Qualitative research methods: Why, when, and how to conduct interviews and focus groups in pharmacy research

• Published in: Currents in pharmacy teaching and learning Vol. 8; no. 4; pp. 509 - 516
• Main Author: Rosenthal, Meagen
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.07.2016
• Subjects: Focus groups; Qualitative interviews; Qualitative research methods; Qualitative research methods; Qualitative interviews; Focus groups
• ISSN: 1877-1297; 1877-1300
• DOI: 10.1016/j.cptl.2016.03.021

The value of qualitative research methodologies is increasingly being recognized within health services research, and particularly within pharmacy research. Unlike quantitative research, qualitative research can offer insights into the question of “why” people engage in particular actions or behaviors. However, for the potential of this research to be fully realized within pharmacy teaching and learning, appropriate consideration of methodological issues surrounding qualitative research methodologies in interviews and focus groups is needed. Before undertaking an interview or focus group it is important for the researcher to have carefully considered which data collection approach will provide the best information to answer the research question under investigation. Next researchers must carefully construct their interview guide, and collect their sample of participants. Finally, all interviews or transcripts must be completely transcribed and analyzed to identify important themes. A total of eight recommendations are offered for researchers when considering, and undertaking, interviews or focus groups within pharmacy education research. Interviews and focus groups could be very helpful in scholarship around pharmacy teaching and learning as it is designed to provide an in-depth understanding of participants’ experiences and perceptions. In particular, this type of research has already been used to improve understandings around interprofessional education. It could also be used to better understand students׳ and faculties׳ perceptions of CAPE 2013 Education Outcomes.