as follows:

For me, being a mentor means I’m there to support my new colleagues, to provide a bit more neutrality so that my fellow colleagues can feel safe in talking in general terms about their experiences in their nursing roles, about health and safety, about dealing with colleagues and other professional categories – being somebody that that person can turn to. (Interview 5, SWE)

The participants expressed that they wanted to inspire the mentee to be confident and secure in standing up for their decisions. By continuous mentoring, they saw that the mentee could find the professional competence and motivation to remain in the profession. In addition to showing the mentee how to be confident, participants also wanted to show the mentee that it is permissible to not know everything. It was described as essential not to steer but to guide, a mentor is someone who listens but does not have all the answers, as expressed in the following quote:

Being a mentor means showing you don’t have to know everything, but that you can still feel secure in the knowledge that you don’t know everything. […] Providing moral support, secure in your professional role to the extent that you can convey a sense of security in your professional role. (Interview 1, SWE)

Fostering professional development meant that the participants were personally interested in supporting a new colleague. Being a mentor was part of the profession; they described it as ‘coming with the territory’. Participants expressed that they appreciated the positive response they got from the mentees. When the mentee was interested in learning, participants were encouraged. The participants saw it as rewarding that mentoring promoted their own professional development. Growing in the profession was described as promoting job satisfaction. Mentoring created security and joy at work for both the mentor and the mentee, according to the participants. The participants expressed feelings of excitement in being a mentor. They felt they had the capacity and talent to be suitable to be a mentor and had a lot of experience and knowledge to offer. Mentors were sometimes selected by management, which could be flattering and motivating but could also jeopardise their interest and motivation as a mentor. The goal of being a mentor was to facilitate competent colleagues and ensure the professional development of the department, and mentoring could lead to the development of a sustainable work environment. Participants described it as ‘quality assurance’. This participant shared how professional development in mentoring could benefit patient care:

But sharing the knowledge born of experience is precisely what’s so important if others are to succeed in their work, and also to achieve the best possible patient outcomes. So, I think exchanging experience is incredibly important. (Interview 15, NOR)

Regardless of how they became a mentor, the participants described factors that guided them in their mentoring. Being a mentor contributed to their professional development. Seeing mentees thrive in the profession was described as ‘rewarding’ and increased participant’s own competence. Participants described that their competence was made visible during mentorship. A motivational factor in being a mentor was that some participants did not have a mentor when they themselves were new nurses, and they described that they missed having a mentor. In contrast, others described the drive to give the same support they had received as new nurses. Being interested in mentoring was essential to be a successful mentor, as described by this participant:

But then I think most people could do a good job as mentors if they have an interest in it and the desire to do it. But I think you have to have an interest in it – that’s the top priority. To be able to do a good job, you have to want to do it. (Interview 6, SWE)

Continuously developing the learning environment

The participants described fast-changing healthcare, which places high demands on a learning environment that supports staff in continuous development. The participants described how new nurses, in their opinion, needed different support today than they did a few years ago. ‘Facing new challenges’ meant that they, as mentors, needed to keep up with new and updated knowledge. The participants reflected that there was no ‘best way’ to be a mentor, they had to ‘adapt their mentoring based on the mentee’s needs’ and knowledge base. A mentor was thought to be essential, regardless of other introductory efforts and routines. The mentees’ individual needs guided how long the mentorship lasted and the content of the mentoring.

Facing new challenges meant that as mentors, they needed to have ‘humility for the new’, as described by the participants. Mentoring and support were needed not only in clinical situations but also in interactions with other professional categories. The participants tried to foster a permissive atmosphere, where mentees felt safe asking questions. The participants also saw a need for mentoring for all new nurses, but it could be challenging if the new nurses did not think they needed mentoring. It was also described as challenging not to ‘give too much’ but to encourage the mentee to develop their own abilities.

Participants saw talking about feelings as essential, and that the most challenging aspect was dealing with existential issues if the mentee, for example, had cared for a dying patient. There were challenges keeping up with the development of the current requirements placed on new nurses. The participants saw a need for a longer mentoring period than simply an introduction. They had to be receptive to new knowledge, as described by this participant:

You feel you keep your wits about you when you’re a mentor, that you constantly have to go on learning new things. And not least, you have to be sure that what you’re teaching is correct and up to date on a professional level. (Interview 8, NOR)

Adapting mentoring based on mentee’s needs meant that mentoring could vary based on the mentee’s previous experiences. With a confident mentee, the mentor could be less ‘strict’. However, with an insecure mentee, the mentor had to be more hands-on, according to the participants, and guide the mentee more regularly. Mentoring could be adapted to quick and irregular check-ins, as described by this participant:

Perhaps dealing with mentoring ‘on the hoof’, so to speak, there and then, but then maybe also being able to sit down and give it time. You adapt to the situation. (Interview 17, SWE)

Several participants described a matching process for the mentee–mentor relationship, where they saw how personal chemistry affected the mentoring. The participants emphasised they needed to know the mentee to plan the mentorship, not only the mentee’s previous work experience, but also family life, other obligations outside working hours, etc.

A mentoring conversation stimulates reflection and consideration, according to the participants. The participants tried to focus on the positive aspects of the mentee’s development. The ambition was to let the mentee control what was addressed in the discussions, based on the mentees’ individual needs. The participants encouraged the mentee to prepare for the mentoring conversation. To be a mentor was also described by the participants as to guide in conflicts, for example if there was a disagreement with a colleague. To continuously follow-up on challenges in the job.

The mentoring conversations were based on confidentiality to enable openness. The participants expressed that the aim was to meet one another unconditionally. They thought it was better with freer frames and flexibility around the conversation. It could be anywhere, based on the conditions in the workplace, if it were in a trustworthy environment. For example, mentoring could be adapted into a short and spontaneous reflection after a work shift. Mentoring can develop the mentees’ professional skills without resorting to criticism, according to the participants.

But it depends entirely on who I’m mentoring, (the mentee) is the one who should decide what we’re going to talk about. (Interview 2, SWE)

Navigating obstacles and cultivating support

The participants expressed experiences of navigating obstacles in the work environment that could hinder being a mentor fully. They described ‘struggles with work organisations’, and they experienced pressure from leaders and colleagues. The participants also reflected on factors that cultivated mentorship in a supportive environment. They reported that mentoring was enabled if leaders were attentive, and the organisation was well-functioning. ‘Enabling support and collegiality’ was also expressed as a necessary part of a supportive environment. Participants also claimed that having structure and predictability in the working day helped them in planning mentoring activities, and that structure and predictability were essential elements of cultivating a supportive environment.

Struggling with work organisation meant that participants expressed obstacles related to and frustration with how leaders and management handled mentorship. Responsiveness and sensitivity of managers were lacking, according to the participants. Participants had experienced that they were handed responsibility but not power to influence. Participants requested clarification regarding what mentorship was supposed to be, to be able to navigate the mentor role. For example, this participant expressed thoughts of ending their mentorship due to unclear definitions of the role:

Given that (the mentoring role) has been a bit woolly, I was almost starting to think I should give up mentoring because I have plenty of other things going on at work. […] Maybe things are getting a bit much, and if I had to turn anything down, then the mentoring would be the first thing to go. (Interview 7, SWE)

They said it was not beneficial for the work environment to ‘be forced’ to be a mentor. Participants also perceived mentoring to be a non-priority in the eyes of management. Mentoring was often de-prioritised for other tasks in the workplace.

It was challenging to be a mentor due to insufficient training in, for example, conversational techniques and motivational conversations. They expressed that ‘mentoring in mentoring’ and contact with other mentors were lacking. The will was there—but education and development in mentoring needed to be improved to be able to cultivate a supportive environment. The participants described experiences of staff shortages and high staff turnover that led to obstacles in mentoring. For example, participants had experiences of simultaneously mentoring several new nurses, which could lead to difficulties in navigating the time management and priorities.

They expressed a need for better planning and structure within the organisation. It was described as necessary with sensitivity between the workgroup and the mentee. However, there needed to be a more precise division of responsibilities for follow-up in the mentoring. They experienced pressure from colleagues and felt responsible for the mentee and their skills. It was described as challenging to mentor someone whom colleagues saw as an insecure mentee.

Difficulties in planning, such as scheduling factors, could be obstacles for mentoring; there needed to be more time set aside for mentoring. The lack of time led to frustration, and not having set aside time made learning difficult, according to the participants. They needed help preparing. For example, they prepared for mentoring outside working hours. They streamlined mentoring due to lack of time, which led to insufficient development in the mentee. The participants experienced difficulties in navigating mentoring activities during periods of high workload. However, they saw a greater need for mentoring during these periods. This frustration is expressed by one of the participants in this quote:

The management must take the time to follow-up. No progress will be made unless they do. But they often feel there’s no time for it, so it’s not a priority. So, it’s there, but it grinds to a halt. (Interview 14, NOR)

Enabling support and collegiality meant that a structured environment was essential for being a mentor. Receiving support from team leaders reduced the obstacles and improved the possibilities to enable mentorship. Good management and leadership led to personalised mentoring, according to the participants. When leaders made it possible for them to navigate in both informal and formal structures for mentorship, this was an example of an attentive leader. This is expressed in the following quote:

I also have to make it clear that we have a good manager who pays attention to everyone and understands everyone. She’s also really good at keeping things on track. I’ve often felt that as our manager, she’s the glue that bonds the group together. (Interview 12, NOR)

The participants stated that flexibility in scheduling and planning was a prerequisite for being a successful mentor. According to the participants, having time allocated for both mentoring and patient-related work was a prerequisite for cultivating support. Having time for reflection (less workload) also promoted being a mentor. The participants described that having a mentee could reduce but also increase the workload. They described alternating mentorship as preferable, having some space between mentorships and replacing each other during absences.

The participants expressed that it was important to be loyal to one another, even though they were all different and could do things differently. It was described as essential to receive support from other mentors (for example, to talk about obstacles and ‘difficult cases’). Sharing the responsibility and supporting other mentors and colleagues were considered cultivating. Participants expressed a will to build a value base for mentoring, create a mentorship structure and navigate a plan together. They gave examples of mentor groups where they planned new and reflected on previous mentorships. They expressed that they needed more regular meetings to exchange experiences.

They also shared how everyone in the workgroup took part in the mentoring, but only some had the title ’mentor’. Discussions were requested between their colleagues in the workgroup on frameworks and responsibilities regarding mentorship. Participants expressed the importance of taking care of one another. According to the participants, everyone in the workgroup had to be prepared and welcoming to the mentee, and the social work environment was essential for the mentees’ learning. The workplace had to be inclusive and responsive, according to the participants. Participants also expressed that supportive leaders and a supportive organisation were essential for them continuing to be a mentor. Attitudes and organisational culture were described as vital components in successful mentoring:

But just like here, people need a management team that does the same thing. I can’t be the only one, I rely on us having the same ideas about (mentoring). It’s really important. (Interview 13, NOR)

The principal findings are that the complexity of the mentor role was evident in the registered nurses' narratives, and they strived to establish safety for mentees in complex work environments. Results show that the mentor role lacked clarity and entailed positive as well as negative experiences. For example, participants talked about being motivated, continuously developing the learning environment, and navigating obstacles and cultivating support.

Feeling motivated being in the role of a mentor

The results of the study show that being a mentor includes emphasis on creating trusting relationships with their mentees and being able to share knowledge with one’s mentees. These results are in accordance with previous studies that concluded that mentoring success depends on the quality of the mentoring relationships, ie, the personal connection between the mentor and the mentee. 30–32 Also, according to Dall ‘Alba, 18 people cannot become professionals by themselves; they can fully develop through contact and integration with others. Participants in our study strived to be a role model and offer support to their new colleagues, while at the same time develop in their own new professional identity of being a mentor.

In addition to supporting their mentees’ professional development, being a mentor was also described as beneficial for the participants’ own personal and professional development, as confirmed in previous research. 31 The participants in our study expressed that being a role model, being trustworthy, and having competence and experience as a nurse were prerequisites for mentoring. This confirms previous descriptions of an ideal mentor from the mentees’ point of view that emphasised similar characteristics. 12 13

The present study adds new perspectives to previous studies regarding mentorship. For example, a systematic review by Kakyo et al 31 concluded that the content of mentoring is vital for it to work. In contrast, our results showed that it was important to have freer frames and adapt mentoring based on mentees’ needs. Our results showed that content was not the most important aspect of mentorship; the participants in our study emphasised more about how and why mentoring was performed in their narratives. To develop a learning environment, a need to build a value base for mentoring and create a mentorship structure together with other mentors and colleagues was shown.

The experiences of developing the learning environment and being a role model can be compared with how Dall ‘Alba 18 describes ‘learning to become a professional’ as an interplay between ‘what I am and what I can become’. This means inheriting a world of other professionals, as well as inventing one’s own world as a professional. Our study shows similar findings. Being a mentor meant having a sense of security in their own professional role and instilling self-confidence in their new colleagues, so that they, in turn, can build their own professional identities. This is confirmative to Yip et al 33 who showed in their study that support from senior colleagues gave new nurses hope, and facilitated their self-transformative process in their professional development as registered nurses.

Other than getting to know their mentee and adapting to their personal learning needs, participants in the present study also expressed challenges in keeping up with the rapid development of new knowledge. A meta-synthesis by Mlambo et al 34 supports these findings by concluding that organisations should adequately make continuing professional development accessible for registered nurses to keep the staff up to date.

The results of the present study show experiences of staff shortage and time shortage, which hindered participants’ ability to perform mentoring activities and participate fully in being a mentor. The participants expressed a need for education, training, meeting other mentors and the importance of relationships, ie, ‘not doing it alone’. These results are confirmed by previous research that showed how education, training and time allocated for the mentor to interact with the mentee are prerequisites for organisations to benefit from mentoring. 31 Other studies showed that workload management and scheduling influence how mentoring can be conducted and showed that nurse managers expressed similar barriers to mentoring, such as competing priorities for time, and lack of training. 30 35

Understaffing is related to emotional exhaustion and lower well-being in the workgroup. The higher workload from understaffing also leads to role ambiguity, ie, staff being unclear about their roles. 36 Results in our study confirm findings of role ambiguity, as participants described thoughts of ending the mentorship due to unclear definitions of the responsibility it entailed and their role as mentors. In addition, participants in the present study also described other challenges; needing structure, ie, clear leadership and direction, to optimise the mentoring. These findings can be interpreted as participants experiencing inequity, that their input in mentorship is unequal to the outcomes they receive, as described in equity theory by Adams. 37 Inequity can, according to Adams, 37 lead to frustration, job-dissatisfaction and a person leaving their position.

The results of our study both confirmed and expanded prior research. Even so, mentoring is still not a part of everyday routines in all healthcare units. The importance and benefits of mentoring are known, but it is still not facilitated sufficiently. According to Dall ‘Alba, 18 a person’s possibilities to act and be are constrained by specific situations, as well as their history, traditions and conditions. The current situation in healthcare is not ideal for fully developing mentoring. There is a vicious cycle, where the high turnover of registered nurses leads to difficulties in implementing mentoring that contributes to difficulties retaining registered nurses. A recent report from the International Centre on Nurse Migration showed that the demand for registered nurses is on the rise in several countries and estimated that there will be a need for 13 million registered nurses globally, in the next decade. 38 Other reports on the global shortage of registered nurses 39 40 have concluded that organisations must create positive work environments that maximise registered nurses’ health, safety and well-being, and improve or sustain their motivation to prevent further shortages. Registered nurses are attracted to work and remain working due to, for example, opportunities to develop professionally, gain autonomy and participate in decision-making. 39 40

Moreover, the results of the present study show the frustration evident in the participating registered nurses’ narratives. They did not feel valued by the organisation and experienced inequity. Therefore, they could not thoroughly add value to their mentorships or to the organisation in return. A systematic review of interventions that promote registered nurses’ retention by Lartey et al 41 concluded that most interventions have focused on retaining newly qualified nurses. However, keeping experienced registered nurses in the profession is essential for providing high-quality care, ie, effective, safe, evidence-based and person-centred healthcare to meet the evolving needs of patients. 42 Organisations need to invest in experienced registered nurses to encourage them to remain in the profession, to provide high-quality care, and as mentors for new nurses. 6 Therefore, listening to the registered nurses’ experiences and giving them opportunities to develop professionally and participate in decision-making about mentoring are essential factors in keeping them in the profession and for their well-being.

Strengths and weaknesses of the study

Having a variety of backgrounds and understandings in the research team broadened the discussions and proved an advantage in our ability to understand the data. A strength is also that we described our pre-understanding, and our diversity of backgrounds that might prevent bias and achieve consensus through co-creation; as different researchers in a study can interpret the data differently. 25 The researchers speak Swedish and Norwegian, and our variety in native languages was a strength, for example, we could validate the transcripts and analysis by ensuring that nothing got lost in translation. A weakness of the study can be that the first author (SKH) analysed the interviews but did not conduct any of the interviews. It can be a disadvantage where part of the latent content, such as nonverbal behaviours and interactions, can be missed in the analysis. However, all other authors performed several of the interviews and were part of the analyses process.

Clinical implications

This study brings a more profound understanding of registered nurses’ perspectives of being a mentor. This study offers evidence as to how mentoring should be facilitated, thus contributing to highly competent registered nurses and safer patient care.

Suggestions for further research

More research is required to fully explore and implement mentoring as a concept. In addition, more research is needed to develop, test, and evaluate evidence-based mentorship programmes in healthcare units and to create sustainable mentoring solutions.

Conclusions

Being a mentor is a complicated role for registered nurses. The mentoring role is beneficial, that is, positive and rewarding, if facilitated effectively. The role and responsibilities in the mentoring relationship need to be fully established and defined. A structured organisation is essential to promote mentoring, as is taking experienced registered nurses’ views into consideration. The structure of mentoring in nursing should be designed and facilitated in co-creation with experienced registered nurses as mentors.

Ethics statements

Patient consent for publication.

Not applicable.

Ethics approval

This study involves human participants and was approved by The Swedish Ethical Review Authority (Dnr 2020-06187) and the Norwegian Centre for Research Data (No. 148896). Participants gave informed consent to participate in the study before taking part.

Acknowledgments

Our deepest gratitude to all the participating registered nurses for generously sharing their narratives. We want to thank Johan Åhlin and Jonas Carlström for collecting data. We also want to thank Nord University and Umeå University for the support they provided, making it possible to carry out the study.

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Supplementary materials

Supplementary data.

This web only file has been produced by the BMJ Publishing Group from an electronic file supplied by the author(s) and has not been edited for content.

Data supplement 1

Contributors SKH: Data analysis, Writing – original draft, Writing – review and editing. AK: Data collection, Validation of analysis, Writing – review and editing. YH: Project administration, Supervision, Data collection, Writing – review and editing. FN: Supervision, Writing – review and editing. JRV: Data collection, Writing – review and editing. KB: Guarantor, Project administration, Supervision, Data collection, Validation of analysis, Writing – review and editing.

Funding This work was supported by Nordland County [20/1879-14].

Competing interests None declared.

Patient and public involvement Patients and/or the public were not involved in the design, or conduct, or reporting, or dissemination plans of this research.

Provenance and peer review Not commissioned; externally peer reviewed.

Supplemental material This content has been supplied by the author(s). It has not been vetted by BMJ Publishing Group Limited (BMJ) and may not have been peer-reviewed. Any opinions or recommendations discussed are solely those of the author(s) and are not endorsed by BMJ. BMJ disclaims all liability and responsibility arising from any reliance placed on the content. Where the content includes any translated material, BMJ does not warrant the accuracy and reliability of the translations (including but not limited to local regulations, clinical guidelines, terminology, drug names and drug dosages), and is not responsible for any error and/or omissions arising from translation and adaptation or otherwise.

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Published: 26 July 2024

Improving Clerkship to Enhance Patients’ Quality of care (ICEPACQ): a baseline study

Kennedy Pangholi 1 ,
Enid Kawala Kagoya 2 ,
Allan G Nsubuga 3 ,
Irene Atuhairwe 3 ,
Prossy Nakattudde 3 ,
Brian Agaba 3 ,
Bonaventure Ahaisibwe 3 ,
Esther Ijangolet 3 ,
Eric Otim 3 ,
Paul Waako 4 ,
Julius Wandabwa 5 ,
Milton Musaba 5 ,
Antonina Webombesa 6 ,
Kenneth Mugabe 6 ,
Ashley Nakawuki 7 ,
Richard Mugahi 8 ,
Faith Nyangoma 1 ,
Jesca Atugonza 1 ,
Elizabeth Ajalo 1 ,
Alice Kalenda 1 ,
Ambrose Okibure 1 ,
Andrew Kagwa 1 ,
Ronald Kibuuka 1 ,
Betty Nakawuka 1 ,
Francis Okello 2 &
Proscovia Auma 2

BMC Health Services Research volume 24 , Article number: 852 ( 2024 ) Cite this article

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Proper and complete clerkships for patients have long been shown to contribute to correct diagnosis and improved patient care. All sections for clerkship must be carefully and fully completed to guide the diagnosis and the plan of management; moreover, one section guides the next. Failure to perform a complete clerkship has been shown to lead to misdiagnosis due to its unpleasant outcomes, such as delayed recovery, prolonged inpatient stay, high cost of care and, at worst, death.

The objectives of the study were to determine the gap in clerkship, the impact of incomplete clerkship on the length of hospital stay, to explore the causes of the gap in clerkship of the patients and the strategies which can be used to improve clerkship of the patients admitted to, treated and discharged from the gynecological ward in Mbale RRH.

Methodology

This was a mixed methods study involving the collection of secondary data via the review of patients’ files and the collection of qualitative data via key informant interviews. The files of patients who were admitted from August 2022 to December 2022, treated and discharged were reviewed using a data extraction tool. The descriptive statistics of the data were analyzed using STATA version 15, while the qualitative data were analyzed via deductive thematic analysis using Atlas ti version 9.

Data were collected from 612 patient files. For qualitative data, a total of 8 key informant interviews were conducted. Social history had the most participants with no information provided at all (83.5% not recorded), with biodata and vital sign examination (20% not recorded) having the least number. For the patients’ biodata, at least one parameter was recorded in all the patients, with the greatest gap noted in terms of recording the nearest health facility of the patient (91% not recorded). In the history, the greatest gap was noted in the history of current pregnancy (37.5% not provided at all); however, there was also a large gap in the past gynecological history (71% not recorded at all), past medical history (71% not recorded at all), past surgical history (73% not recorded at all) and family history (80% not recorded at all). The physical examination revealed the greatest gap in the abdominal examination (43%), with substantial gaps in the general examination (38.5% not recorded at all) and vaginal examination (40.5% not recorded at all), and the vital sign examination revealed the least gap. There was no patient who received a complete clerkship. There was a significant association between clerkships and the length of hospital stay. The causes of the gap in clerkships were multifactorial and included those related to the hospital, those related to the health worker, those related to the health care system and those related to the patient. The strategies to improve the clerkship of patients also included measures taken by health care workers, measures taken by hospitals and measures taken by the government.

Conclusion and recommendation

There is a gap in the clerkships of patients at the gynecological ward that is recognized by the stakeholders at the ward, with some components of the clerkship being better recorded than others, and no patients who received a complete clerkship. There was a significant association between clerkships and the length of hospital stay.

The following is the recommended provision of clerkship tools, such as the standardized clerkship guide and equipment for patient examination, continuous education of health workers on clerkships and training them on how to use the available tools, the development of SOPs for patient clerkships, the promotion of clerkship culture and the supervision of health workers.

Peer Review reports

Introduction

A complete clerkship is the core upon which a medical diagnosis is made, and this depends on the patient’s medical history, the signs noticed on physical examination, and the results of laboratory investigations [ 1 ]. These sections of the clerkship should be completed carefully and appropriately to obtain a correct diagnosis; moreover, one part guides the next. A complete gynecological clerkship comprises the patient’s biodata, presenting complaint, history of presenting complaint, review of systems, past gynecological history, past obstetric history, past medical history, past surgical history, family history, social history, physical examination, laboratory investigation, diagnosis and management plan [ 2 , 3 ].

History taking, also known as medical interviews, is a brief personal inquiry and interrogation about bodily complaints by the doctor to the patient in addition to personal and social information about the patient [ 4 ]. It is estimated that 70-90% of a medical diagnosis can be determined by history alone [ 5 , 6 ]. Physical examination, in addition to the patient’s history, is equally important because it helps to discover more objective aspects of the disease [ 7 ]. The investigation of the patient should be guided by the findings that have been obtained on history taking and the physical examination [ 1 ].

Failure to establish a good complete and appropriate clerkship for patients leads to diagnostic uncertainties, which are associated with unfavorable outcomes. Some of the effects of poor clerkship include delayed diagnosis and inappropriate investigations, which lead to unnecessary expenditures on irrelevant tests and drugs and other effects, such as delayed recovery, prolonged inpatient stays, high costs of care and, at worst, death [ 8 , 9 ]. Despite health care workers receiving training in medical school about the relevance of physical examination, this has been poorly practiced and replaced with advanced imaging techniques such as ultrasounds, CT scans, and MRIs, which continue to make health care services unaffordable for most populations in developing countries [ 6 ]. In a study conducted to determine the prevalence and classification of misdiagnosis among hospitalized patients in five general hospitals in central Uganda, 9.2% of inpatients were misdiagnosed, and these were linked to inadequate medical history and examination, as the most common conditions were the most commonly misdiagnosed [ 9 ].

At Mbale RRH, there has been a progressive increase in the number of patients included in the gynecology department, which is expected to have compromised the quality of the clerkships that patients receive at the hospital [ 10 ]. However, there is limited information about the quality and completeness of clerkships for patients admitted to and treated at Mbale RRH. The current study therefore aimed to determine the gap in patient clerkships and the possible causes of these gaps and to suggest strategies for improving clerkships.

Methods and materials

Study design.

This was a baseline study, which was part of a quality improvement project aimed at improving the clerkships of patients admitted and treated at Mbale RRH. This mixed cross-sectional survey employing both quantitative and qualitative techniques was carried out from August 2022 to December 2022. Both techniques were employed to triangulate the results and address the gap in clerkship using quantitative techniques. Then, qualitative methods were used to explain the reasons for the observed discrepancy, and strategies to improve clerkship were suggested.

Study setting

The study was carried out in Mbale RRH, at the gynecologic ward. The hospital is in Mbale Municipal Council, 214 km to the east of the capital city of Kampala. It is the main regional referral hospital in the Elgon zone in eastern Uganda, a geographic area that borders the western part of Kenya. The Mbale RRH serves a catchment population of approximately 5 million people from 16 administrative districts. It is the referral hospital for the districts of Busia, Budaka, Kibuku, Kapchorwa, Bukwo, Butaleja, Manafwa, Mbale, Pallisa, Sironko and Tororo. The hospital is situated at an altitude of 1140 m within a range of 980–1800 m above sea level. Over 70% of inhabitants in this area are of Bantu ethnicity, and the great majority are part of rural agrarian communities. The Mbale RRH is a government-run, not-for-profit and charge-free 470-bed capacity that includes four major medical specialties: Obstetrics and Gynecology, Surgery, Internal Medicine, and Pediatrics and Child Health.

Study population, sample size and sampling strategy

We collected the files of patients who were admitted to the gynecology ward at Mbale RRH from August 2022 to December 2022. All the files were selected for review. We also interviewed health workers involved in patient clerkships at the gynecological ward. For qualitative data, participants were recruited until data saturation was reached.

Data collection

We collected both secondary and primary data. Secondary data were collected by reviewing the patients’ files. We identified research assistants who were trained in the data entry process. The data collection tool on Google Forms was distributed to the gadgets that were given to the assistants to enter the data. The qualitative data collection was performed via key informant interviews of the health workers involved in the clerkship of the patients, and the interviews were performed by the investigators. The selection of the participants was purposive, as we opted for those who clerk patients. After providing informed consent, the interview proceeded, with a voice recorder used to capture the data collected during the interview process and brief key notes made by the interviewer.

Data collection tool

A data abstraction tool was developed and fed into Google Forms, which were used to collect information about patients’ clerkships from patients’ files. The tool was developed by the investigators based on the requirements of a full clerkship, and it acted as a checklist for the parameters of clerkships that were provided or not provided. The validity of this tool was first determined by using it to collect information from ten patients’ files, which were not included in the study, and the tool was adjusted accordingly. The tool for collecting the qualitative information was an interview guide that was developed by the interviewer and was piloted with two health workers. Then, the guide was adjusted before it was used for data collection.

Variable handling

The dependent variable in the current study was the length of hospital stay. This was calculated from the date of admission and the date of discharge. There were two outcomes: “prolonged hospital stay” and “not prolonged”. A prolonged hospital stay was defined as a hospital stay of more than the 75 th percentile, according to a study conducted in Ethiopia [ 9 ]. This duration was more than 5 (five) days in the current study. The independent variables were the components of the clerkship.

Data analysis

Data analysis was performed using STATA version 15. Univariate, bivariate and multivariate analyses were performed. Continuous variables were summarized using measures of central tendency and measures of dispersion, while categorical variables were summarized using frequencies and proportions. Bivariate analysis was performed using chi-square or Fischer’s exact tests, one-way ANOVA and independent t tests, with the level of significance determined by a p value of <= 0.2. Multivariate analysis was performed using logistic regression, and the level of significance was determined by a p value of <=0.05.

Qualitative data were analyzed using Atlas Ti version 9 via deductive thematic analysis. The audio recordings were transcribed, and the transcripts were then imported into Atlas Ti.

Qualitative

The files of a total of 612 patients were reviewed.

The gap in the clerkships of patients

Patient biodata.

As shown in Fig. 1 below, at least one parameter under patient biodata was recorded for all the patients. The largest gap was identified in the recording of the nearest health facility of the patient, where 91% of the patients did not have this recorded, and the smallest gap was in the recording of the name and age, where less than 1% had this not recorded.

The gap in patients’ biodata

Compliance, HPC and ROS

As shown in Fig. 2 below, the largest gap here was in recording the history of presenting complaint, which was not recorded in 32% of the participants. The least gap was in the review of systems, where it was not recorded in only 10% of the patients.

Gap in the presenting of complaints, HPCs and ROS

As shown in Fig. 3 below, the past obstetric history had the greatest gap in recording the gestational age at delivery of each pregnancy (89% not recorded), while the least gap was in recording the number of pregnancies (43% not recorded). In terms of the history of current pregnancy, the greatest gap was in recording whether hematinics were given to the mother (92% not recorded), while the least gap was in recording the date of the first day of the last normal menstrual period (LNMP) (44% not recorded). On other gynecological history, the largest gap was in recording the history of gynecological procedures (88% not recorded), while the least gap was in the history of abortions (73% not recorded). In the past medical history, the largest gap was in terms of history of medication allergies and history of previous admissions (86% not recorded), and the smallest gap was in terms of history of chronic illnesses (72% not recorded). In the past surgical history, the largest gap was in the history of trauma (84% not recorded), while the least gap was in the history of blood transfusion (76% not recorded). In terms of family history, there was a greater gap in the family history of twin pregnancies (86% not recorded) than in the family history of familial illnesses (83% not recorded). In terms of social history, neither alcohol intake nor smoking were recorded for 84% of the patients.

Gap in history

Physical examination

As shown in Fig. 4 below, the least recorded vital sign was oxygen saturation (SPO2), with 76% of the patients’ SPO2 not being recorded, while blood pressure was least recorded (21% not recorded). On the general examination, checking for edema had the greatest gap (63% not recorded), while checking for pallor had the least gap (45% not recorded). On abdominal examination, auscultation had the greatest gap (76% not recorded), while inspection of the abdomen had the least gap (56% not recorded). On vaginal examination, the greatest difference was in examining the vaginal OS (57% not recorded), while the least difference was in checking for vaginal bleeding (47% not recorded).

Gap in physical examination

Investigations, provisional diagnosis and management plan

As shown in Fig. 5 below, the least common investigation was the malaria test (76% not performed), while the most common investigation was the CBC test (41% not performed). Provisional diagnosis was not performed in 20% of the patients. A management plan was not provided for approximately 4-5 of the patients.

Gap in the provisional diagnosis and management plan

Summary of the gap in clerkships

As shown in Fig. 6 below, most participants had a social history with no information provided at all, while biodata and vital sign examinations had the least number of participants with no information provided at all. There was no patient who had a complete clerkship.

Summary of the gaps in clerkships

Days of hospitalization

The days of hospitalization were not normally distributed and were positively skewed, with a median of 3 [ 2 , 5 ] days. The mean days of hospitalization was 6.2 (±11.1). As shown in Fig. 7 below, 20% of the patients had prolonged hospitalization.

Duration of hospitalization

The effect of the clerkship gap on the number of days of hospital stay

As shown in Tables 1 and 2 below, the clerkship components that had a significant association with the days of hospitalization at the bivariate level included vital examination, abdominal examination, history of presenting complaint and treatment plan.

As shown in Table 3 , the only clerkship component that had a significant association with the days of hospitalization at the multivariate level was abdominal examination. People who had partial abdominal examinations were 1.9 times more likely to have prolonged hospital stays than those who had complete abdominal examinations.

Qualitative results

We conducted a total of 8 key informant interviews with the following characteristics as shown in table 4 below.

The qualitative results are summarized in Table 5 below.

The quality of clerkships on wards

It was reported that both the quality and completeness of clerkships on the ward are poor.

“…most are not clerking fully the patients, just put in like biodata three items name, age address, then they go on the present complaint, diagnosis then treatment; patient clerkship is missing out some important information…” (KIISAMW 2)

It was, however, noted that the quality of a clerkship depends on several factors, such as who is clerking, how sick the patient is, the number of patients to be seen that particular day and the number of hours a person clerks.

“…so, the quality of clerkship is dependent on who is clerking but also how sick the patient is…” (KIIMO 3)

Which people usually clerk patients on the ward?

The following people were identified as those who clerking patients, midwives, medical students, junior house officers, medical officers and specialists.

“…everyone clerks patients here; nurses, midwives, doctors, medical students, specialists, everyone as long as you are a health care provider…” (KIIMO 2)

Causes of the gaps in clerkships

These factors were divided into factors related to health workers, hospital-related factors, health system-related factors and patient-related factors.

Hospital-related factors

The absence of clerkship tools such as a standardized clerkship guide and equipment for the examination of patients, such as blood pressure machines, thermometers, and glucometers, among others, were among the reasons for the poor clerkships of the patients.

…of course, there are other things like BP machines, thermometers; sometimes you want to examine a patient, but you don’t have those examining tools…” (KIIMO 1)

The tools that were available were plain, and they play little role in facilitating clerkships. They reported that they end up using small exercise books with no guidance for easy clerkship and with limited space.

“…most of our tools have these questions that are open ended and not so direct, so the person who is not so knowledgeable in looking out for certain things may miss out on certain data…” (KIIOG 1)

The reluctance of some health workers to clerk patients fully was also reported to be because it is the new normal, and everyone follows a bandwagon to collect only limited information from patients because there is no one to follow up or supervise.

“…you know when you go to a place, what you find people doing is what you also end up doing; I think it is because of what people are doing and no one is being held accountable for poor clerkship…” (KIIMO 3)

The absence of specialized doctors in the OPD department forces most patients, even stable patients, to be managed by the OPD to crowd the ward, making complete clerkships for all patients difficult. Poor triaging of the patients was also noted as one of the causes of poor clerkship, as emergency cases are mixed with stable cases.

“…and this gyn ward is supposed to see emergency gynecological cases, but you find even cases which are supposed to be in the gyn clinic are also here; so, it creates large numbers of people who need services…” (KIIMO 1)

Clerkships being performed by the wrong people were also noted. It was emphasized that it is only a medical doctor who can perform good clerkships for patients, and any other cadres who perform clerkships contribute to poor clerkships on the ward.

Health worker-related factors

A poor attitude of health workers was reported, and it was found that many health workers consider complete clerkship to be a practice that is performed by people who do not know what they look for to make a diagnosis.

A lack of knowledge about clerkships is another factor that has been reported. Some health workers were reported to forget some of the components of clerkship; hence, they end up recording only what they remember at the time of clerkship.

A lack of confidence by some health workers and students that creates fear of committing to making a diagnosis and drawing a management plan was reported to hinder some of them from doing a complete clerkship of the patients.

“…a nurse or a student may clerk, but they don’t know the diagnosis; so, they don’t want to commit themselves to a diagnosis…” (KIIMO 2)

Some health workers reported finding the process of taking notes while clerking tedious; hence, they collected only limited information that they could write within a short period of time.

Health system-related factors

Understaffing of the ward was noted to cause a low health worker-to-patient ratio. This overworked the health workers due to the large numbers of patients to be seen.

“…due to the thin human resource for health, many patients have to be seen by the same health worker, and it becomes difficult for one to clerk adequately; they tend to look out for key things majorly…” (KIIOG 1)

It was noted that in the morning or at the start of a shift, the clerkship can be fair, but as the day progresses, the quality of the clerkship decreases due to exhaustion.

“…you can’t clerk the person you are seeing at 5 pm the same way you clerked the person you saw at 9 am…” (KIIMO 3)

The large numbers of patients were also associated with other factors, such as the inefficient referral system, where patients who can be managed in lower health facilities are also referred to Mbale RRH. It was also stated that some patients do not understand the referral system, causing self-referral to the RRH. Other factors that contributed to the poor referral system were limited trust of the patients, drug stockouts, limited skilled number of health workers, and limited laboratory facilities in the lower health facilities.

“…so, everyone comes in from wherever they can, even unnecessary referrals from those lower health facilities make the numbers very high…” (KIIMO 1)

Patient-related factors

It was reported that the nature of some cases does not allow the health worker to collect all the information from such a patient, for example, the emergency cases. However, some responders stated the emergent nature of the cases to be a contributor to the complete clerkship of such a patient, as the person clerking such a case is more likely to call for help, so they must have enough information on the patient. Additionally, they do not want to fill the gap in the care of this critical patient.

“…usually, a more critical patient gets a more elaborate clerkship compared to a more stable one, where we will get something quick…” (KIIMO 3)

The poor health of some patients makes them unable to afford the files and books where clerkship notes are to be taken.

“…a patient has no money, and they have to buy books where to write, then you start writing on ten pages; does it make sense...” (KIIMO 2)

Strategies to improve patients’ clerkships

These were divided into measures to be taken by the health workers, those to be taken by the hospital leadership and those to be taken by the government.

Measures to be taken by health workers.

Holding each other accountable with respect to clerkship quality and completeness was suggested, including providing feedback from fellow health workers and from the records department.

…like everyone I think should just be held accountable for their clerkship and give each other feedback…” (KIIMO 3)

It was also suggested that medical students be mentored by senior doctors on the ward on the clerkship, and they should clerk the patients and present them to the senior doctors for guidance on the diagnosis and the management plan. This approach was believed to save time for senior doctors who may not have obtained time to collect information from patients and to facilitate the learning of students, most importantly ensuring the complete clerkship of patients.

“…students can give us a very good clerkship if supervised well, then we can discuss issues of diagnosis, the investigations to be done and the management…” (KIIMO 1)

Changes in the attitudes of health workers toward clerkships were suggested. This was also encouraged for those who work in laboratories to be able to perform the required investigations to guide diagnosis and management.

“…our lab has the equipment, but they need to change their attitude toward doing the investigations…” (KIIMO 1)

Measures to be taken by hospital leaders

The provision of tools to be used in clerkships was suggested as one of the measures that can be taken. Among the tools that were suggested include the following: a standardized clerkship guide, equipment for examination of the patients, such as blood pressure machines, and thermometers, among others. It was also suggested that a printer machine be used to print the clerkship guide to ensure the sustainability and availability of the tools. An electronic clerkship provision was suggested so that the amount of tedious paperwork could be reduced, especially for those who are comfortable with it.

“…if the stakeholders, especially those who have funds, can help us to make sure that these tools are always available, it is a starting point…” (KIIOG 1)

Continuous education of the clinicians about clerkships was suggested in the CMEs, and routine morning meetings were always held in the ward. Then, it was suggested that clinicians who clerked patients the best way are rewarded to motivate them.

“…for the staff, we can may be continuously talking about it during our Monday morning meetings about how to clerk well and the importance of clerking…” (KIIOG 1)

They also suggested providing a separate conducive room for the examination of patients to ensure the privacy of the patient, as this will ensure more detailed examination of the patients by the clinicians.

It was also suggested that more close supervision of the clerkship be performed and that a culture of good clerkship be developed to make clerkship a norm.

“…as leaders of the ward and of the department, we should not get tired to talk about the importance of clerkship, not only in this hospital but also in the whole country…” (KIIOG 1)

Proper record-keeping was also suggested, for people clerking to be assured that information will not be discarded shortly.

“…because how good is it to make these notes yet we can’t keep them properly...” (KIIMO 2)

It was also suggested that a records assistant be allocated to take notes for the clinicians to reduce their workload.

Coming up with SOPs, for example, putting different check points that ensure that a patient is fully clerked before the next step

“…we can say, before a patient accesses theater or before a mother enters second stage room, they must be fully clerked, and there is a checklist at that point…” (KIIOG 1)

Measures to be taken by the government

Improving the staffing level is strongly suggested to increase the health worker-to-patient ratio. This, they believed would reduce the workload off the health workers and allow them to give more time to the patients.

“…we also need more staffing for the scan because the person who is there is overwhelmed…” (KIIMO 1)

Staff motivation was encouraged through the enhancement of staff salaries and allowances. It was believed that it would be easy for these health workers to be supervised when they are motivated.

“…employ more health workers, pay them well then you can supervise them well…” (KIIMO 1)

Providing refresher courses to clinicians was also suggested so that they could be updated during the clerkship process.

Streamlining the referral system was also suggested through the use of lower health facilities so that some minor cases can be managed in those facilities to reduce the overcrowding of patients in the RRH.

“…we need to also streamline the referral system, the way people come to the RRH; some of these cases can be handled in the lower health facilities; we need to see only patients who have been referred…” (KIIMO 2)

The qualitative results are further summarized in Fig. 8 below.

Scheme of the clerkship of patients, including the causes of the clerkship gap and the strategies to improve the clerkship at Mbale RRH

Discussion of results

This study highlights a gap in the clerkships of patients admitted, treated, and discharged from the gynecological ward, with varying gaps in the different sections. This could be because some sections of the clerkship are considered more important than others. A study performed in Turkey revealed that physicians tended to record more information that aided their diagnostic tasks [ 11 ]. This is also reflected in the qualitative findings where participants expressed that particular information is required to make the diagnosis and not everything must be collected.

Biodata for patients were generally well recorded, and name and age were recorded for almost all the patients. A similar finding was found in the UK, where 100% of the patients had their personal details fully recorded [ 12 ]. Patient information should be carefully and thoroughly recorded because it enables health workers to create good rapport with patients and creates trust [ 13 ]. This information is also required for every interaction with the patient at the ward.

The presenting complaint, history of presenting complaint and the review of systems were fairly recorded, with each of them missing in less than 40% of the patients. The presence of a complaint is crucial in every interaction with the patient to the extent that a diagnosis can rarely be made without knowing the chief complaint [ 14 , 15 ]. This applies to the history of presenting complaint as well [ 16 ]. For the 30% who did not have the presenting complaint recorded, this could mean that even the patient’s primary problem was not given adequate attention.

In the history, the greatest gap was noted in the history of current pregnancy, where many parameters were not recorded in most patients. This is, however, expected since the study was conducted on a gynecological ward, where only a few pregnant women are expected to visit, as they are supposed to go to their antenatal clinics [ 17 ]. However, there was also a large gap in past gynecological history, which is expected to be fully explored in the gynecology ward. A good medical history is key to obtaining a good diagnosis, in addition to a good clinical examination [ 3 , 18 ]. Past obstetric history, past medical history, past surgical history, and family history also had large gaps, yet they are very important in the management of these patients.

The abdominal parameters, especially the pulse rate and blood pressure, were the least frequently recorded during the physical examination, and vital signs were most often recorded. However, there were substantial gaps in the general examination and vaginal examination. The least gap in vital sign examination is close monitoring, which is performed for most patients admitted to the ward due to the nature of the patients, some of whom are emergency patients [ 19 ].

Among the investigations, 29% of patients were not investigated. The least commonly performed investigations were pelvic USS and malaria tests, while complete blood count (CBC) was most commonly performed. Genital infections are among the most common reasons for women’s visits to health care facilities [ 20 ]. Therefore, most women in the gynecological ward are suspected to have genital tract infections, which could account for why CBC is most commonly performed.

The limited number of other investigations, such as pelvic ultrasound scans, underscore the relative contribution of medical history and physical examination to laboratory investigations and imaging studies aimed at making a diagnosis [ 1 ]. However, this would also highlight the system challenges of limited access to quality laboratory services in low- and middle-income countries [ 21 ]. This was also highlighted by one of the key informants who reported that the USS staff is available on some and not all days. This means that on days where the ultrasound department does not work, USS is not performed, even when needed.

We found that 20% of patients experienced prolonged hospitalization. This percentage is lower than the 24% reported in a study conducted in Ethiopia [ 22 ]. However, this study was conducted in a surgical ward. The median length of hospital stay was the same as that in a study conducted in Eastern Sudan among mothers following cesarean delivery [ 23 ]. A prolonged hospital stay has a negative impact not only on patients but also on the hospital [ 24 , 25 ]. Therefore, health systems should aim to reduce the length of hospital stay for patients as much as possible to improve the effectiveness of health services.

At the multivariate level, abdominal examination was significantly associated with length of hospital stay, with patients whose abdominal examination was not complete being more likely to have a prolonged hospital stay. This underscores the importance of good examination in the development of proper management plans that improve the care of patients, hence reducing the number of days of hospital stay [ 5 , 26 ].

There is a gap in the clerkships of patients at the gynecological ward, which is recognized by the stakeholders at the ward. Some components of clerkships were recorded better than others, with the reasoning that clerkships should be targeted. There were no patients who received a complete clerkship. There was a significant association between clerkships and the length of hospital stay. The causes of the gap in clerkships were multifactorial and included those related to the hospital, those related to the health worker, those related to the health care system and those related to the patient. The strategies to improve the clerkship of patients also included measures taken by health care workers, measures taken by hospitals and measures taken by the government.

Recommendations

Clerkship tools, such as the standardized clerkship guide and equipment for patient examination, were provided. The health workers were continuously educated on clerkships and trained on how to use the available tools. The development of SOPs for patient clerkships, the promotion of clerkship culture and the supervision of health workers.

Strengths of the study

A mixed study, therefore, allows for the triangulation of results.

Study limitations

The quantity of quantitative data collected, being secondary, is subject to bias due to documentation errors. We assessed the completeness of clerkship without considering the nature of patient admission. We did not record data on whether it was an emergency or stable case, which could be an important cofounder. However, this study gives a good insight into the status of clerkship in the gynecological ward and can lay foundation for future research into the subject.

Availability of data and materials

The data and materials are available upon request from the corresponding author via the email provided.

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Contributions

P.K came up with the concept and design of the work and coordinated the team to work K.E.K and A.P helped interpretation of the data O.F and O.A helped in the analysis of data N.A.G, A.I, N.P, W.P, W.J, M.M, A.W, M.K, N.F, A.J, A.E, M.R, K.A, K.A, A.B, A.B, I.E, O.E, N.A, K.R, N.B substantially revised the work.

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Correspondence to Kennedy Pangholi .

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The study was conducted according to the Declaration of Helsinki and in line with the principles of Good Clinical Practice and Human Subject Protection. Prior to collecting the data, ethical approval was obtained from the Research Ethics Committee of Mbale RRH, approval number MRRH-2023-300. The confidentiality of the participant information was ensured throughout the research process. Permission was obtained from the hospital administration before the data were collected from the patients’ files, and informed consent was obtained from the participants before the qualitative data were collected. After entry of the data, the devices were returned to the principal investigator at the end of the day, and they were given to the data entrants the next day.

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Pangholi, K., Kagoya, E.K., Nsubuga, A.G. et al. Improving Clerkship to Enhance Patients’ Quality of care (ICEPACQ): a baseline study. BMC Health Serv Res 24 , 852 (2024). https://doi.org/10.1186/s12913-024-11337-w

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Received : 25 September 2023

Accepted : 22 July 2024

Published : 26 July 2024

DOI : https://doi.org/10.1186/s12913-024-11337-w

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A qualitative study of Benzodiazepine/Z-drug and Opioid co-use patterns and overdose risk: insights for future policy and practice

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ORCID record for Hannah Family
For correspondence: [email protected]
ORCID record for Gabriele Vojt
ORCID record for Hannah Poulter
ORCID record for Chris Bailey
ORCID record for Ana Paula Abdala Sheikh
ORCID record for Damiana Cavallo
ORCID record for Matthew Hickman
ORCID record for Graeme Henderson
ORCID record for Jenny Scott
ORCID record for Joanna Kesten
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Background: Co-use of benzodiazepines and/or 'z-drugs' along with opioids is linked to the rise in drug related deaths (DRD) in the UK. Understanding patterns of co-use could inform harm reduction strategies for reducing DRDs. This study explored how people co-use, including dosages, timings, methods of administration, use of other substances and desired effects sought. Methods: Forty-eight semi-structured interviews across Glasgow in Scotland (n=28), Bristol (n=10) and Teesside (n=10) in England with individuals who co-use illicit and/or prescribed opioids and benzodiazepines/z-drugs were conducted. Eighteen interviews were co-facilitated with qualitatively trained local peer researchers. Interviews were analysed using the Framework method. Results: Six co-use patterns were generated: (1) co-use to aid sleep or come down, (2) curated co-use, opioid agonist therapy (OAT) only (3) morning and evening benzodiazepine doses with opioids throughout the day (4) co-use binges (5) co-use throughout the day, (6) benzodiazepine use throughout the day plus OAT. Patterns one to three reflected more controlled co-use with a focus on self-medicating to give confidence, manage anxiety, promote sleep and come-down from cocaine/ketamine. Patterns four to six involved greater poly-drug use, and less controlled co-use with a focus on seeking euphoria ("warm glow", "gouching out") or oblivion (to escape untreated mental health conditions and trauma). Patterns two, three, five and six involved daily co-use. People switched between patterns depending on available resources (e.g. finances) or changes to prescriptions (opioids or benzodiazepines). Near-fatal overdoses were reported by participants across all co-use patterns. Patterns four to six were conceptualised as presenting greater overdose risk due to less controlled co-use and more extensive polydrug use. Conclusions: The patterns identified provide opportunities for future harm reduction strategies, tailoring advice, updated prescribing guidance and policies, and the need for better access to mental health care, for people who co-use benzodiazepines and opioids to reduce DRDs.

Competing Interest Statement

The authors have declared no competing interest.

Funding Statement

This work was supported by the Medical Research Council grant number MR/W029162/1. JK and HF are partly funded by National Institute for Health Research Applied Research Collaboration West (NIHR ARC West) and NIHR HPRU in Behavioural Science and Evaluation. MH is funded by NIHR HPRU in Behavioural Science and Evaluation.

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I confirm all relevant ethical guidelines have been followed, and any necessary IRB and/or ethics committee approvals have been obtained.

The details of the IRB/oversight body that provided approval or exemption for the research described are given below:

Ethical approval for this study was obtained from the Faculty of Health Sciences Committee for Research Ethics, University of Bristol (ref 11906).

I confirm that all necessary patient/participant consent has been obtained and the appropriate institutional forms have been archived, and that any patient/participant/sample identifiers included were not known to anyone (e.g., hospital staff, patients or participants themselves) outside the research group so cannot be used to identify individuals.

I understand that all clinical trials and any other prospective interventional studies must be registered with an ICMJE-approved registry, such as ClinicalTrials.gov. I confirm that any such study reported in the manuscript has been registered and the trial registration ID is provided (note: if posting a prospective study registered retrospectively, please provide a statement in the trial ID field explaining why the study was not registered in advance).

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Data Availability

Data are available on application at the University of Bristol data repository data.bris. Data access is restricted to bona fide researchers for ethically approved research and subject to approval by the University's Data Access Committee.

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How to conduct qualitative interviews (tips and best practices)

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2. During the interview

3. After the interview

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Explain the purpose of the study

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5. Interpretation

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Chapter 11. Interviewing

Types of Interviews

Creating an Interview Guide

Type of Questions

Background/Demographic Questions

Temporality

Question Sequence

Probes and Flexibility

The Final Question

Conducting the Interview

How Many Interviews?

Your Final Product: The Ideal Interview Transcript

Final Tips from an Interview Master

Sample: Demographic Questionnaire

Example: Interview Guide

Further Readings

55 Qualitative Interview Techniques and Considerations

Conducting qualitative interviews

Text Attributions

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Qualitative Research 101: Interviewing

Overview: 5 Interviewing Mistakes

1. Not having a clear interview strategy

2. Not having good interview technique

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3. Not securing a suitable location and quality equipment

4. Not having a basic risk management plan

5. Not keeping your golden thread front of mind

Recap: Qualitative Interview Mistakes

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Resources for Research Interviewing

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