Interviews were conducted by MJ (a female final year BSc honours undergraduate student with prior research internship experience and who first undertook a training module in qualitative research) and JP (a female paediatric occupational therapist with many years of research experience including experience of qualitative interviewing, and an MPhil). Interviewees did not have a prior working relationship with those interviewed but introductions were made at the start of the interview process. Participants were made aware of the goals of the research at the start of the interview. In terms of reflexivity, JP had led on the course development but was keenly aware of the need to avoid bias towards a favourable outcome in her questioning and interpretation. MJ had not been involved in development of the course and had no prior detailed knowledge of the research field; she was therefore in a position of equipoise.
Interviews took place either face to face in a quiet office setting or by telephone, at the convenience of the interviewee. They were held on a 1:1 basis, with no observers or other non-participants present. No repeat interviews were undertaken.
Interview content was shaped by a topic guide; this was not formally pilot tested but was reviewed by research team members prior to implementation. Interviews began with discussion about the participants’ professional background and prior knowledge of the subject area. This was followed by consideration of what the participant had gained from the training and how it had influenced, or could influence, their practice. The course structure and content were also discussed. Interviews were audio recorded, transcribed verbatim and pseudonymised prior to analysis. Due to the straightforward nature of the interviews, separate field notes were not undertaken and transcripts/findings were not returned to participants for comment.
Interviews took place either face to face in a quiet office setting or by telephone, at the convenience of the interviewee. They were held on a 1:1 basis, with no observers or other non-participants present. No repeat interviews were undertaken.
Interview content was shaped by a topic guide; this was not formally pilot tested but was reviewed by research team members prior to implementation. Interviews began with discussion about the participants’ professional background and prior knowledge of the subject area. This was followed by consideration of what the participant had gained from the training and how it had influenced, or could influence, their practice. The course structure and content were also discussed. Interviews were audio recorded, transcribed verbatim and pseudonymised prior to analysis. Due to the straightforward nature of the interviews, separate field notes were not undertaken and transcripts/findings were not returned to participants for comment.
Free full text: Click here
