Public Health Student Evaluation of Teaching Qualitative Research Using Interactive Methods

Anitha Livingstone*, Ajeet singh Bhadoria, David Pontin, Vartika Saxena, Michelle Thomas, Aprajita Mehta, Carolyn Wallace

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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Abstract

Background: Interactive teaching methods aid post graduate students in learning qualitative research. Four academic researchers from the United Kingdom had an opportunity to teach qualitative research methods, specifically consensus methods, to the Master of Public Health students (MPH) during a visit to India. This teaching formed part of a work package with All India Institute of Medical Sciences Rishikesh, India exploring the concept of family resilience among families with children under 6 years.

Aims: To use the experiences of the MPH students to gain knowledge and create meaning about using the consensus methods.

Participants: The participants were the MPH students.

Methods: We used the workshop method to introduce the concept of family resilience by using the question, ‘What will be the three top public health priorities in India to support family resilience in the 21st century?’ as a central theme for all the workshops. Furthermore, we introduced qualitative research methods and hands on experience of consensus methods to the students. The students were introduced to Delphi and Group Concept Mapping (GCM) methods during workshop 1. Workshop 2 introduced Nominal Group Technique (NGT) through a short presentation followed by a practical hands on session using GCM data from workshop 1. The last workshop (3) focused on the World Café method.

Results: The students evaluated the workshops highly and asked for online sessions on GCM, NGT, and World Café which will be planned in the future.

Conclusion: We concluded that the post graduate curriculum for master’s in public health studies would benefit from teaching using interactive research methods which will enhance their critical thinking and autonomy. Second, although the MPH curriculum had quantitative methods in place, introducing qualitative consensus methods will open new avenues into future research. Finally, teaching using practical demonstration gives students a voice and makes learning effective and enjoyable.
Original languageEnglish
Article number124_23
Pages (from-to)33-39
Number of pages7
JournalJournal of Medical Evidence
Volume5
Issue number1
Early online date23 Feb 2024
DOIs
Publication statusE-pub ahead of print - 23 Feb 2024

Keywords

  • Consensus
  • curriculum
  • medical
  • medical education
  • methods
  • post-graduate
  • research

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