A guide for a student-led doctoral-level qualitative methods short course in epidemiology: faculty and student perspectives
Abstract Qualitative research and mixed methods are core competencies for epidemiologists. In response to the shortage of guidance on graduate course development, we wrote a course development guide aimed at faculty and students designing similar courses in epidemiology curricula. The guide combines...
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Veröffentlicht in: | International journal of epidemiology 2024-02, Vol.53 (2) |
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container_title | International journal of epidemiology |
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creator | Gille, Felix Frei, Anja Kaufmann, Marco Lehmann, Anja Muñoz Laguna, Javier Papadopoulos, Kimon Spörri, Angela Stanikić, Mina Tušl, Martin Zavattaro, Federica Puhan, Milo Alan |
description | Abstract
Qualitative research and mixed methods are core competencies for epidemiologists. In response to the shortage of guidance on graduate course development, we wrote a course development guide aimed at faculty and students designing similar courses in epidemiology curricula. The guide combines established educational theory with faculty and student experiences from a recent introductory course for epidemiology and biostatistics doctoral students at the University of Zurich and Swiss Federal Institute of Technology, Zurich. We propose a student-centred course with inverse classroom teaching and practice exercises with faculty input. Integration of student input during the course development process helps align the course syllabus with student needs. The proposed course comprises six sessions that cover learning outcomes in comprehension, knowledge, application, analysis, synthesis and evaluation. Following an introductory session, the students engage in face-to-face interviews, focus group interviews, observational methods, analysis and how qualitative and quantitative methods are integrated in mixed methods. Furthermore, the course covers interviewer safety, research ethics, quality in qualitative research and a practice session focused on the use of interview hardware, including video and audio recorders. The student-led teaching characteristic of the course allows for an immersive and reflective teaching-learning environment. After implementation of the course and learning from faculty and student perspectives, we propose these additional foci: a student project to apply learned knowledge to a case study; integration in mixed-methods; and providing faculty a larger space to cover theory and field anecdotes. |
doi_str_mv | 10.1093/ije/dyae029 |
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Qualitative research and mixed methods are core competencies for epidemiologists. In response to the shortage of guidance on graduate course development, we wrote a course development guide aimed at faculty and students designing similar courses in epidemiology curricula. The guide combines established educational theory with faculty and student experiences from a recent introductory course for epidemiology and biostatistics doctoral students at the University of Zurich and Swiss Federal Institute of Technology, Zurich. We propose a student-centred course with inverse classroom teaching and practice exercises with faculty input. Integration of student input during the course development process helps align the course syllabus with student needs. The proposed course comprises six sessions that cover learning outcomes in comprehension, knowledge, application, analysis, synthesis and evaluation. Following an introductory session, the students engage in face-to-face interviews, focus group interviews, observational methods, analysis and how qualitative and quantitative methods are integrated in mixed methods. Furthermore, the course covers interviewer safety, research ethics, quality in qualitative research and a practice session focused on the use of interview hardware, including video and audio recorders. The student-led teaching characteristic of the course allows for an immersive and reflective teaching-learning environment. After implementation of the course and learning from faculty and student perspectives, we propose these additional foci: a student project to apply learned knowledge to a case study; integration in mixed-methods; and providing faculty a larger space to cover theory and field anecdotes.</description><identifier>ISSN: 0300-5771</identifier><identifier>EISSN: 1464-3685</identifier><identifier>DOI: 10.1093/ije/dyae029</identifier><identifier>PMID: 38389285</identifier><language>eng</language><publisher>England: Oxford University Press</publisher><subject>Curriculum ; Education Corner ; Faculty ; Humans ; Qualitative Research ; Students ; Teaching</subject><ispartof>International journal of epidemiology, 2024-02, Vol.53 (2)</ispartof><rights>The Author(s) 2024. Published by Oxford University Press on behalf of the International Epidemiological Association. 2024</rights><rights>The Author(s) 2024. Published by Oxford University Press on behalf of the International Epidemiological Association.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c371t-3805b2ca2ba1f21fa0b2a6f665a8ff01a4f5466808ba461ef6e3fce08a6065d43</cites><orcidid>0000-0003-4721-1879 ; 0000-0001-5466-146X ; 0000-0002-4810-7734 ; 0000-0002-2847-4633 ; 0000-0002-7134-1000</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,314,777,781,882,1579,27905,27906</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/38389285$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Gille, Felix</creatorcontrib><creatorcontrib>Frei, Anja</creatorcontrib><creatorcontrib>Kaufmann, Marco</creatorcontrib><creatorcontrib>Lehmann, Anja</creatorcontrib><creatorcontrib>Muñoz Laguna, Javier</creatorcontrib><creatorcontrib>Papadopoulos, Kimon</creatorcontrib><creatorcontrib>Spörri, Angela</creatorcontrib><creatorcontrib>Stanikić, Mina</creatorcontrib><creatorcontrib>Tušl, Martin</creatorcontrib><creatorcontrib>Zavattaro, Federica</creatorcontrib><creatorcontrib>Puhan, Milo Alan</creatorcontrib><title>A guide for a student-led doctoral-level qualitative methods short course in epidemiology: faculty and student perspectives</title><title>International journal of epidemiology</title><addtitle>Int J Epidemiol</addtitle><description>Abstract
Qualitative research and mixed methods are core competencies for epidemiologists. In response to the shortage of guidance on graduate course development, we wrote a course development guide aimed at faculty and students designing similar courses in epidemiology curricula. The guide combines established educational theory with faculty and student experiences from a recent introductory course for epidemiology and biostatistics doctoral students at the University of Zurich and Swiss Federal Institute of Technology, Zurich. We propose a student-centred course with inverse classroom teaching and practice exercises with faculty input. Integration of student input during the course development process helps align the course syllabus with student needs. The proposed course comprises six sessions that cover learning outcomes in comprehension, knowledge, application, analysis, synthesis and evaluation. Following an introductory session, the students engage in face-to-face interviews, focus group interviews, observational methods, analysis and how qualitative and quantitative methods are integrated in mixed methods. Furthermore, the course covers interviewer safety, research ethics, quality in qualitative research and a practice session focused on the use of interview hardware, including video and audio recorders. The student-led teaching characteristic of the course allows for an immersive and reflective teaching-learning environment. After implementation of the course and learning from faculty and student perspectives, we propose these additional foci: a student project to apply learned knowledge to a case study; integration in mixed-methods; and providing faculty a larger space to cover theory and field anecdotes.</description><subject>Curriculum</subject><subject>Education Corner</subject><subject>Faculty</subject><subject>Humans</subject><subject>Qualitative Research</subject><subject>Students</subject><subject>Teaching</subject><issn>0300-5771</issn><issn>1464-3685</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2024</creationdate><recordtype>article</recordtype><sourceid>TOX</sourceid><sourceid>EIF</sourceid><recordid>eNp9kU2LFDEQhoMo7rh68i45iSDtVpLudNqLLItfsOBFzyGdrsxkSXd6k_TA4J-3h5ld9OKpKOrhqSpeQl4z-MCgE1f-Dq-Gg0Hg3ROyYbWsKyFV85RsQABUTduyC_Ii5zsAVtd195xcCCVUx1WzIb-v6XbxA1IXEzU0l2XAqVQBBzpEW2IyYW32GOj9YoIvpvg90hHLLg6Z5l1Mhdq4pIzUTxTnVTX6GOL28JE6Y5dQDtRMw4OYzpjyjPZoyS_JM2dCxlfnekl-ffn88-Zbdfvj6_eb69vKipaVSihoem4N7w1znDkDPTfSSdkY5RwwU7umllKB6k0tGTqJwlkEZSTIZqjFJfl08s5LP-Jg1zvWt_Sc_GjSQUfj9b-Tye_0Nu41A6VEC-1qeHc2pHi_YC569NliCGbCuGTNO8GBc1BH9P0JtSnmnNA97mGgj3npNS99zmul3_x92iP7ENAKvD0BcZn_a_oD73mjaQ</recordid><startdate>20240214</startdate><enddate>20240214</enddate><creator>Gille, Felix</creator><creator>Frei, Anja</creator><creator>Kaufmann, Marco</creator><creator>Lehmann, Anja</creator><creator>Muñoz Laguna, Javier</creator><creator>Papadopoulos, Kimon</creator><creator>Spörri, Angela</creator><creator>Stanikić, Mina</creator><creator>Tušl, Martin</creator><creator>Zavattaro, Federica</creator><creator>Puhan, Milo Alan</creator><general>Oxford University Press</general><scope>TOX</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope><scope>5PM</scope><orcidid>https://orcid.org/0000-0003-4721-1879</orcidid><orcidid>https://orcid.org/0000-0001-5466-146X</orcidid><orcidid>https://orcid.org/0000-0002-4810-7734</orcidid><orcidid>https://orcid.org/0000-0002-2847-4633</orcidid><orcidid>https://orcid.org/0000-0002-7134-1000</orcidid></search><sort><creationdate>20240214</creationdate><title>A guide for a student-led doctoral-level qualitative methods short course in epidemiology: faculty and student perspectives</title><author>Gille, Felix ; Frei, Anja ; Kaufmann, Marco ; Lehmann, Anja ; Muñoz Laguna, Javier ; Papadopoulos, Kimon ; Spörri, Angela ; Stanikić, Mina ; Tušl, Martin ; Zavattaro, Federica ; Puhan, Milo Alan</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c371t-3805b2ca2ba1f21fa0b2a6f665a8ff01a4f5466808ba461ef6e3fce08a6065d43</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><topic>Curriculum</topic><topic>Education Corner</topic><topic>Faculty</topic><topic>Humans</topic><topic>Qualitative Research</topic><topic>Students</topic><topic>Teaching</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Gille, Felix</creatorcontrib><creatorcontrib>Frei, Anja</creatorcontrib><creatorcontrib>Kaufmann, Marco</creatorcontrib><creatorcontrib>Lehmann, Anja</creatorcontrib><creatorcontrib>Muñoz Laguna, Javier</creatorcontrib><creatorcontrib>Papadopoulos, Kimon</creatorcontrib><creatorcontrib>Spörri, Angela</creatorcontrib><creatorcontrib>Stanikić, Mina</creatorcontrib><creatorcontrib>Tušl, Martin</creatorcontrib><creatorcontrib>Zavattaro, Federica</creatorcontrib><creatorcontrib>Puhan, Milo Alan</creatorcontrib><collection>Oxford Journals Open Access Collection</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>International journal of epidemiology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Gille, Felix</au><au>Frei, Anja</au><au>Kaufmann, Marco</au><au>Lehmann, Anja</au><au>Muñoz Laguna, Javier</au><au>Papadopoulos, Kimon</au><au>Spörri, Angela</au><au>Stanikić, Mina</au><au>Tušl, Martin</au><au>Zavattaro, Federica</au><au>Puhan, Milo Alan</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>A guide for a student-led doctoral-level qualitative methods short course in epidemiology: faculty and student perspectives</atitle><jtitle>International journal of epidemiology</jtitle><addtitle>Int J Epidemiol</addtitle><date>2024-02-14</date><risdate>2024</risdate><volume>53</volume><issue>2</issue><issn>0300-5771</issn><eissn>1464-3685</eissn><abstract>Abstract
Qualitative research and mixed methods are core competencies for epidemiologists. In response to the shortage of guidance on graduate course development, we wrote a course development guide aimed at faculty and students designing similar courses in epidemiology curricula. The guide combines established educational theory with faculty and student experiences from a recent introductory course for epidemiology and biostatistics doctoral students at the University of Zurich and Swiss Federal Institute of Technology, Zurich. We propose a student-centred course with inverse classroom teaching and practice exercises with faculty input. Integration of student input during the course development process helps align the course syllabus with student needs. The proposed course comprises six sessions that cover learning outcomes in comprehension, knowledge, application, analysis, synthesis and evaluation. Following an introductory session, the students engage in face-to-face interviews, focus group interviews, observational methods, analysis and how qualitative and quantitative methods are integrated in mixed methods. Furthermore, the course covers interviewer safety, research ethics, quality in qualitative research and a practice session focused on the use of interview hardware, including video and audio recorders. The student-led teaching characteristic of the course allows for an immersive and reflective teaching-learning environment. After implementation of the course and learning from faculty and student perspectives, we propose these additional foci: a student project to apply learned knowledge to a case study; integration in mixed-methods; and providing faculty a larger space to cover theory and field anecdotes.</abstract><cop>England</cop><pub>Oxford University Press</pub><pmid>38389285</pmid><doi>10.1093/ije/dyae029</doi><orcidid>https://orcid.org/0000-0003-4721-1879</orcidid><orcidid>https://orcid.org/0000-0001-5466-146X</orcidid><orcidid>https://orcid.org/0000-0002-4810-7734</orcidid><orcidid>https://orcid.org/0000-0002-2847-4633</orcidid><orcidid>https://orcid.org/0000-0002-7134-1000</orcidid><oa>free_for_read</oa></addata></record> |
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title | A guide for a student-led doctoral-level qualitative methods short course in epidemiology: faculty and student perspectives |
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