qualitative research and evaluation methods integrating theory and practice

• Find My Rep

You are here

Qualitative Research & Evaluation Methods Integrating Theory and Practice

• Michael Quinn Patton - Utilization-Focused Evaluation, Saint Paul, MN
• Description

Drawing on more than 40 years of experience conducting applied social science research and program evaluation, author Michael Quinn Patton has crafted the most comprehensive and systematic book on qualitative research and evaluation methods, inquiry frameworks, and analysis options available today. Now offering more balance between applied research and evaluation, t his Fourth Edition illuminates all aspects of qualitative inquiry through new examples, stories, and cartoons; more than a hundred new summarizing and synthesizing exhibits; and a wide range of new highlight sections/sidebars that elaborate on important and emergent issues . For the first time, full case studies are included to illustrate extended research and evaluation examples. In addition, each chapter features an extended "rumination," written in a voice and style more emphatic and engaging than traditional textbook style, about a core issue of persistent debate and controversy.

Supplements

"Very thoughtful and thorough coverage of qualitative design and study."

  “The content itself, based in years of thinking, reading, doing, conversing, is a huge strength. Reading the chapters is like sitting at the feet of one of the masters.”  

“I can’t emphasize enough the quality, detail, and depth of the presentation of research design and methods… Students and experienced researchers will appreciate the depth of presentation of potential qualitative paradigms, theoretical orientations and frameworks as well as special methodological applications that are often not covered in other qualitative texts.”

“It is refreshing to see a text that engages the multiple philosophical and historical trajectories within a qualitative research tradition while integrating this discussion so well with the practice of research design, fieldwork strategies, and data analysis.”

I have used Patton for this course historically; I will continue to use him for this course. I have used previous editions as well.

Great book - not currently teaching a course in evaluation - will definitely consider this text when I do next teach such a course.

Mae’r llyfr yma yn wych, yn enwedig y bennod ar fframweithiau damcaniaethol ac athroniaeth. Rwyf wedi ei argymell i nifer o fyfyrwyr ôl-radd sydd wrthi’n cynllunio traethodau hir - trwy gwrs ‘Yr ymchwilydd ansoddol’ y Coleg Cymraeg Cenedlaethol (CCC) a hefyd myfyrwyr Bangor (Cymraeg a Saesneg ei hiaith). Rwyf hefyd wedi gofyn i’r llyfrgellydd gwyddorau cymdeithasol archebu un neu ddau o gopïau i’r llyfrgell.

Adopted Creswell 3rd ed (Sage)

Good resource for students looking to develop their qualitative research skills.

Will use as a secondary text in the Qualitative Research Methods course I teach

Sample Materials & Chapters

Table of Contents

For instructors

Select a purchasing option.

• Electronic Order Options VitalSource Amazon Kindle Google Play eBooks.com Kobo

Related Products

Qualitative Research & Evaluation Methods Integrating Theory and Practice

• Michael Quinn Patton - Utilization-Focused Evaluation, Saint Paul, MN

“It is refreshing to see a text that engages the multiple philosophical and historical trajectories within a qualitative research tradition while integrating this discussion so well with the practice of research design, fieldwork strategies, and data analysis.”

  “The content itself, based in years of thinking, reading, doing, conversing, is a huge strength. Reading the chapters is like sitting at the feet of one of the masters.”  

"Very thoughtful and thorough coverage of qualitative design and study."

“I can’t emphasize enough the quality, detail, and depth of the presentation of research design and methods… Students and experienced researchers will appreciate the depth of presentation of potential qualitative paradigms, theoretical orientations and frameworks as well as special methodological applications that are often not covered in other qualitative texts.”

I have used Patton for this course historically; I will continue to use him for this course. I have used previous editions as well.

Michael Quinn Patton

Michael Quinn Patton  is author of more than a dozen books on evaluation including Qualitative Research & Evaluation Methods, 4th ed (2015), Blue Marble Evaluation (2020), Principles-Focused Evaluation (2018), Facilitating Evaluation (2018) and Developmental Evaluation (2011). Based in Minnesota, he was on the faculty of the University of Minnesota for 18 years and is a former president of the American Evaluation Association (AEA). Michael is a recipient of the Alva and Gunnar Myrdal Evaluation Practice Award, the Paul F. Lazarsfeld Evaluation Theory Award, and the Research on Evaluation Award, all from AEA He has also received the Lester F. Ward Distinguished Contribution to Applied and Clinical Sociology Award from the Association for Applied and Clinical Sociology. In 2021 he received the first Transformative Evaluator Award from EvalYouth. He is an active speaker, trainer, and workshop presenter who has conducted applied research and evaluation on a broad range of issues and has worked with organizations and programs at the international, national, state, provincial, and local levels. Michael has three children—a musician, an engineer, and an evaluator—and four grandchildren. When not evaluating, he enjoys exploring the woods and rivers of Minnesota, where he lives.

• Politics, Philosophy & Social Sciences
• Social Sciences
• Methodology & Research

Your Amazon Prime 30-day FREE trial includes:

Unlimited Premium Delivery is available to Amazon Prime members. To join, select "Yes, I want a free trial with FREE Premium Delivery on this order." above the Add to Basket button and confirm your Amazon Prime free trial sign-up.

Important:  Your credit card will NOT be charged when you start your free trial or if you cancel during the trial period. If you're happy with Amazon Prime, do nothing. At the end of the free trial, you will be charged £95/year for Prime (annual) membership or £8.99/month for Prime (monthly) membership.

Buy new: .savingPriceOverride { color:#CC0C39!important; font-weight: 300!important; } .reinventMobileHeaderPrice { font-weight: 400; } #apex_offerDisplay_mobile_feature_div .reinventPriceSavingsPercentageMargin, #apex_offerDisplay_mobile_feature_div .reinventPricePriceToPayMargin { margin-right: 4px; } -15% £121.80 £ 121 . 80 FREE delivery Sunday, 5 May Dispatches from: Amazon Sold by: Amazon

Return this item for free.

Free returns are available for the shipping address you chose. For a full refund with no deduction for return shipping, you can return the item for any reason in new and unused condition.

• Go to your orders and start the return
• Select the return method

Save with Used - Good .savingPriceOverride { color:#CC0C39!important; font-weight: 300!important; } .reinventMobileHeaderPrice { font-weight: 400; } #apex_offerDisplay_mobile_feature_div .reinventPriceSavingsPercentageMargin, #apex_offerDisplay_mobile_feature_div .reinventPricePriceToPayMargin { margin-right: 4px; } £48.99 £ 48 . 99 FREE delivery 7 - 9 May Dispatches from: Waveney Sales Sold by: Waveney Sales

Download the free Kindle app and start reading Kindle books instantly on your smartphone, tablet or computer – no Kindle device required .

Read instantly on your browser with Kindle for Web.

Using your mobile phone camera - scan the code below and download the Kindle app.

Image Unavailable

• To view this video download Flash Player

Follow the author

Qualitative Research & Evaluation Methods: Integrating Theory and Practice Hardcover – 6 Jan. 2015

Purchase options and add-ons.

Drawing on more than 40 years of experience conducting applied social science research and program evaluation, author Michael Quinn Patton has crafted the most comprehensive and systematic book on qualitative research and evaluation methods, inquiry frameworks, and analysis options available today. Now offering more balance between applied research and evaluation, this Fourth Edition illuminates all aspects of qualitative inquiry through new examples, stories, and cartoons; more than a hundred new summarizing and synthesizing exhibits; and a wide range of new highlight sections/sidebars that elaborate on important and emergent issues. For the first time, full case studies are included to illustrate extended research and evaluation examples. In addition, each chapter features an extended "rumination," written in a voice and style more emphatic and engaging than traditional textbook style, about a core issue of persistent debate and controversy.

• ISBN-10 9781412972123
• ISBN-13 978-1412972123
• Edition Fourth
• Publisher SAGE Publications, Inc
• Publication date 6 Jan. 2015
• Language English
• Dimensions 22.23 x 3.81 x 28.58 cm
• Print length 832 pages
• See all details

Customers who viewed this item also viewed

Product description

"The content itself, based in years of thinking, reading, doing, conversing, is a huge strength. Reading the chapters is like sitting at the feet of one of the masters."

"I can’t emphasize enough the quality, detail, and depth of the presentation of research design and methods… Students and experienced researchers will appreciate the depth of presentation of potential qualitative paradigms, theoretical orientations and frameworks as well as special methodological applications that are often not covered in other qualitative texts."

"It is refreshing to see a text that engages the multiple philosophical and historical trajectories within a qualitative research tradition while integrating this discussion so well with the practice of research design, fieldwork strategies, and data analysis."

From the Back Cover

About the author.

Michael Quinn Patton  is author of more than a dozen books on evaluation including Qualitative Research & Evaluation Methods, 4th ed (2015), Blue Marble Evaluation (2020), Principles-Focused Evaluation (2018), Facilitating Evaluation (2018) and Developmental Evaluation (2011). Based in Minnesota, he was on the faculty of the University of Minnesota for 18 years and is a former president of the American Evaluation Association (AEA). Michael is a recipient of the Alva and Gunnar Myrdal Evaluation Practice Award, the Paul F. Lazarsfeld Evaluation Theory Award, and the Research on Evaluation Award, all from AEA He has also received the Lester F. Ward Distinguished Contribution to Applied and Clinical Sociology Award from the Association for Applied and Clinical Sociology. In 2021 he received the first Transformative Evaluator Award from EvalYouth. He is an active speaker, trainer, and workshop presenter who has conducted applied research and evaluation on a broad range of issues and has worked with organizations and programs at the international, national, state, provincial, and local levels. Michael has three children―a musician, an engineer, and an evaluator―and four grandchildren. When not evaluating, he enjoys exploring the woods and rivers of Minnesota, where he lives.

Product details

• ASIN ‏ : ‎ 1412972124
• Publisher ‏ : ‎ SAGE Publications, Inc; Fourth edition (6 Jan. 2015)
• Language ‏ : ‎ English
• Hardcover ‏ : ‎ 832 pages
• ISBN-10 ‏ : ‎ 9781412972123
• ISBN-13 ‏ : ‎ 978-1412972123
• Dimensions ‏ : ‎ 22.23 x 3.81 x 28.58 cm
• 291 in Scientific Equipment & Techniques
• 3,583 in Anthropology & Sociology Biographies

About the author

Michael quinn patton.

Michael Quinn Patton lives in Minnesota where, according to the state's poet laureate, Garrison Keillor, "all the women are strong, all the men are good looking, and all the children are above average." It was this lack of interesting statistical variation in Minnesota that led him to qualitative inquiry despite the strong quantitative orientation of his doctoral studies in sociology at the University of Wisconsin. He serves on the graduate faculty of The Union Institute, a nontraditional, interdisciplinary, nonresidential and individually designed doctoral program.

He was on the faculty of the University of Minnesota for 18 years, including five years as Director of the Minnesota Center for Social Research, where he was awarded the Morse-Amoco Award for innovative teaching. He won the University of Minnesota storytelling competition and has authored several other books which include Utilization-Focused Evaluation, Creative Evaluation, Practical Evaluation, How to Use Qualitative Methods in Evaluation, and Family Sexual Abuse: Frontline Research and Evaluation.

He edited Culture and Evaluation for the journal New Direction in Program Evaluation. His creative nonfiction book, Grand Canyon Celebration: A Father-Son Journey of Discovery, was a finalist for 1999 Minnesota Book of the Year.He is former President of the American Evaluation Association and the only recipient of both the Alva and Gunner Myrdal Award for Outstanding Contributions to Useful and Practical Evaluation from the Evaluation Research Society and the Paul F. Lazarsfeld Award for Lifelong Contributions to Evaluation Theory from the American Evaluation Association. The Society for Applied Sociology awarded him the 2001 Lester F. Ward Award for Outstanding Contributions to Applied Sociology.

Customer reviews

Customer Reviews, including Product Star Ratings, help customers to learn more about the product and decide whether it is the right product for them.

To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyses reviews to verify trustworthiness.

• Sort reviews by Top reviews Most recent Top reviews

Top reviews from United Kingdom

There was a problem filtering reviews right now. please try again later..

Enjoy Prime FREE for 30 days

Here's what Amazon Prime has to offer:

Buy new: .savingPriceOverride { color:#CC0C39!important; font-weight: 300!important; } .reinventMobileHeaderPrice { font-weight: 400; } #apex_offerDisplay_mobile_feature_div .reinventPriceSavingsPercentageMargin, #apex_offerDisplay_mobile_feature_div .reinventPricePriceToPayMargin { margin-right: 4px; } $167.95 $ 167 . 95 FREE delivery May 7 - 10 Ships from: Amazon.ca Sold by: Amazon.ca

Save with used - good .savingpriceoverride { color:#cc0c39important; font-weight: 300important; } .reinventmobileheaderprice { font-weight: 400; } #apex_offerdisplay_mobile_feature_div .reinventpricesavingspercentagemargin, #apex_offerdisplay_mobile_feature_div .reinventpricepricetopaymargin { margin-right: 4px; } $129.99 $ 129 . 99 free delivery monday, may 6 ships from: amazon sold by: liberamans.

Download the free Kindle app and start reading Kindle books instantly on your smartphone, tablet or computer – no Kindle device required .

Read instantly on your browser with Kindle for Web.

Using your mobile phone camera, scan the code below and download the Kindle app.

Image Unavailable

• To view this video, download Flash Player

Follow the author

Qualitative Research & Evaluation Methods: Integrating Theory and Practice Hardcover – Nov. 11 2014

Purchase options and add-ons.

Drawing on more than 40 years of experience conducting applied social science research and program evaluation, author Michael Quinn Patton has crafted the most comprehensive and systematic book on qualitative research and evaluation methods, inquiry frameworks, and analysis options available today. Now offering more balance between applied research and evaluation, this Fourth Edition of Qualitative Research & Evaluation Methods illuminates all aspects of qualitative inquiry through new examples, stories, and cartoons; more than a hundred new summarizing and synthesizing exhibits; and a wide range of new highlight sections/sidebars that elaborate on important and emergent issues. For the first time, full case studies are included to illustrate extended research and evaluation examples. In addition, each chapter features an extended "rumination," written in a voice and style more emphatic and engaging than traditional textbook style, about a core issue of persistent debate and controversy.

• ISBN-10 9781412972123
• ISBN-13 978-1412972123
• Edition 4th
• Publisher Sage Publications
• Publication date Nov. 11 2014
• Language English
• Dimensions 22.23 x 3.81 x 28.58 cm
• Print length 832 pages
• See all details

Frequently bought together

Popular titles by this author

Product description

“The content itself, based in years of thinking, reading, doing, conversing, is a huge strength. Reading the chapters is like sitting at the feet of one of the masters.”

“I can’t emphasize enough the quality, detail, and depth of the presentation of research design and methods… Students and experienced researchers will appreciate the depth of presentation of potential qualitative paradigms, theoretical orientations and frameworks as well as special methodological applications that are often not covered in other qualitative texts.”

“It is refreshing to see a text that engages the multiple philosophical and historical trajectories within a qualitative research tradition while integrating this discussion so well with the practice of research design, fieldwork strategies, and data analysis.”

About the Author

Michael Quinn Patton is an independent consultant with more than 40 years’ experience conducting applied research and program evaluations. He lives in Minnesota, where, according to the state’s poet laureate, Garrison Keillor, “all the women are strong, all the men are good-looking, and all the children are above average.” It was this interesting lack of statistical variation in Minnesota that led him to qualitative inquiry despite the strong quantitative orientation of his doctoral studies in sociology at the University of Wisconsin. He was on the faculty of the University of Minnesota for 18 years, including 5 years as director of the Minnesota Center for Social Research, where he was awarded the Morse-Amoco Award for innovative teaching. Readers of this book will not be surprised to learn that he has also won the University of Minnesota storytelling competition. He has authored six other SAGE books: Utilization-Focused Evaluation, Creative Evaluation, Practical Evaluation, How to Use Qualitative Methods for Evaluation, Essentials of Utilization-Focused Evaluation, and Family Sexual Abuse: Frontline Research and Evaluation . He has edited or contributed articles to numerous books and journals, including several volumes of New Directions in Program Evaluation, on subjects as diverse as culture and evaluation, how and why language matters, HIV/AIDS research and evaluation systems, extension methods, feminist evaluation, teaching using the case method, evaluating strategy, utilization of evaluation, and valuing. He is the author of Developmental Evaluation: Applying Complexity Concepts to Enhance Innovation and Use and coauthor of Getting to Maybe: How the World Is Changed, a book that applies complexity science to social innovation. His creative nonfiction book, Grand Canyon Celebration: A Father–Son Journey of Discovery, was a finalist for Minnesota Book of the Year. He is a former president of the American Evaluation Association and recipient of both the Alva and Gunnar Myrdal Award for Outstanding Contributions to Useful and Practical Evaluation and the Paul F. Lazarsfeld Award for Lifelong Contributions to Evaluation Theory from the American Evaluation Association. The Society for Applied Sociology presented him the Lester F. Ward Award for Outstanding Contributions to Applied Sociology. He is on the faculty of The Evaluators’ Institute and teaches workshops for the American Evaluation Association’s professional development courses and Claremont University’s Summer Institute. He is a founding trainer for the International Program for Development Evaluation Training, sponsored by The World Bank and other international development agencies each summer in Ottawa, Ontario. He has conducted applied research and evaluation on a broad range of issues, including antipoverty initiatives, leadership development, education at all levels, human services, the environment, public health, medical education, employment training, agricultural extension, arts, criminal justice, mental health, transportation, diversity initiatives, international development, community development, systems change, policy effectiveness, managing for results, performance indicators, and effective governance. He has worked with organizations and programs at the international, national, state, provincial, and local levels and with philanthropic, not-for-profit, private sector, international agency, and government programs. He has worked with people from many different cultures and perspectives. He has three children―a musician, an engineer, and a nonprofit organization development and evaluation specialist―and one granddaughter. When not evaluating, he enjoys exploring the woods and rivers of Minnesota with his partner, Jean―kayaking, cross-country skiing, and snowshoeing―and occasionally hiking in the Grand Canyon. He enjoys watching the seasons change from his office overlooking the Mississippi River in Saint

Product details

• Publisher ‏ : ‎ Sage Publications; 4th edition (Nov. 11 2014)
• Language ‏ : ‎ English
• Hardcover ‏ : ‎ 832 pages
• ISBN-10 ‏ : ‎ 9781412972123
• ISBN-13 ‏ : ‎ 978-1412972123
• Item weight ‏ : ‎ 1.97 kg
• Dimensions ‏ : ‎ 22.23 x 3.81 x 28.58 cm
• #72 in Social Sciences Methodology
• #79 in Education Research (Books)
• #80 in Methodology & Statistics

About the author

Michael quinn patton.

Michael Quinn Patton lives in Minnesota where, according to the state's poet laureate, Garrison Keillor, "all the women are strong, all the men are good looking, and all the children are above average." It was this lack of interesting statistical variation in Minnesota that led him to qualitative inquiry despite the strong quantitative orientation of his doctoral studies in sociology at the University of Wisconsin. He serves on the graduate faculty of The Union Institute, a nontraditional, interdisciplinary, nonresidential and individually designed doctoral program.

He was on the faculty of the University of Minnesota for 18 years, including five years as Director of the Minnesota Center for Social Research, where he was awarded the Morse-Amoco Award for innovative teaching. He won the University of Minnesota storytelling competition and has authored several other books which include Utilization-Focused Evaluation, Creative Evaluation, Practical Evaluation, How to Use Qualitative Methods in Evaluation, and Family Sexual Abuse: Frontline Research and Evaluation.

He edited Culture and Evaluation for the journal New Direction in Program Evaluation. His creative nonfiction book, Grand Canyon Celebration: A Father-Son Journey of Discovery, was a finalist for 1999 Minnesota Book of the Year.He is former President of the American Evaluation Association and the only recipient of both the Alva and Gunner Myrdal Award for Outstanding Contributions to Useful and Practical Evaluation from the Evaluation Research Society and the Paul F. Lazarsfeld Award for Lifelong Contributions to Evaluation Theory from the American Evaluation Association. The Society for Applied Sociology awarded him the 2001 Lester F. Ward Award for Outstanding Contributions to Applied Sociology.

Customer reviews

• Sort reviews by Top reviews Most recent Top reviews

Top reviews from Canada

There was a problem filtering reviews right now. please try again later..

Top reviews from other countries

• Amazon and Our Planet
• Investor Relations
• Press Releases
• Amazon Science
• Sell on Amazon
• Supply to Amazon
• Become an Affiliate
• Protect & Build Your Brand
• Sell on Amazon Handmade
• Advertise Your Products
• Independently Publish with Us
• Host an Amazon Hub
• Amazon.ca Rewards Mastercard
• Shop with Points
• Reload Your Balance
• Amazon Currency Converter
• Amazon Cash
• Shipping Rates & Policies
• Amazon Prime
• Returns Are Easy
• Manage your Content and Devices
• Recalls and Product Safety Alerts
• Customer Service
• Conditions of Use
• Privacy Notice
• Interest-Based Ads
• Amazon.com.ca ULC | 40 King Street W 47th Floor, Toronto, Ontario, Canada, M5H 3Y2 |1-877-586-3230

This website may not work correctly because your browser is out of date. Please update your browser .

• Qualitative research & evaluation methods: integrating theory and practice

Resource link

The fourth edition of Michael Quinn Patton's  Qualitative Research & Evaluation Methods Integrating Theory and Practice,  published by Sage Publications, analyses and provides clear guidance and advice for using a range of different qualitative methods for evaluation.

• Module 1. How qualitative inquiry contributes to our understanding of the world
• Module 2. What makes qualitative data qualitative
• Module 3. Making methods decisions
• Module 4. The fruit of qualitative methods: Chapter summary and conclusion
• Module 5. Strategic design principles for qualitative inquiry
• Module 6. Strategic principles guiding data collection and fieldwork
• Module 7. Strategic principles for qualitative analysis and reporting findings
• Module 8: Integrating the 12 strategic qualitative principles in practice
• Module 9. Understanding the Paradigms Debate: Quants versus Quals
• Module 10. Introduction to Qualitative Inquiry Frameworks
• Module 11. Ethnography and Autoethnography
• Module 12. Positivism, Postpositivism, Empiricism and Foundationalist Epistemologies
• Module 13. Grounded Theory and Realism
• Module 14 Phenomenology and Heuristic Inquiry
• Module 15 Social Constructionism, Constructivism, Postmodernism, and Narrative Inquiry
• Module 16. Ethnomethodology, Semiotics, and Symbolic Interaction, Hermeneutics and Ecological Psychology
• Module 17 Systems Theory and Complexity Theory
• Module 18. Pragmatism, Generic Qualitative Inquiry, and Utilization-Focused Evaluation
• Module 19 Patterns and themes across inquiry frameworks: Chapter summary and conclusions
• Module 20. Practical purposes, concrete questions, and actionable answers: Illuminating and enhancing quality
• Module 21. Program evaluation applications: Focus on outcomes
• Module 22 Specialized qualitative evaluation applications
• Module 23 Evaluating program models and theories of change, and evaluation models especially aligned with qualitative methods
• Module 24 Interactive and participatory qualitative applications
• Module 25 Democratic evaluation, indigenous research and evaluation, capacity building, and cultural competence
• Module 26 Special methodological applications
• Module 27 A vision of the utility of qualitative methods: Chapter summary and conclusion
• Module 28 Design thinking: Questions derive from purpose, design answers questions
• Module 29 Date Collection Decisions
• Module 30 Purposeful sampling and case selection: Overview of strategies and options
• Module 31 Single-significant-case sampling as a design strategy
• Module 32 Comparison-focused sampling options
• Module 33 Group characteristics sampling strategies and options
• Module 34 Concept and theoretical sampling strategies and options
• Module 35. Instrumental-use multiple-case sampling
• Module 36 Sequential and emergence-driven sampling strategies and options
• Module 37 Analytically focused sampling
• Module 38 Mixed, stratified, and nested purposeful sampling strategies
• Module 39 Information-rich cases
• Module 40 Sample size for qualitative designs
• Module 41 Mixed methods designs
• Module 42 Qualitative design chapter summary and conclusion: Methods choices and decisions
• Module 43 The Power of direct observation
• Module 44. Variations in observational methods
• Module 45. Variations in duration of observations and site visits: From rapid reconnaissance to longitudinal studies over years
• Module 46. Variations in observational focus and summary of dimensions along which fieldwork varies
• Module 47. What to observe: Sensitizing concepts
• Module 48. Integrating what to observe with how to observe
• Module 49. Unobtrusive observations and indicators, and documents and archival fieldwork
• Module 50. Observing oneself: Reflexivity and Creativity, and Review of Fieldwork Dimensions
• Module 51. Doing Fieldwork: The Data Gathering Process
• Module 52. Stages of fieldwork: Entry into the field
• Module 53. Routinization of fieldwork: The dynamics of the second stage
• Module 54. Bringing fieldwork to a close
• Module 55. The observer and what is observed: Unity, separation, and reactivity
• Module 56. Chapter summary and conclusion: Guidelines for fieldwork
• Module 57 The Interview Society: Diversity of applications
• Module 58 Distinguishing interview approaches and types of interviews
• Module 59 Question options and skilled question formulation
• Module 60 Rapport, neutrality, and the interview relationship
• Module 61 Interviewing groups and cross-cultural interviewing
• Module 62. Creative modes of qualitative inquiry
• Module 63. Ethical issues and challenges in qualitative interviewing
• Module 64. Personal reflections on interviewing, and chapter summary and conclusion
• Module 65. Setting the Context for Qualitative Analysis: Challenge, Purpose, and Focus
• Module 66. Thick description and case studies: The bedrock of qualitative analysis
• Module 67. Qualitative Analysis Approaches: Identifying Patterns and Themes
• Module 68. The intellectual and operational work of analysis
• Module 69. Logical and matrix analyses, and synthesizing qualitative studies
• Module 70. Interpreting findings, determining substantive significance, phenomenological essence, and hermeneutic interpretation
• Module 71. Causal explanation thorough qualitative analysis
• Module 72. New analysis directions: Contribution analysis, participatory analysis, and qualitative counterfactuals
• Module 73. Writing up and reporting findings, including using visuals
• Module 74. Special analysis and reporting issues: Mixed methods, focused communications, and principles-focused report exemplar.
• Module 75 Chapter summary and conclusion, plus case study exhibits
• Module 76. Analytical processes for enhancing credibility: systematically engaging and questioning the data
• Module 77. Four triangulation processes for enhancing credibility
• Part 1, universal criteria, and traditional scientific research versus constructivist criteria
• Part 2: artistic, participatory, critical change, systems, pragmatic, and mixed criteria
• Module 80 Credibility of the inquirer
• Module 81 Generalizations, Extrapolations, Transferability, Principles, and Lessons learned
• Module 82 Enhancing the credibility and utility of qualitative inquiry by addressing philosophy of science issues

Patton, M. Q. (2014).  Qualitative Research & Evaluation Methods: Integrative Theory and Practice . SAGE Publications.

'Qualitative research & evaluation methods: integrating theory and practice' is referenced in:

• Week 47: Rumination #3: Fools' gold: the widely touted methodological "gold standard" is neither golden nor a standard

Framework/Guide

• Rainbow Framework :  Sample

Back to top

© 2022 BetterEvaluation. All right reserved.

Qualitative Research & Evaluation Methods: Integrating Theory and Practice, Edition 4

About this ebook, ratings and reviews.

• Flag inappropriate

About the author

Michael Quinn Patton is author of more than a dozen books on evaluation including Qualitative Research & Evaluation Methods, 4th ed (2015), Blue Marble Evaluation (2020), Principles-Focused Evaluation (2018), Facilitating Evaluation (2018) and Developmental Evaluation (2011). Based in Minnesota, he was on the faculty of the University of Minnesota for 18 years and is a former president of the American Evaluation Association (AEA). Michael is a recipient of the Alva and Gunnar Myrdal Evaluation Practice Award, the Paul F. Lazarsfeld Evaluation Theory Award, and the Research on Evaluation Award, all from AEA He has also received the Lester F. Ward Distinguished Contribution to Applied and Clinical Sociology Award from the Association for Applied and Clinical Sociology. In 2021 he received the first Transformative Evaluator Award from EvalYouth. He is an active speaker, trainer, and workshop presenter who has conducted applied research and evaluation on a broad range of issues and has worked with organizations and programs at the international, national, state, provincial, and local levels. Michael has three children—a musician, an engineer, and an evaluator—and four grandchildren. When not evaluating, he enjoys exploring the woods and rivers of Minnesota, where he lives.

Rate this ebook

Reading information, more by michael quinn patton.

Similar ebooks

• Request new password
• Create a new account

Qualitative Research & Evaluation Methods: Integrating Theory and Practice

Student resources.

This site is intended to enhance your use of  Qualitative Research & Evaluation Methods, Fourth Edition ,  by Michael Quinn Patton. Please note that all the materials on this site are especially geared toward maximizing your understanding of the material. 

Drawing on more than 40 years of experience conducting applied social science research and program evaluation, author Michael Quinn Patton has crafted the most comprehensive and systematic book on qualitative research and evaluation methods, inquiry frameworks, and analysis options available today. Now offering more balance between applied research and evaluation, this  Fourth Edition  illuminates all aspects of qualitative inquiry through new examples, stories, and cartoons; more than a hundred new summarizing and synthesizing exhibits; and a wide range of new highlight sections/sidebars that elaborate on important and emergent issues. For the first time, full case studies are included to illustrate extended research and evaluation examples. In addition, each chapter features an extended "rumination," written in a voice and style more emphatic and engaging than traditional textbook style, about a core issue of persistent debate and controversy.

Acknowledgments

We gratefully acknowledge Michael Quinn Patton for writing an excellent text and creating the materials on this site.

• Find My Rep

You are here

Qualitative Research & Evaluation Methods Integrating Theory and Practice

• Michael Quinn Patton - Utilization-Focused Evaluation, Saint Paul, MN
• Description

Drawing on more than 40 years of experience conducting applied social science research and program evaluation, author Michael Quinn Patton has crafted the most comprehensive and systematic book on qualitative research and evaluation methods, inquiry frameworks, and analysis options available today. Now offering more balance between applied research and evaluation, t his Fourth Edition illuminates all aspects of qualitative inquiry through new examples, stories, and cartoons; more than a hundred new summarizing and synthesizing exhibits; and a wide range of new highlight sections/sidebars that elaborate on important and emergent issues . For the first time, full case studies are included to illustrate extended research and evaluation examples. In addition, each chapter features an extended "rumination," written in a voice and style more emphatic and engaging than traditional textbook style, about a core issue of persistent debate and controversy.

Supplements

"Very thoughtful and thorough coverage of qualitative design and study."

  “The content itself, based in years of thinking, reading, doing, conversing, is a huge strength. Reading the chapters is like sitting at the feet of one of the masters.”  

“I can’t emphasize enough the quality, detail, and depth of the presentation of research design and methods… Students and experienced researchers will appreciate the depth of presentation of potential qualitative paradigms, theoretical orientations and frameworks as well as special methodological applications that are often not covered in other qualitative texts.”

“It is refreshing to see a text that engages the multiple philosophical and historical trajectories within a qualitative research tradition while integrating this discussion so well with the practice of research design, fieldwork strategies, and data analysis.”

I have used Patton for this course historically; I will continue to use him for this course. I have used previous editions as well.

Great book - not currently teaching a course in evaluation - will definitely consider this text when I do next teach such a course.

Mae’r llyfr yma yn wych, yn enwedig y bennod ar fframweithiau damcaniaethol ac athroniaeth. Rwyf wedi ei argymell i nifer o fyfyrwyr ôl-radd sydd wrthi’n cynllunio traethodau hir - trwy gwrs ‘Yr ymchwilydd ansoddol’ y Coleg Cymraeg Cenedlaethol (CCC) a hefyd myfyrwyr Bangor (Cymraeg a Saesneg ei hiaith). Rwyf hefyd wedi gofyn i’r llyfrgellydd gwyddorau cymdeithasol archebu un neu ddau o gopïau i’r llyfrgell.

Adopted Creswell 3rd ed (Sage)

Good resource for students looking to develop their qualitative research skills.

Will use as a secondary text in the Qualitative Research Methods course I teach

Preview this book

Sample materials & chapters.

Table of Contents

For instructors

Purchasing options.

Please select a format:

Order from:

• VitalSource
• Amazon Kindle
• Google Play

Related Products

• Open access
• Published: 01 May 2024

Evaluation and students’ perception of a health equity education program in physical therapy: a mixed methods pilot study

• Alexis A. Wright 1 ,
• Dominique Reynolds 1 &
• Megan Donaldson 2  

BMC Medical Education volume  24 , Article number:  481 ( 2024 ) Cite this article

Metrics details

Health equity is a common theme discussed in health professions education, yet only some researchers have addressed it in entry-level education.

The purpose of this study is to serve as an educational intervention pilot to 1) evaluate students’ perception of the effectiveness of the DPT program in providing a foundation for health equity education, with or without the benefit of a supplemental resource and 2) establishing priorities for the program related to educating students on health inequities in physical therapy clinical practice.

A mixed method design with a focus-group interview was utilized to explore students’ perceptions of the DPT program's commitment to advancing health equity.

A three-staged sequential mixed methods study was conducted. Stage 1 began with quantitative data collection after completing the DEI Bundle utilizing the Tripod DEI survey. Stage 2 involved identifying themes from the Tripod Survey data and creating semi-structured interview questions. Stage 3 consisted of a focus group interview process.

A total of 78 students completed the Tripod DEI survey upon completing 70% of the curriculum. Thirty-five students, eight core faculty, 13 associated faculty, and four clinical instructors completed the APTA DEI Bundle Course Series. According to the Tripod DEI Survey results, program stakeholders found the program’s commitment to DEI and overall climate to be inclusive, fair, caring, safe, welcoming, and understanding of individuals from different backgrounds, including a sense of student belonging where students feel valued and respected. Three themes emerged from the qualitative focus group interviews, including the value of inclusivity, health equity curricular foundations, and DEI in entry-level DPT education.

Conclusions

This study highlights the value of incorporating health equity and DEI topics into curricula while fostering an incluse program culture.

Peer Review reports

Introduction

Racial and ethnic disparities in healthcare are a longstanding and well-documented crisis in the United States [ 1 ]. A strategic goal of the American Physical Therapy Association (APTA) is to increase diversity, equity, and inclusion within the profession to serve society's health better. At its core, physical therapy is rooted in optimizing overall health and decreasing preventable illness and injury. Additionally, physical therapists are trained to be adaptive and respond to patients' social and environmental influences that impact health outcomes. These foundational traits uniquely position healthcare providers with the skills to respond to health inequities. Education and training for health providers are rarely studied to determine the effectiveness or implementation of the educational training [ 1 , 2 ]. Specifically, diversity, equity, and inclusion (DEI) education training provides a basis to confront systemic racism and improve health equity, and physical therapy programs are being called to action [ 2 ]. However, the measurement of learners’ awareness and perceived effectiveness of educational interventions has lagged [ 1 ].

The literature review on this topic includes a study by the Institute of Medicine (IOM), which has provided recommendations for addressing and eliminating racial/ethnic disparities in healthcare. These recommendations include increasing healthcare providers’ awareness of racial/ethnic disparities in healthcare and educating health providers on health disparities, cultural competence, and the impact of race/ethnicity on clinical decision-making [ 3 ] A developing entry-level Doctor of Physical Therapy program intentionally designed curricula aligned with the IOM recommendations. Curricular topics were informed by the Clinical Prevention and Population Health Curriculum Framework, a product of the Healthy People Curriculum Task Force established in 2002 by the Association for Prevention Teaching and Research (APTR) [ 4 ]. Knowledge-based activities were designed to further awareness and understanding of the social determinants of health, health prevention, cultural awareness, health inequities, healthcare accessibility, systems thinking, and implicit and explicit bias among entry-level DPT students. The theoretical framework of the DPT curriculum is based on a theoretical framework of constructivism, which refers to the belief that learners actively construct knowledge by linking new information to what they have previously learned and by incorporating new experiences into their knowledge base and that learners’ knowledge structures are continually constructed and reconstructed [ 5 ].

Additionally, co-curricular educational activities were promoted throughout the program.

The theoretical framework for co-curricular educational activities is based on relational learning. Specifically, this model has been used for health promotion and inclusion [ 6 , 7 ]. The co-curriculum does what the standard academic curriculum generally does not: it is developmental, transformative, and future-focused. For example, as a program, sessions were provided for learners to attend speaker sessions on DEI topics, apply for leadership roles (including the Diversity, Equity, and Anti-Racism (DEAR) Council), and engage in service activities, all grounded in an expectation of professional behaviors that encourage intellectual discussions on complex topics in an environment free of criticism, discrimination, harassment or any other emotional or physical harm.

The purpose of this study is to serve as an educational intervention pilot to 1) evaluate students’ perceptions of the effectiveness of the DPT program in providing a foundation for health equity education, with or without the benefit of a supplemental resource, and 2) establish priorities for the program related to educating students on health inequities in physical therapy clinical practice.

Materials and methods

Participants and study design.

Determining the research question(s) is vital in the mixed research process. Research questions are pivotal in the mixed research process, which is interactive, emergent, fluid, and evolving [ 8 ]. As Leech and Onwuegbuzie [ 8 ] defined, “mixed methods research questions combine or mix both the quantitative and qualitative research questions necessitating the resulting data be collected and analyzed.” Mixed research sampling designs can be classified according to (a) the time orientation of the components (e.g., whether the qualitative and quantitative phases occur concurrently or sequentially) and (b) the relationship of the qualitative and quantitative samples (e.g., identical vs. parallel vs. nested vs. multilevel).

Design:  To address the objectives of this study, a partially mixed-method design with a sequential and nested relationship was selected. The nested structure implies that individuals chosen for one phase of the study (qualitative focus group interviews) constitute a subset of those selected in the preceding phase (participants in the quantitative surveys) [ 8 , 9 ]. Nonetheless, qualitative and quantitative research methodologies hold equal significance in this study's design and analytical approach.

Sampling Strategy: Participant enrichment refers to the mixing of qualitative and quantitative techniques for the rationale of optimizing the sample. Beginning with Phase 1, a total of 153 participants, including students (81) from the Class of 2022 (as pre-professionals) and 2) program faculty (16), associated faculty (36), and clinical instructors (20) (as post-professionals) were offered the option to participate in this mixed methods study. An email describing the purpose of the study was sent to all participants.

Within mixed-method designs, instrument fidelity is essential and used by researchers to maximize the appropriateness and utility of the quantitative and qualitative instruments used in the study. These included the Tripod DEI survey, the APTA Diversity, Equity, and Inclusion (DEI) Bundle, and the qualitative semi-guided interview process. Stage 1 began with quantitative data collection after completing the Diversity, Equity, and Inclusion Bundle utilizing the Tripod DEI survey. Stage 2 involved identifying themes from the Tripod Survey data and creating semi-structured interview questions. Stage 3 consisted of the focus group interview process. See further details outlining the timeline and phases of the study in Fig.  1 . Timeline and Process for Study.

Timeline and Process for Study

The research implementation began with the quantitative survey, in which all students were surveyed using the Tripod DEI survey, which was deployed after semester 4 of the program, reflecting 70% completion of the curriculum [ 10 ]. Students were allowed to participate in the voluntary, supplementary APTA DEI Bundle beginning in Semester 5 [ 11 ]. Before participating in the APTA DEI Bundle, the Tripod DEI Survey was readministered to all students, program faculty, associated faculty, and clinical instructors who elected to participate [ 10 ]. Following completion of the APTA DEI Bundle, the Tripod DEI Survey was readministered a second time to all students, program faculty, associated faculty, and clinical instructors who completed the APTA DEI Bundle course series [ 10 , 11 ]. The pre-test and post-test methodologies explored differences between adding the American Physical Therapy Association DEI Bundle to the program’s curriculum and co-curricular activities [ 11 ].

The study commenced once approval to conduct it was obtained from the Institutional Review Board at the university. After the submission was reviewed, the Tufts University IRB office determined that the proposed activity was not deemed human research as defined by DHHS and FDA regulations. (IRB ID:STUDY00002820).

Research planning: quantitative study instrument

Tripod Education Partners works with programs to gather, organize, and report on student and teacher perspectives [ 10 ]. The Tripod DEI survey captures student perceptions of how diversity, equity, and inclusion issues play out in their school. The survey collects feedback from teachers about their experiences as teachers and perspectives about strengths and opportunities for improvement. Permission and funding for survey distribution were obtained before disseminating the survey.

The survey consisted of a total of 38 questions with eight distinct measures including 1) School commitment to DEI ( N  = 3), 2) School climate overall ( N  = 4), 3) School climate for DEI ( N  = 4), 4) Classroom teaching supporting DEI ( N  = 7), 5) Co-Curricular activities supporting DEI ( N  = 3), 6) Everyday discrimination by students ( N  = 6), 7) Everyday discrimination by teachers ( N  = 6), 8) Meaningful interactions across difference N  = 5) (Tripod Education Partners,2019). School commitment to DEI is scored on a Likert scale from 1 (totally untrue) to 5 (totally true). School climate overall and DEI are scored as ordinal variables, with 2 being more favorable. Classroom teaching supporting DEI is scored on a Likert scale from 1 (none) to 5 (all). Co-curricular activities supporting DEI is scored on a Likert scale from 1 (my school doesn’t sponsor things like this) to 6 (very often). Everyday discrimination by students and teachers and meaningful interactions across differences are scored on a Likert scale from 1 (never) to 5 (very often).

The “overall sense of belonging” ( N  = 3) was scored on a Likert scale from 1 (totally untrue) to 5 (totally true).

The Tripod DEI survey development shows good construct validity and internal consistency [ 10 ]. Diverse student populations are at the center of the survey. Reports disaggregate findings by social identities across various groups, including but not limited to race, gender, and socioeconomic status. This breakdown allows programs to pinpoint groups of students reporting less-than-positive experiences and take action to address their needs.

Research planning: description of the DEI training bundle

The optional training program was conducted through asynchronous electronic delivery of the APTA DEI bundle [ 11 ]. This program is a three-part series exploring foundational concepts related to diversity, equity, and inclusion and is led by Diana Lautenberger, MA, co-lead of the American Medical Colleges' leadership development seminar program. The three-part series utilizes a highly reflective approach whereby participants learn about identity, privilege, bias, and allyship as foundational pillars to achieving DEI. In addition, participants engage in self-reflection throughout the series to apply concepts to their clinical and personal lives to create more respectful and inclusive environments.

The series consists of three two-hour sessions: Part 1 – Unconscious Bias in the Health Professions; Part 2 – Power, Privilege, and Microaggressions; Part 3 – Responding to Microaggressions Through Allyship. The elements of this bundle listed objectives for the learners to 1) understand how their various identities carry social capital or power, 2) describe aspects of a dominant culture that advantage some and disadvantage others, and 3) utilize allyship and bystander intervention strategies that reduce harm to create more respectful and inclusive environments [ 11 ]. This program requires the completion of an assessment from the training. Viewers who completed all three sessions and scored at least 70% on each session's assessment (built into the modules) were also allowed to earn 0.6 CEUs (six contact hours) and a certificate of completion.

Research planning: qualitative focus group interviews

Using an explanatory sequential mixed methods study, the qualitative portion aimed to further understand the students’ perceptions, establish priorities for the program related to educating students on health inequities in physical therapy clinical practice, and evaluate the effectiveness of adding the DEI Bundle. Based on the results of the quantitative portion of the study, two researchers created questions that would be used in the focus group interviews. The a priori semi-structured question guide in Table  1 was designed to allow emergent focus group discussion to explore concepts further.

Data analysis plan

Quantitative data collection and analysis.

The data analysis program IBM SPSS 28.0 was utilized to store and analyze data from the Tripod DEI survey. For all the Tripod DEI survey subscales, items were summed, and scores were calculated. Descriptive statistics were utilized to calculate means, standard deviations, and 95% confidence intervals for each of the eight domains and Overall Sense of Belonging. Paired sample t-tests were conducted to compare pre-test and post-test scores. Summary independent samples t-tests compared the entire sample data ( N  = 81) to the post-DEI Bundle Series data.

Qualitative data collection and analysis

The semi-structured focus group interview guide questions (Table  1 ) were designed after the quantitative data collection was completed, and the data assessment revolved around concepts collected from the survey data.

A variety of data collection strategies were used, including (a) a mixture of open- and closed-ended items within the questionnaires that guided the focus group interview process, (b) a mixture of a priori (from the quantitative results) and additional emergent/flowing focus-group strategies through a semi-guided interview process. The Standards for Reporting Qualitative Research (SRQR) checklist was utilized for reporting.

Given the small sample size, no statistical software was utilized. Coding was used to assign labels to data segments to capture their meaning and allow comparison to identify themes or patterns. Both researchers used qualitative content analysis to systematically categorize transcribed content into topic areas from the thick descriptions provided. Qualitative fields were created to organize data by topic counts of language content areas (such as “DEI” and “belonging” quotes). The preliminary or open coding was done first and then refined to a higher level to reflect broader categories. All coding stages were done separately and then together to ensure improved accuracy. Then, the researchers used the comparison analysis and consensus approach to categorize and interpret data to identify patterns and content themes during the analysis. The analysis used a matrix table as a visual spreadsheet, where the rows represented participants, and the columns represented codes identified.

Researcher characteristics and reflexivity: The background and experience of the researchers could have influenced the research as two of the researchers had routine involvement with the participants within the study. The same researchers that conducted the study design and implementation conducted the focus group interviews via Zoom while participants were on clinical rotations. The focus-group interviews were audio-recorded and transcribed by an administrative coordinator who supported the faculty and had limited student interactions during daily work.

Techniques to enhance trustworthiness: The research team, consistent throughout the study, undertook the quantitative and qualitative data analysis. To maintain objectivity, they devised a set of a priori questions for interviews, steering clear of leading inquiries or interpretations. Subsequently, they conducted content analysis directly from transcriptions. Reflexivity strategies encompassed credibility checks via member validation and a post-session peer debriefing (between researchers), ensuring accuracy in focus group interviews. The research coordinator, unbiased to quantitative analysis, remained uninvolved in question formulation, solely providing session transcriptions for analysis. Furthermore, thick descriptions were provided, and qualitative counts of language content areas were evenly applied to promote the transferability of qualitative findings. By integrating these measures, the study aimed to mitigate inherent limitations in its design and bolster the credibility, transferability, dependability, and confirmability of its qualitative research, thus enhancing the trustworthiness and reliability of its findings.

Quantitative analysis and results

A total of 78 students completed the Tripod DEI survey upon completing Semester 4 of the curriculum. A total of 42 students, eight core faculty, 16 associated faculty, and four clinical instructors elected to participate and complete the voluntary, supplementary pre-APTA DEI bundle Tripod DEI survey beginning Semester five. A total of 35 students, eight core faculty, 13 associated faculty, and four clinical instructors completed the APTA DEI Bundle Course Series. Thirty-two students, eight core faculty, 13 associated faculty, and four clinical instructors completed the post-APTA DEI Bundle Tripod DEI Survey.

Student results

Demographics of the full sample of 78 students can be found in Table  2 .

Survey results following the completion of Semester 4 are summarized below and reported as mean, standard deviation.

School Commitment to DEI (1 = totally untrue; to 5 = totally true)

Students generally found the program's commitment to DEI to be inclusive, fair, and understanding of individuals from different backgrounds (M = 4.1, SD = 0.9) or “mostly true”.

School Climate Overall (1 = less favorable; 2 = favorable)

Students reported the program's climate/culture as caring, respectful, safe, and welcoming (M = 2.0, SD = 0.1) where 2 is scored as caring, respectful, safe, and welcoming.

School Climate for DEI (1 = less favorable; 2 = favorable)

Students rated the program's climate/culture for DEI as “equally fair” to all students, regardless of their social identity (M = 1.9, SD = 0.2). This included questions related to race, ethnicity, sexual orientation, socioeconomic status, and gender where 2 is scored as equally fair to all students.

Classroom teaching Supporting DEI (1 = none; 5 = all)

Classroom teaching supporting diversity, equity, and inclusion rated “most but not all” (M = 4.1, SD = 0.8) faculty as having integrated material on different social identities, discussing issues of social inequality, and using student-centered teaching methods. This included questions related to helping students think about how to improve the world, leading discussions about why some people have difficult lives and other people have easier lives, connecting content from the classroom to problems or issues in the world as well as the student’s own life and interests, helping students think about how to improve other people’s lives, assigning readings or materials about people from different backgrounds or places, and taught about influential people from many different cultures.

Co-Curricular Activities Supporting DEI (1 = my school doesn’t sponsor things like this; 6 = very often)

With regards to co-curricular activities supporting diversity, equity, and inclusion, students reported on average that they “hardly ever” participated in a school-sponsored group for students of different racial, ethnic, socioeconomic, gender, sexual orientation, or ability groups; attended a school-sponsored event related to diversity, fairness, or inclusion; or participated in a program sponsored group working to make the world a better place (M = 3.3, SD = 1.0).

Everyday Discrimination by Students (1 = never; 5 = very often)

Students reported “never to hardly ever” regarding everyday discrimination by students regarding courtesy, respect, intelligence, being better than others, being bullied or threatened, and insults (M = 1.8, SD = 0.7).

Everyday Discrimination by Teachers (1 = never; 5 = very often)

Students reported “never to hardly ever” regarding everyday discrimination by faculty regarding courtesy, respect, intelligence, being better than others, being bullied or threatened, and insults (M = 1.4, SD = 0.6).

Meaningful Interactions Across Differences (1 = never; 5 = very often)

Students rated the program as “fairly often” with regards to meaningful interactions across differences, including honest discussions with other students whose religion was different from their own, whose families have more or less money than their own, whose culture is different from their own, and whose race is different from their own (M = 3.8, SD = 0.9).

Belonging (1 = totally untrue; 5 = totally true)

Finally, the students rated the program as “mostly true to totally true” concerning their sense of belonging in the program, whereby the student feels valued, respected, and a sense of belonging (M = 4.4, SD = 0.8).

Comparison of tripod survey pre-post

Thirty-two students elected to participate and complete the APTA DEI Bundle Series with completed pre- and post-Bundle Series survey data. Demographic information on student participation in the DEI Bundle can be found in Table  3 . After completing the APTA DEI Bundle Series, we found no significant difference in any of the eight domains or Sense of Belonging. We found no significant differences in any domain between the full sample ( N  = 78) and the post-DEI Bundle Series data sample ( N  = 32).

Post-professional stakeholder results

Twenty-five of our post-professional stakeholders elected to participate and complete the APTA DEI Bundle Series with completed pre- and post-Bundle Series survey data. After completing the APTA DEI Bundle Series, we found no significant difference in any of the eight domains or Sense of Belonging.

Similarly, the post-professional stakeholders generally found the program's commitment to DEI to be inclusive, fair, and understanding of individuals from different backgrounds (M = 4.2, SD = 1.2).

Post-professionals reported the program’s climate/culture overall as caring, respectful, safe, and welcoming (M = 2.0, SD = 0.0).

Post-professionals rated the program’s climate/culture for DEI as “equally fair” to all students, regardless of their social identity (M = 2.0, SD = 0.1). This included questions related to race, ethnicity, sexual orientation, socioeconomic status, and gender.

Classroom Teaching Supporting DEI (1 = none; 5 = all)

Post-professionals rated climate for DEI Classroom teaching supporting diversity, equity, and inclusion rated “most but not all faculty” (M = 3.8, SD = 1.0) as having integrated material on different social identities, discussing issues of social inequality, and using student-centered teaching methods. This included questions related to helping them think about how to improve the world, leading discussions about why some people have difficult lives and other people have easier lives, connecting content from the classroom to problems or issues in the world as well as the student’s own life and interests, helping students think about how to improve other people’s lives, assigning readings or materials about people from different backgrounds or places, and taught about influential people from many different cultures.

With regards to co-curricular activities supporting diversity, equity, and inclusion, post professionals reported on average that they “hardly ever participated” in a school-sponsored group for students of different racial, ethnic, socioeconomic, gender, sexual orientation, or ability groups; attended a school-sponsored event related to diversity, fairness, or inclusion; or participated in a program sponsored group working to make the world a better place (M = 2.9, SD = 1.0).

Post professionals reported “never to hardly ever” concerning everyday discrimination by students (M = 1.3, SD = 0.5).

Post professionals reported “never to hardly ever” concerning everyday discrimination by teachers (M = 1.4, SD = 0.5).

Post professionals rated the program as “fairly often” with regards to meaningful interactions across differences, including honest discussions with other students whose religion was different from their own, whose families have more or less money than their own, whose culture is different from their own, and whose race is different from their own (M = 3.1, SD = 0.9).

Finally, the post professionals rated the program as “mostly true to totally true” regarding their sense of belonging in the program, whereby the student feels valued, respected, and a sense of belonging (M = 4.5, SD = 1.0).

Result of qualitative focus group content analysis

From those participants completing the quantitative portion of the study, a nested sub-group of students ( n  = 9) volunteered to participate in the semi-structured focus group interview following the completion of the DEI Bundle. Demographic information on student participation in the interviews can be found in Table  4 .

There was a rich discussion with the interview guide around the topics 1) DEI with or without the training supplement related to health equity in physical therapy and 2) the program’s commitment to training students on topics associated with health equity. Three themes emerged from the qualitative focus group interviews based on the final qualitative content analysis.

Theme 1: student’s perceived value of inclusivity

Theme one was the value of inclusivity with three associated sub-themes of fairness, actions, and communication. In higher education, inclusivity is the ongoing process of improving the education system to meet the needs of all students, especially those in marginalized groups. Inclusivity involves reimagining educational services to cater to a diverse audience and making learning materials and teaching methods accessible to as many students as possible. This includes considering a range of diverse student identities, including race, gender, sexuality, and abilities. “ The program does make an effort, especially with adjuncts that we bring in, ableism talks, and people from different backgrounds speaking to us in classes on Zoom .”

Additionally, providing sessions to improve inclusivity and communicating and demonstrating actions consistent with the value of inclusivity is essential to the participants. “ Being a member of the gay community, having a faculty in class that you feel you belong in and are not outcasted in is super important .” Participants valued being included during activities and communicating support during school and personal life challenges. The participants recognized the challenge of finding people from different backgrounds who meet the expectations and specialties to teach within the program. They identified that, at times, visual diversity was limited within the core faculty but felt an intention of more inclusivity of race and ethnicity within the associated faculty roles or lecturers.

Within the value of inclusivity, there is also an inherent limitation to who can afford the DPT graduate-level program at a private university. Hybrid education offers more geographical convenience and reaches a more diverse student group; however, current students feel that money concerns could be a barrier to inclusivity, especially those in marginalized groups. “Program doesn’t have control over the cost of tuition but does communicate what is available as far as opportunities for financial aid.” However, they felt that communication about costs for the hybrid program and what financial aid was available was essential.

Theme 2: student’s perceived value of health equity curricular foundations

Theme two was the value of health equity curricular foundations with three sub-themes of representation in assignments, system resources, and practice issues. Health equity is the goal of helping people reach their highest level of health. It means everyone has a fair chance to achieve optimal health regardless of race, ethnicity, gender identity, or socioeconomic status. Health equity can be promoted through DEI initiatives, which focus on representing the acceptance and inclusiveness of people. The focus group reported health equity topics associated with race, social determinants, and access were satisfactorily addressed within the curriculum. However, there were opportunities to gain additional insights on improving formative activities to be more integrated with how health issues affect those with visual diversity. “ Activities within the program should also include skin tone other than white throughout systems-focused curriculum case studies, mannequins, and simulation/ standardized patients .”

Theme 3: student’s perceive value of DEI in entry-level PT education

Lastly, one remaining theme specifically addressed DEI supplementation to the curriculum. Theme three is the value of DEI in entry-level physical therapy education, with three sub-themes emerging on the timing of content, planned redundancy of learning, and the limited value of a stand-alone DEI bundle. The students in the focus group had a consensus on their perceived confidence and appropriate knowledge of social determinants of health when working with the underserved population during their clinical education exposures. However, the focus group agreed with “ concerns about generalizing their feelings to all classmates, as some students may have had different experiences based on their final clinical education setting and exposure .”

Additionally, according to the student perception, inclusivity and health equity values should be blended across the curriculum so that support and the training of those with different backgrounds can be promoted through DEI initiatives. Curriculum initiatives were given rich context regarding the program and curriculum that would be more “ inclusive and supportive of a health equity curricular track and activities threaded throughout the curriculum rather than a stand-alone module .” There was a consensus from the focus group that mirrored the quantitative results that there was a perceived “ limited value in the DEI Bundle as a stand-alone module outside of the curriculum .” Instead, the students preferred the curriculum designed to include the topics sufficiently within systems and population coursework.

The mixed methods analysis allows a better explanation of the student’s perceptions by blending the results from this study's qualitative and quantitative study portions. It was found in both portions of the study design that the program climate/culture is essential, especially as students relate inclusivity and accepting others when learning to value DEI from a health equity perspective. Students further strengthened their perceived value for their education and blended content topics across the curriculum as they related to health equity and diversity. Still, they found value when more than just content was presented. Students felt that there was a program culture, planned curriculum content, and co-curricular (outside of a class) support for health equity and inclusivity of the population's health care providers serve. As educators look to streamline variation in essential content across healthcare disciplines, utilizing a structured format (toolkit or bundle) could benefit students educationally but may be valued less by them.

Our study aimed to explore the students’ perceptions and establish priorities for the program regarding educating students on health inequities in physical therapy clinical practice.

Health equity is a common theme discussed in health professions education, yet only some have published the methods to address it in entry-level education. National organizations recommend that medical schools and health professions train students in the social determinants of health. This provides the opportunity to educate the next generation of healthcare professionals about sensitive yet essential issues.

Given the complexity of this topic, we utilized a three-staged sequential mixed methods approach to generate the results presented in this study. We found the program’s commitment to DEI and overall climate to be inclusive, fair, caring, safe, welcoming, and understanding of individuals from different backgrounds, including a sense of student belonging where students feel valued and respected. Additionally, the sample provided feedback on the educational approach and format, which was provided with the DEI Bundle. The modular-based curricular approach (not integrated through a course) was used in this study. Thus, the results of the APTA’s DEI Bundle should be considered, given the context of the study, regarding the curricular delivery and format as an “addition to” approach. Given this format, the DEI Bundle was insignificant due to the threaded curricular approach already within the program, as assessed on the Tripod DEI survey or qualitative focus group theme. This approach aligns with other recommendations for curriculum approaches to health equity [ 12 ] that integrate health equity content longitudinally and alongside other topics. The goal would be to eliminate views of health equity and healthcare as separate [ 13 ].

Limited studies explore health equity topics' style, content, and delivery through the healthcare professional’s entry-level educational program. However, the Association of American Medical Colleges recommends that medical educators expose their students to content about health disparities [ 14 ]. There are some challenges to implementing the recommendations [ 15 ], which are further complicated by the lack of recommendations regarding format, delivery, and the requisite degree of competency, which are poorly defined. Several resources are provided but not easily found across all health professions disciplines. However, several studies highlight the importance of health equity education, its impact on therapeutic relationships (trust and caring), and identify the consequences of implicit bias on patient adherence and outcomes [ 16 ].

Significant work must be done to unite all the health professions on strategies for implementing the health equity curriculum. However, an external resource strategy or modular-based approach could be effective, given limited resources and a lack of topic expertise within the program faculty. Still, it should be used with an integrated approach and placed intentionally within the curriculum design. It should have more opportunities for integration across courses, with case studies to facilitate thinking and reasoning and culminate in a competency type of assessment. Curriculum toolkits provided by professional associations may be one way to unite the disciplines to support health equity education in the health professions [ 17 ]. An excellent example of this approach is the American Academy of Family Practitioners Health Equity Curricular Toolkit, which has over 40 content experts [ 18 , 19 ]. A threaded curriculum with a program culture and willingness to utilize health equity curriculum toolkits are essential for our next generation of health practitioners. These toolkits are resources for learning and reducing the variability in education [ 18 ]. Exploring outcomes associated with toolkits may be an option to begin to explore best practices in curriculum delivery to maximize learning outcomes and competency on health equity [ 20 ]. Lastly, any health equity resource or curricular approach should facilitate the exploration of some of the most pressing questions around social determinants of health, vulnerable populations, economics, and policy from an evidence-informed perspective.

Limitations

There are several limitations that we would like to address. Within the quantitative portion of the study, the Tripod DEI survey adequately assessed overall student perception of the DPT program commitment to DEI; however, it may need more responsiveness surrounding the APTA DEI Bundle. Within any mixed methods design approach, it is important to address data fidelity during the qualitative portion. A non-investigator conducted both the survey distribution and outcome assessment; however, the focus group interviews were conducted by two study investigators. Additionally, both researchers are on the leadership team within the program, which may compromise the fidelity, trustworthiness, or sharing from the participants during this experience. It is a limitation in the study that the researchers also are involved in the education. Although a safe space and relational learning theory approach is utilized within the program, this may have limited some of the exploration of the topics/themes if the participants were sensitive. From what was shared in the focus groups, a non-investigator recorded and transcribed the data analysis portion. The second limitation of the qualitative focus groups was the limited number and need for more diversity within the sample. Specifically, the individuals who made time to participate in the qualitative focus group were not significantly diverse regarding their race or sex. The third limitation is the inability to identify the number of students who respond based on their participation in additional co-curricular activities to supplement their learning in DEI.

However, significant work must be done to unite all the health professions on strategies for implementing health equity curricula. It was essential to gain insight from the students’ perception and establish priorities on the current curriculum and entry-level education program culture related to educating students on health inequities in physical therapy clinical practice. However, given limited resources and a lack of topic expertise for health equity content among program administrators and faculty, an external resource strategy or modular-based approach could be effective. However, based on our study, the program culture is important as it relates to DEI from a health equity perspective. It should be evident to students as we influence them to become the next generation of health professionals.

Lastly, the intentional curriculum design should have more opportunities for integration across courses with case studies and culminate in a competency type of assessment, even if an external resource is used. Resources are available to support health equity education in the health professions, including health equity curriculum toolkits, which provide free links and resources for learning and may help to reduce the variability in education [ 15 ]. Any health equity resource or curricular approach should facilitate faculty’s willingness to include some of the most pressing questions around social determinants of health, vulnerable populations, economics, and policy within their current or future developed curriculum. However, motivating incremental changes in entry-level professional teaching methods and working intentionally to integrate health equity into the clinic- and classroom-based environments are tangible next steps. Identifying best practices from education to implementation has yet to be well known, and this study only provided a pilot for future studies.

Availability of data and materials

The data supporting this study's findings are available from the corresponding author upon request.

Fitzgerald C, Hurst S. Implicit bias in healthcare professionals: a systematic review. BMC Med Ethics. 2017;18:19.

Article   Google Scholar  

Matthews ND, Rowley KM, Dusing SC, Krause L, Yamaguchi N, Gordon J. Beyond a Statement of Support: Changing the Culture of Equity, Diversity, and Inclusion in Physical Therapy. Phys Ther. 2021;101(12):pzab212. https://doi.org/10.1093/ptj/pzab212 .

Institute of Medicine (US) Committee on Understanding and Eliminating Racial and Ethnic Disparities in Health Care. Unequal treatment: confronting racial and ethnic disparities in health care. In: Smedley BD, Stith AY, Nelson AR, editors. Washington (DC): National Academies Press (US); 2003. PMID: 25032386.

“Clinical Prevention and Population Health Curriculum Framework.” Association for Prevention Teaching and Research. https://www.teachpopulationhealth.org/ .

Dong H, Lio J, Sherer R, Jiang I. Some Learning Theories for Medical Educators. Med Sci Educ. 2021;31(3):1157–72. https://doi.org/10.1007/s40670-021-01270-6 . PMID:34457959; PMCID:PMC8368150.

Nieminen, J.H. Assessment for Inclusion: rethinking inclusive assessment in higher education, Teaching in Higher Education. 2022. https://doi.org/10.1080/13562517.2021.2021395 .

Rogers DT. The working alliance in teaching and learning: theoretical clarity and research implications. International Journal for the Scholarship of Teaching and Learning. 2009;3(2):Article 28.

Leech NL, Onwuegbuzie AJ. Guidelines for Conducting and Reporting Mixed Research in the Field of Counseling and Beyond. J Couns Dev. 2010;88:61–9.

Leech NL, Onwuegbuzie AJ. A typology of mixed methods research designs. Quality and Quantity: International Journal of Methodology. 2009;43:265–75.

Tripod Education Partners. Tripod’s Diversity, Equity, and Inclusion (DEI Survey) Technical Manual; 2019.

Google Scholar  

American Physical Therapy Association DEI Bundle. October 22, 2021. APTA's New DEI Course Series Helps You Work Toward More Inclusivity. 2022.  https://www.apta.org/news/2021/10/22/dei-bundle .

Butler, L., Arya, V., Nonyel, N., & Moore, T. The Rx-HEART Framework to Address Health Equity and Racism Within Pharmacy Education. American Journal of Pharmaceutical Education. 2021:85. https://doi.org/10.5688/ajpe8590 .

Landry AM. Integrating Health Equity Content Into Health Professions Education. AMA J Ethics. 2021;23(3):E229–234.

Association of American Medical Colleges. Quality improvement and patient safety competencies across the learning continuum. Association of American Medical Colleges: New and Emerging Areas in Medicine Series; 2019.

Liburd L, Hall J, Mpofu J, Williams S, Bouye K, Penman-Aguilar A. Addressing Health Equity in Public Health Practice: Frameworks, Promising Strategies, and Measurement Considerations. Annu Rev Public Health. 2020. https://doi.org/10.1146/annurev-publhealth-040119-094119 .

Paterick TE, Patel N, Tajik AJ, Chandrasekaran K. Improving health outcomes through patient education and partnerships with patients. Proc (Bayl Univ Med Cent). 2017;30(1):112–3.

Ueffing E, Tugwell P, Roberts J, Walker P, Hamel N, Welch V. Equity-oriented toolkit for health technology assessment and knowledge translation: application to scaling up of training and education for health workers. Hum Resour Health. 2009;7:67–67. https://doi.org/10.1186/1478-4491-7-67 .

American Academy of Family Practitioners. Health Equity Curricular Toolkit. Accessed 6 Jun 2023. https://www.aafp.org/family-physician/patient-care/the-everyone-project/health-equity-tools.html .

Martinez-Bianchi V, Frank B, Edgoose J, Michener L, Rodiguez M, Gottlieb L, Reddick B, Kelly C, Yu K, Davis S, Carr J, Lee JW, Smith KL, New RD. Addressing Family Medicine’s Capacity to Improve Health Equity through Collaboration. Accountability and Coalition-Building Fam Med. 2019;51(2):198–203.

Porroche-Escudero A, Popay J. The Health Inequalities Assessment Toolkit: supporting integration of equity into applied health research. J Public Health (Oxf). 2020;43:567–72. https://doi.org/10.1093/pubmed/fdaa047 .

Download references

Acknowledgements

Not applicable (NA).

This project was funded through an internal Tufts University School of Medicine Innovations in Diversity Education Awards (IDEAS) program.

Author information

Authors and affiliations.

Doctor of Physical Therapy Program, Department of Rehabilitation Sciences, Tufts University, Boston, MA, 02111, USA

Alexis A. Wright & Dominique Reynolds

Department of Rehabilitation Sciences, Medical University of South Carolina, Charleston, SC, 29425, USA

Megan Donaldson

You can also search for this author in PubMed   Google Scholar

Contributions

Authors AW and MD contributed to the work's concept, design, and data analysis; drafting and final approval of the work; and agree to be accountable for all aspects of the work. Author DR contributed to acquiring the data for the work; reviewing and final approval of the work; and agrees to be accountable for the accuracy.

Corresponding author

Correspondence to Alexis A. Wright .

Ethics declarations

Ethics approval and consent to participate.

This research study was performed following the Declaration of Helsinki. This research study was submitted to the Tufts University Social, Behavioral, & Educational Research IRB on 6/9/2022 and was determined not to meet the criteria for human research—study Protocol STUDY00002820. The IRB determined “that the proposed activity is not research as defined by DHHS and FDA regulations. IRB review and approval by this organization is not required. This determination applies only to the activities described in the IRB submission and does not apply should any changes be made.” The research team did follow all the requirements for ethical research, including the consent process. Informed consent to participate in the study was obtained from all participant data reported in this study.

Consent for publication

Competing interests, additional information, publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ . The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/ ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

Reprints and permissions

About this article

Cite this article.

Wright, A.A., Reynolds, D. & Donaldson, M. Evaluation and students’ perception of a health equity education program in physical therapy: a mixed methods pilot study. BMC Med Educ 24 , 481 (2024). https://doi.org/10.1186/s12909-024-05471-6

Download citation

Received : 27 June 2023

Accepted : 25 April 2024

Published : 01 May 2024

DOI : https://doi.org/10.1186/s12909-024-05471-6

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Doctor of physical therapy
• Health equity
• Health professions

BMC Medical Education

ISSN: 1472-6920

• Submission enquiries: [email protected]
• General enquiries: [email protected]