The life history interviews ran for 40 – 60 minutes. The timing for sessions 2 and 3 is not provided.
Interviews are the most common data collection technique in qualitative research. There are four main types of interviews; the one you choose will depend on your research question, aims and objectives. It is important to formulate open-ended interview questions that are understandable and easy for participants to answer. Key considerations in setting up the interview will enhance the quality of the data obtained and the experience of the interview for the participant and the researcher.
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Interviews involve a conversation with a purpose, but have some distinct features compared to ordinary conversation, such as being scheduled in advance, having an asymmetry in outcome goals between interviewer and interviewee, and often following a question-answer format.
Interviews are different from questionnaires as they involve social interaction. Unlike questionnaire methods, researchers need training in interviewing (which costs money).
Researchers can ask different types of questions, generating different types of data . For example, closed questions provide people with a fixed set of responses, whereas open questions allow people to express what they think in their own words.
The researcher will often record interviews, and the data will be written up as a transcript (a written account of interview questions and answers) which can be analyzed later.
It should be noted that interviews may not be the best method for researching sensitive topics (e.g., truancy in schools, discrimination, etc.) as people may feel more comfortable completing a questionnaire in private.
There are different types of interviews, with a key distinction being the extent of structure. Semi-structured is most common in psychology research. Unstructured interviews have a free-flowing style, while structured interviews involve preset questions asked in a particular order.
A structured interview is a quantitative research method where the interviewer a set of prepared closed-ended questions in the form of an interview schedule, which he/she reads out exactly as worded.
Interviews schedules have a standardized format, meaning the same questions are asked to each interviewee in the same order (see Fig. 1).
Figure 1. An example of an interview schedule
The interviewer will not deviate from the interview schedule (except to clarify the meaning of the question) or probe beyond the answers received. Replies are recorded on a questionnaire, and the order and wording of questions, and sometimes the range of alternative answers, is preset by the researcher.
A structured interview is also known as a formal interview (like a job interview).
Unstructured interviews do not use any set questions, instead, the interviewer asks open-ended questions based on a specific research topic, and will try to let the interview flow like a natural conversation. The interviewer modifies his or her questions to suit the candidate’s specific experiences.
Unstructured interviews are sometimes referred to as ‘discovery interviews’ and are more like a ‘guided conservation’ than a strictly structured interview. They are sometimes called informal interviews.
Unstructured interviews are most useful in qualitative research to analyze attitudes and values. Though they rarely provide a valid basis for generalization, their main advantage is that they enable the researcher to probe social actors’ subjective points of view.
Interviewer self-disclosure involves the interviewer revealing personal information or opinions during the research interview. This may increase rapport but risks changing dynamics away from a focus on facilitating the interviewee’s account.
In unstructured interviews, the informal conversational style may deliberately include elements of interviewer self-disclosure, mirroring ordinary conversation dynamics.
Interviewer self-disclosure risks changing the dynamics away from facilitation of interviewee accounts. It should not be ruled out entirely but requires skillful handling informed by reflection.
Focus group interview is a qualitative approach where a group of respondents are interviewed together, used to gain an in‐depth understanding of social issues.
This type of interview is often referred to as a focus group because the job of the interviewer ( or moderator ) is to bring the group to focus on the issue at hand. Initially, the goal was to reach a consensus among the group, but with the development of techniques for analyzing group qualitative data, there is less emphasis on consensus building.
The method aims to obtain data from a purposely selected group of individuals rather than from a statistically representative sample of a broader population.
The role of the interview moderator is to make sure the group interacts with each other and do not drift off-topic. Ideally, the moderator will be similar to the participants in terms of appearance, have adequate knowledge of the topic being discussed, and exercise mild unobtrusive control over dominant talkers and shy participants.
A researcher must be highly skilled to conduct a focus group interview. For example, the moderator may need certain skills, including the ability to establish rapport and know when to probe.
For example, group interviews may sometimes lack validity as participants may lie to impress the other group members. They may conform to peer pressure and give false answers.
To avoid these pitfalls, the interviewer needs to have a good understanding of how people function in groups as well as how to lead the group in a productive discussion.
Semi-structured interviews lie between structured and unstructured interviews. The interviewer prepares a set of same questions to be answered by all interviewees. Additional questions might be asked during the interview to clarify or expand certain issues.
In semi-structured interviews, the interviewer has more freedom to digress and probe beyond the answers. The interview guide contains a list of questions and topics that need to be covered during the conversation, usually in a particular order.
Semi-structured interviews are most useful to address the ‘what’, ‘how’, and ‘why’ research questions. Both qualitative and quantitative analyses can be performed on data collected during semi-structured interviews.
Face-to-face interviews raise methodological problems. These stem from the fact that interviewers are themselves role players, and their perceived status may influence the replies of the respondents.
Because an interview is a social interaction, the interviewer’s appearance or behavior may influence the respondent’s answers. This is a problem as it can bias the results of the study and make them invalid.
For example, the gender, ethnicity, body language, age, and social status of the interview can all create an interviewer effect. If there is a perceived status disparity between the interviewer and the interviewee, the results of interviews have to be interpreted with care. This is pertinent for sensitive topics such as health.
For example, if a researcher was investigating sexism amongst males, would a female interview be preferable to a male? It is possible that if a female interviewer was used, male participants might lie (i.e., pretend they are not sexist) to impress the interviewer, thus creating an interviewer effect.
The interactional nature of interviews means the researcher fundamentally shapes the discourse, rather than just neutrally collecting it. This shapes what is talked about and how participants can respond.
First, you must choose whether to use a structured or non-structured interview.
Next, you must consider who will be the interviewer, and this will depend on what type of person is being interviewed. There are several variables to consider:
The location of a research interview can influence the way in which the interviewer and interviewee relate and may exaggerate a power dynamic in one direction or another. It is usual to offer interviewees a choice of location as part of facilitating their comfort and encouraging participation.
However, the safety of the interviewer is an overriding consideration and, as mentioned, a minimal requirement should be that a responsible person knows where the interviewer has gone and when they are due back.
The COVID-19 pandemic necessitated remote interviewing for research continuity. However online interview platforms provide increased flexibility even under normal conditions.
They enable access to participant groups across geographical distances without travel costs or arrangements. Online interviews can be efficiently scheduled to align with researcher and interviewee availability.
There are practical considerations in setting up remote interviews. Interviewees require access to internet and an online platform such as Zoom, Microsoft Teams or Skype through which to connect.
Certain modifications help build initial rapport in the remote format. Allowing time at the start of the interview for casual conversation while testing audio/video quality helps participants settle in. Minor delays can disrupt turn-taking flow, so alerting participants to speak slightly slower than usual minimizes accidental interruptions.
Keeping remote interviews under an hour avoids fatigue for stare at a screen. Seeking advanced ethical clearance for verbal consent at the interview start saves participant time. Adapting to the remote context shows care for interviewees and aids rich discussion.
However, it remains important to critically reflect on how removing in-person dynamics may shape the co-created data. Perhaps some nuances of trust and disclosure differ over video.
The interviewer must ensure that they take special care when interviewing vulnerable groups, such as children. For example, children have a limited attention span, so lengthy interviews should be avoided.
An interview schedule is a list of pre-planned, structured questions that have been prepared, to serve as a guide for interviewers, researchers and investigators in collecting information or data about a specific topic or issue.
The key is balancing preparation with the flexibility to adapt questions based on each interview interaction. With practice, you’ll gain skills to conduct productive interviews that obtain rich qualitative data.
Strategic use of silence is a key technique to generate interviewee-led data, but it requires judgment about appropriate timing and duration to maintain mutual understanding.
Design choices.
Design choices around recording and engaging closely with transcripts influence analytic insights, as well as practical feasibility. Weighing up relevant tradeoffs is key.
Here are the steps for transcribing interviews:
The goal is to produce a formatted written record of the verbal interview exchange that captures the meaning and highlights important passages ready for the coding process. Careful transcription is the vital first step in analysis.
The goal of transcription and coding is to systematically transform interview responses into a set of codes and themes that capture key concepts, experiences and beliefs expressed by participants. Taking care with transcription and coding procedures enhances the validity of qualitative analysis .
Informed consent.
The participant information sheet must give potential interviewees a good idea of what is involved if taking part in the research.
This will include the general topics covered in the interview, where the interview might take place, how long it is expected to last, how it will be recorded, the ways in which participants’ anonymity will be managed, and incentives offered.
It might be considered good practice to consider true informed consent in interview research to require two distinguishable stages:
Some groups, like those with mental health issues, extreme views, or criminal backgrounds, risk being discredited – treated skeptically by researchers.
This creates tensions with qualitative approaches, often having an empathetic ethos seeking to center subjective perspectives. Analysis should balance openness to offered accounts with critically examining stakes and motivations behind them.
Potter, J., & Hepburn, A. (2005). Qualitative interviews in psychology: Problems and possibilities. Qualitative research in Psychology , 2 (4), 281-307.
Houtkoop-Steenstra, H. (2000). Interaction and the standardized survey interview: The living questionnaire . Cambridge University Press
Madill, A. (2011). Interaction in the semi-structured interview: A comparative analysis of the use of and response to indirect complaints. Qualitative Research in Psychology, 8 (4), 333–353.
Maryudi, A., & Fisher, M. (2020). The power in the interview: A practical guide for identifying the critical role of actor interests in environment research. Forest and Society, 4 (1), 142–150
O’Key, V., Hugh-Jones, S., & Madill, A. (2009). Recruiting and engaging with people in deprived locales: Interviewing families about their eating patterns. Social Psychological Review, 11 (20), 30–35.
Puchta, C., & Potter, J. (2004). Focus group practice . Sage.
Schaeffer, N. C. (1991). Conversation with a purpose— Or conversation? Interaction in the standardized interview. In P. P. Biemer, R. M. Groves, L. E. Lyberg, & N. A. Mathiowetz (Eds.), Measurement errors in surveys (pp. 367–391). Wiley.
Silverman, D. (1973). Interview talk: Bringing off a research instrument. Sociology, 7 (1), 31–48.
Folklore interviews, oral history interviews, user experience (ux).
The decision to conduct interviews, and the type of interviewing to use, should flow from, or align with, the methodological paradigm chosen for your study, whether that paradigm is interpretivist, critical, positivist, or participative in nature (or a combination of these).
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There are more types of interviews than most people think. An interview is generally a qualitative research technique that involves asking open-ended questions to converse with respondents and collect elicit data about a subject.
The interviewer, in most cases, is the subject matter expert who intends to understand respondent opinions in a well-planned and executed series of star questions and answers .
Interviews are similar to focus groups and surveys for garnering information from the target market but are entirely different in their operation – focus groups are restricted to a small group of 6-10 individuals, whereas surveys are quantitative.
Interviews are conducted with a sample from a population, and the key characteristic they exhibit is their conversational tone.
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An interview is a way to get information from a person by asking questions and hearing their answers.
An interview is a question-and-answer session where one person asks questions, and the other person answers those questions. It can be a one-on-one, two-way conversation, or there can be more than one interviewer and more than one participant.
The interview is the most important part of the whole selection bias process. It is used to decide if a person should be interviewed further, hired, or taken out of consideration. It is the main way to learn more about applicants and the basis for judging their job-related knowledge, research skills , and abilities.
A researcher has to conduct interviews with a group of participants at a juncture in the research where information can only be obtained by meeting and personally connecting with a section of their target audience. Interviews offer the researchers a platform to prompt their participants and obtain inputs in the desired detail. There are three fundamental types of interviews in research:
Structured interviews are defined as research tools that could be more flexible in their operations are allow more or no scope of prompting the participants to obtain and analyze results. It is thus also known as a standardized interview and is significantly quantitative in its approach.
Questions in this interview are pre-decided according to the required detail of information. This can be used in a focus group interview and an in-person interview.
These interviews are excessively used in survey research with the intention of maintaining uniformity throughout all the interview sessions.
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They can be closed-ended and open-ended – according to the type of target population. Closed-ended questions can be included to understand user preferences from a collection of answer options. In contrast, open-ended ones can be included to gain details about a particular section in the interview.
Example of a structured interview question:
Here’s an example of a structured question for a job interview for a customer service job:
Advantages of structured interviews:
Disadvantages of structured interviews:
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Semi-structured interviews offer a considerable amount of leeway to the researcher to probe the respondents, along with maintaining a basic interview structure. Even if it is a guided conversation between researchers and interviewees – appreciable flexibility is offered to the researchers. A researcher can be assured that multiple interview rounds will not be required in the presence of structure in this type of research interview.
Keeping the structure in mind, the researcher can follow any idea or take creative advantage of the entire interview. Additional respondent probing is always necessary to garner information for a research study. The best application of semi-structured interviews is when the researcher doesn’t have time to conduct research and requires detailed information about the topic.
Example of a semi-structured interview question:
Here’s an example of a semi-structured marketing job interviews question:
Advantages of semi-structured interviews:
Learn more: Quantitative Data
Disadvantages of semi-structured interviews:
Also called in-depth interviews , unstructured interviews are usually described as conversations held with a purpose in mind – to gather data about the research study. These interviews have the least number of questions as they lean more towards a normal conversation but with an underlying subject.
The main objective of most researchers using unstructured interviews is to build a bond with the respondents, due to which there is a high chance that the respondents will be 100% truthful with their answers. There are no guidelines for the researchers to follow. So they can approach the participants ethically to gain as much information as possible about their research topic.
Since there are no guidelines for these interviews, a researcher is expected to keep their approach in check so that the respondents do not sway away from the main research motive.
For a researcher to obtain the desired outcome, he/she must keep the following factors in mind:
Example of an unstructured interview question:
Here’s an example of a question asked in an unstructured interview:
Advantages of Unstructured Interviews:
Disadvantages of Unstructured Interviews:
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Besides the 3 basic interview types, we have already mentioned there are more. Here are some other interview types that are commonly used in a job interview:
During this type of interview, candidates are asked to give specific examples of how they have acted in the past. The idea behind this kind of interview is that what someone did in the past can be a sign of how they will act in the future. And by this interview, the company can also understand the interviewee’s behavior through body language.
During a panel interview, three or more interviewers usually ask questions and evaluate the candidate’s answers as a group. This is a good way to get a full picture of a candidate’s skills and suitability for the job.
Multiple people are interviewed at the same time in group interviews. This form of interview often focus groups that are utilized on entry-level positions or employment in customer service to examine how well candidates get along with others and function as a team.
During a case interview, candidates are given a business problem or scenario and asked to think about how to solve it. In the consulting and finance fields, this kind of interview is common.
A candidate’s technical skills and knowledge are tested during a technical interview, usually in fields like engineering or software development. Most of the time, candidates are asked to solve problems or complete technical tasks.
During a stress interview, candidates are put under pressure or asked difficult or confrontational questions on purpose to see how they react in stressful situations. This kind of interview is used to see how well a candidate can deal with stress and hard situations.
There are four methods to conduct research interviews, each of which is peculiar in its application and can be used according to the research study requirement.
Personal interviews are one of the most used types of interviews, where the questions are asked personally directly to the respondent as a form of an individual interview. One of the many in-person interviews is a lunch interview, which is frequently better suited for casual inquiries and discussions.
For this, a researcher can have a guide to online surveys to take note of the answers. A researcher can design his/her survey in such a way that they take notes of the comments or points of view that stands out from the interviewee. It can be a one-on-one interview as well.
Disadvantages:
Phonic interviews are widely used and easily combined with online surveys to conduct research effectively.
Advantages:
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Online research is growing more and more because consumers are migrating to a more virtual world, and it is best for each researcher to adapt to this change.
The increase in people with Internet access has made it popular that interviews via email or web page stand out among the types of interviews most used today. For this nothing better than an online survey.
More and more consumers are turning to online shopping, which is why they are a great niche to be able to carry out an interview that will generate information for the correct decision-making.
Advantages of email surveys:
Disadvantages of email survey:
Try not to do any of the following things when you’re in an interview:
After the interview is over, you might also get a chance to ask some questions. You should make the most of this chance to learn useful things from the interviewer. Based on what you’ve learned, you can then decide if the company and the job are a good fit for you. You can ask the interviewer questions about the company or about the job role.
Here are some common but important questions to ask in an interview:
Learn more: Quantitative Research
To summarize the discussion, an effective interview will be one that provides researchers with the necessary data to know the object of study and that this information is applicable to the decisions researchers make.
Undoubtedly, the objective of the research will set the pattern of what types of interviews are best for data collection. Based on the research design , a researcher can plan and test the questions, for instance, if the questions are correct and if the survey flows in the best way.
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In addition, other types of research can be used under specific circumstances.
For example, there are no connections or adverse situations to carry out surveyors. In these types of occasions, it is necessary to conduct field research, which can not be considered an interview if not rather a completely different methodology.
QuestionPro is a flexible online survey platform that can help researchers do different kinds of interviews, like structured, semi-structured, unstructured, phone interview, group interview, etc. It gives researchers a flexible platform that can be changed to fit their needs and the needs of their research project.
QuestionPro can help researchers get detailed and useful information from participants using features like skip logic, piping, and live chat. Also, the platform is easy to use and get to, making it a useful tool for researchers to use in their work.
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Overall, QuestionPro can be helpful for researchers who want to do good interviews and collect good project data.
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The 3 main types of interviews are 1. Structured interviews 2. Semi-structured interviews 3. Unstructured interviews
There are different ways to conduct an interview, and each one can add depth and substance to the information the interviewer gathers by asking questions. We discuss four interview methods: situational, professional behavior profiling, stress, and behavioral.
Face-to-face means in-person interviews are the most common type of interview. It’s about getting a good sense of the candidate by focusing on them directly. But it also allows the person interviewed to talk freely and ask questions.
Personal interviews, phone interviews, email or web page interviews, and a combination of these methods are the four types of research interviews.
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Buckley and Chiang define research methodology as “a strategy or architectural design by which the researcher maps out an approach to problem-finding or problem-solving.”[ 1 ] According to Crotty, research methodology is a comprehensive strategy ‘that silhouettes our choice and use of specific methods relating them to the anticipated outcomes,[ 2 ] but the choice of research methodology is based upon the type and features of the research problem.[ 3 ] According to Johnson et al . mixed method research is “a class of research where the researcher mixes or combines quantitative and qualitative research techniques, methods, approaches, theories and or language into a single study.[ 4 ] In order to have diverse opinions and views, qualitative findings need to be supplemented with quantitative results.[ 5 ] Therefore, these research methodologies are considered to be complementary to each other rather than incompatible to each other.[ 6 ]
Qualitative research methodology is considered to be suitable when the researcher or the investigator either investigates new field of study or intends to ascertain and theorize prominent issues.[ 6 , 7 ] There are many qualitative methods which are developed to have an in depth and extensive understanding of the issues by means of their textual interpretation and the most common types are interviewing and observation.[ 7 ]
This is the most common format of data collection in qualitative research. According to Oakley, qualitative interview is a type of framework in which the practices and standards be not only recorded, but also achieved, challenged and as well as reinforced.[ 8 ] As no research interview lacks structure[ 9 ] most of the qualitative research interviews are either semi-structured, lightly structured or in-depth.[ 9 ] Unstructured interviews are generally suggested in conducting long-term field work and allow respondents to let them express in their own ways and pace, with minimal hold on respondents’ responses.[ 10 ]
Pioneers of ethnography developed the use of unstructured interviews with local key informants that is., by collecting the data through observation and record field notes as well as to involve themselves with study participants. To be precise, unstructured interview resembles a conversation more than an interview and is always thought to be a “controlled conversation,” which is skewed towards the interests of the interviewer.[ 11 ] Non-directive interviews, form of unstructured interviews are aimed to gather in-depth information and usually do not have pre-planned set of questions.[ 11 ] Another type of the unstructured interview is the focused interview in which the interviewer is well aware of the respondent and in times of deviating away from the main issue the interviewer generally refocuses the respondent towards key subject.[ 11 ] Another type of the unstructured interview is an informal, conversational interview, based on unplanned set of questions that are generated instantaneously during the interview.[ 11 ]
In contrast, semi-structured interviews are those in-depth interviews where the respondents have to answer preset open-ended questions and thus are widely employed by different healthcare professionals in their research. Semi-structured, in-depth interviews are utilized extensively as interviewing format possibly with an individual or sometimes even with a group.[ 6 ] These types of interviews are conducted once only, with an individual or with a group and generally cover the duration of 30 min to more than an hour.[ 12 ] Semi-structured interviews are based on semi-structured interview guide, which is a schematic presentation of questions or topics and need to be explored by the interviewer.[ 12 ] To achieve optimum use of interview time, interview guides serve the useful purpose of exploring many respondents more systematically and comprehensively as well as to keep the interview focused on the desired line of action.[ 12 ] The questions in the interview guide comprise of the core question and many associated questions related to the central question, which in turn, improve further through pilot testing of the interview guide.[ 7 ] In order to have the interview data captured more effectively, recording of the interviews is considered an appropriate choice but sometimes a matter of controversy among the researcher and the respondent. Hand written notes during the interview are relatively unreliable, and the researcher might miss some key points. The recording of the interview makes it easier for the researcher to focus on the interview content and the verbal prompts and thus enables the transcriptionist to generate “verbatim transcript” of the interview.
Similarly, in focus groups, invited groups of people are interviewed in a discussion setting in the presence of the session moderator and generally these discussions last for 90 min.[ 7 ] Like every research technique having its own merits and demerits, group discussions have some intrinsic worth of expressing the opinions openly by the participants. On the contrary in these types of discussion settings, limited issues can be focused, and this may lead to the generation of fewer initiatives and suggestions about research topic.
Observation is a type of qualitative research method which not only included participant's observation, but also covered ethnography and research work in the field. In the observational research design, multiple study sites are involved. Observational data can be integrated as auxiliary or confirmatory research.[ 11 ]
Research can be visualized and perceived as painstaking methodical efforts to examine, investigate as well as restructure the realities, theories and applications. Research methods reflect the approach to tackling the research problem. Depending upon the need, research method could be either an amalgam of both qualitative and quantitative or qualitative or quantitative independently. By adopting qualitative methodology, a prospective researcher is going to fine-tune the pre-conceived notions as well as extrapolate the thought process, analyzing and estimating the issues from an in-depth perspective. This could be carried out by one-to-one interviews or as issue-directed discussions. Observational methods are, sometimes, supplemental means for corroborating research findings.
Introduction Women engaging in sex work (WESW) have 21 times the risk of HIV acquisition compared with the general population. However, accessing HIV pre-exposure prophylaxis (PrEP) remains challenging, and PrEP initiation and persistence are low due to stigma and related psychosocial factors. The WiSSPr (Women in Sex work, Stigma and PrEP) study aims to (1) estimate the effect of multiple stigmas on PrEP initiation and persistence and (2) qualitatively explore the enablers and barriers to PrEP use for WESW in Lusaka, Zambia.
Methods and analysis WiSSPr is a prospective observational cohort study grounded in community-based participatory research principles with a community advisory board (CAB) of key population (KP) civil society organi sations (KP-CSOs) and the Ministry of Health (MoH). We will administer a one-time psychosocial survey vetted by the CAB and follow 300 WESW in the electronic medical record for three months to measure PrEP initiation (#/% ever taking PrEP) and persistence (immediate discontinuation and a medication possession ratio). We will conduct in-depth interviews with a purposive sample of 18 women, including 12 WESW and 6 peer navigators who support routine HIV screening and PrEP delivery, in two community hubs serving KPs since October 2021. We seek to value KP communities as equal contributors to the knowledge production process by actively engaging KP-CSOs throughout the research process. Expected outcomes include quantitative measures of PrEP initiation and persistence among WESW, and qualitative insights into the enablers and barriers to PrEP use informed by participants’ lived experiences.
Ethics and dissemination WiSSPr was approved by the Institutional Review Boards of the University of Zambia (#3650-2023) and University of North Carolina (#22-3147). Participants must give written informed consent. Findings will be disseminated to the CAB, who will determine how to relay them to the community and stakeholders.
This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/ .
https://doi.org/10.1136/bmjopen-2023-080218
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The Women in Sex work, Stigma and PrEP (WiSSPr) study uses a mixed-methods approach which is ideal for intersectional stigma research because it allows quantitative research to be grounded in the lived experiences of people, while ensuring that aspects of stigma that emerge at the intersections of identities are measured in testable ways.
Qualitative aim enrolls peer navigators to capture the perspectives of women who are at the unique interface of recipients of care as sex workers themselves, and supporters of health service delivery.
Uses core principles of community-based participatory research which value key populations as equal contributors to the knowledge production process.
Limitations include an inability to longitudinally assess the alignment of pre-exposure prophylaxis (PrEP) adherence and persistence with HIV risk, and limitations in measuring PrEP adherence by self-report and pharmacy dispensations instead of by drug biomarkers.
Women engaging in sex work (WESW) are a key population (KP) that experiences an unacceptably high risk of HIV infection. In 2019, the Joint United Nations Programme on HIV/AIDS (UNAIDS) estimate WESW have 21 times the risk of HIV acquisition compared with the general population of adults aged 15 – 49 years old. 1 In Southern and East Africa, KPs and their sexual partners account for 25% of all new HIV infections. 2 To reduce the burden of HIV in Africa, HIV prevention strategies tailored to the unique needs of WESW are critical to safeguarding their health, as well as the health of people in their sexual networks. 3 4
While HIV pre-exposure prophylaxis (PrEP) is highly effective in preventing HIV infection, its real-world efficacy is closely linked to adherence, which is a complex process for WESW. A systematic review of PrEP usage and adherence among WESW reveals complex interrelationships between individual perceptions of HIV risk, social support and fear of healthcare provider stigma. 5 WESW may experience multiple stigmatised identities, conditions or behaviours, such as participating in sex work, having a substance use disorder, and taking HIV prevention medication. 6
Zambia has a generalised HIV epidemic, and the capital city of Lusaka is a major regional transit hub attracting WESW from the region. Approximately 3,396 live in Lusaka with over half (53%) living with HIV, underscoring the need to urgently tailor prevention strategies for this population. 7 WESW in Zambia are subject to violence and discrimination in the form of verbal, physical and sexual abuse from strangers, acquaintances, clients, intimate partners and even law enforcement. 8 Surveys among WESW in Zambia have identified healthcare provider stigma and discrimination, as well as a lack of confidential care as main barriers to HIV prevention services at public health facilities. 7 9 Therefore, a better understanding of the multiple stigmas that WESW experience is a critical first step to designing interventions to meet their HIV prevention needs.
In recent years, Zambia has made significant progress in reaching WESW and providing them with comprehensive HIV prevention services. Since May 2019, the PEPFAR-funded Key Population Investment Fund (KPIF) has been successfully engaging with KP in Lusaka Province and providing them with community-based HIV prevention and treatment services. KPIF is implemented by the Centre for Infectious Disease Research in Zambia (CIDRZ) in partnership with the Zambian Ministry of Health (MoH), US Centers for Disease Control and Prevention and importantly, key population civil society organisations (KP-CSOs). A key objective of the KPIF programme is to improve PrEP initiation, persistence and adherence for HIV-negative WESW. For this study, we propose to leverage existing KPIF infrastructure to enhance study feasibility and ensure its real-world relevance to achieving this key objective.
Although PrEP initiations are high in the KPIF programme, they may not accurately reflect PrEP effectiveness. 10 A systematic review of 41 studies found high discontinuation rates at 1 month. 11 Despite WHO recommendations and national PrEP guidelines for regular HIV testing and follow-up visits, maintaining client engagement with PrEP has been challenging. 12 13 This has resulted in a lack of data on short-term PrEP persistence among WESW in Zambia. Assessing the percentage of clients who do not return for their first follow-up visit is crucial for determining PrEP effectiveness. Current prevention strategies do not adequately address the multiple stigmas and psychosocial stress that hinder PrEP persistence.
The Women in Sex work, Stigma and PrEP (WiSSPr) mixed-methods study aims to (1) measure the association between multiple stigmas on PrEP initiation and persistence among HIV-negative adult WESW and (2) qualitatively explore the enablers and barriers (interpersonal, psychosocial and structural) to initiating and persisting on PrEP. The qualitative aim will complement and contextualise 14–16 findings from the quantitative results. We hypothesize that WESW with high levels of any type of stigma will be less likely to initiate and persist on PrEP.
Interview guides will be informed by the Community, Opportunity, Motivation – Behaviour (COM-B) framework to assess how these components drive engagement with PrEP services. 17 18 The COM-B model is commonly used in HIV prevention because it offers a framework to guide the development and implementation of targeted interventions, thereby enhancing the efficacy and reach of HIV prevention programmes. 19 This framework will guide us to identify deficits in knowledge or skills (Capability), environmental and social contexts (Opportunity), and personal motivations and attitudes (Motivation). This integrated approach ensures that all relevant aspects of behaviour change are considered, leading to more effective and sustainable health outcomes.
Directed acyclic graphs (DAG) visually synthesise a priori knowledge about the hypothesised relationships between variables of interest, helping to identify causal pathways and potential confounders that could bias the results. We propose confounders based on their known association with stigmas and PrEP persistence, using evidence from published studies addressing similar questions. Controlling for the following variables will be sufficient to block any unconditionally open, non-causal backdoor paths that could lead to confounding: age, community hub, duration of sex work, and education ( figure 1 ).
Directed acyclic graph illustrating the causal effect of stigma on PrEP persistence. PrEP, pre-exposure prophylaxis.
Study design.
We will use a prospective observational cohort study design with mixed methods to characterise PrEP outcomes for HIV-negative WESW in Lusaka, Zambia. Trained research assistants will administer a one-time, 75-item psychosocial survey to participants and follow them prospectively in the electronic medical record. For the qualitative aim, we will conduct in-depth interviews (IDIs) with WESW to get perspectives of prevention services with peer navigators who are both recipients of care and supporters of health service delivery.
We will use the NIH ‘Best Practices for Mixed Methods’ guidelines to design, analyse and interpret qualitative and quantitative data in mixed-methods research. 20 Specifically, we will employ a convergent parallel design that collects both qualitative and quantitative data concurrently and separately, prioritising both the quantitative and qualitative strands equally but keeping them independent during analysis. We will interpret the extent to which the two sets of results converge, diverge, relate to each other and/or combine to create a better understanding in response to the study’s overall purpose. 20
The study population is composed of adult WESW who are living or working within the catchment areas of two community hubs located within urban Lusaka. Based on CIDRZ’s prior published work, we anticipate that the study population will be comprised largely (63%) of younger women (18 – 29 years old). 10
Table 1 identifies the primary outcomes of PrEP initiation and persistence from pharmacy dispensations records in the last 90 days for survey participants. Several studies have accessed this data from the national electronic medical record system SmartCare. 21 22 CIDRZ is a key Smartcare implementing partner and routinely leveraging this data to optimise service delivery for KP in KPIF in order to better understand outcomes for HIV treatment and prevention in the national HIV programme. 23–28 Table 2 identifies the independent variables of interest including sociodemographic history, intersectional stigma (everyday discrimination scale), 29 substance use (ASSIST), 30 depressive symptoms (Patient Health Questionnaire, PHQ), 31 as well as sex work, HIV and PrEP-related stigmas and resulting discrimination using established questionnaires. 32–34 The qualitative outcomes are insights into the enablers and barriers to PrEP use informed by participants’ lived experiences according to the COM-B model.
WiSSPr study outcomes
WiSSPr study independent variables
We determined the minimum sample size using Demidenko’s method for logistic regression with binary interactions, informed by effect size and variance data from Witte et al ’s study on PrEP acceptability among women in Uganda. 35–37 Sample size considerations are based on our primary outcome of PrEP initiation and informed by preliminary programmatic data that formed assumptions about baseline HIV prevalence and estimated PrEP initiations. Each site tests an average of 200 WESW per month, which will allow an estimated 800 women to be tested during the 2-month enrolment period. We project approximately 56% (448) will test HIV-negative, and of these, we estimate 403 (90%) will be eligible, and 350 (87%) will agree to initiate PrEP. Due to time and resource limitations, we seek to enroll a sample of 300 eligible WESW. Assuming 5% of participant medical records cannot be found, a total cohort of 285 PrEP users would allow us to estimate the prevalence ratio of stigma on PrEP initiation of 1.98 or higher (positive association), or 0.50 or lower (negative association) at 80% power with a significance level of 0.05. We aim to recruit 18 participants for IDIs, based on prior research with this population and qualitative methodology guidelines suggesting that 6 – 10 interviews per subgroup are sufficient to reach thematic saturation 14 20
The study will start in July 2023. WiSSPr will recruit 300 participants from a convenience sample of WESW who are receiving HIV services from two community-based hubs which have been functioning as MoH drop-in wellness centres since October 2021. All HIV testing and prevention services at these community hubs are led by teams of KP and MoH staff. Outreach activities take place in venues where WESW socialise, such as brothels, bars, or the home of a KP. Recruitment activities will take place during these outreach activities. KPIF programming leverages KP social networks to mobilise WESW for recruitment into the study. A total of 18 participants, including 6 peer navigators, 6 WESW who discontinue PrEP after initiation, and 6 WESW who continue on PrEP, will be purposively sampled for IDIs, or until we achieve thematic saturation. 38 Qualitative data collection will take place at least 30 days after the quantitative recruitment begins, in order to sample women who initiate a 30 day supply of PrEP but do not return to pick up another refill. Figure 2 outlines the WiSSPr study recruitment process.
The WiSSPr study flow diagram summarises the stages of participant recruitment and follow-up. PrEP, pre-exposure prophylaxis; WiSSPr, Women in Sex work, Stigma and PrEP.
Recruitment will end when 300 participants have been enrolled for the survey and 18 participants enrolled for interviews. PrEP event data will be abstracted from SmartCare approximately 3 months after the final participant’s enrollment. Study activities, including qualitative data collection, data quality control and assurance, and data analysis, are anticipated to continue until the planned end of the study in September 2024.
We will engage the community advisory board (CAB) in collaborative decision-making on: (1) how best to conduct outreach to venues that WESW frequent, (2) how to engage leaders in the sex work community to inform them about this study, and (3) to encourage WESW participation in a way that minimises social harms. Box 1 identifies the inclusion and exclusion criteria for the study. Written informed consent in English or local languages (ChiNyanja or IchiBemba) will be obtained before enrollment. As an added measure of protection for this marginalised population, participants must complete an informed consent quiz to ensure that they understand the potential risks of study participation. Participants will receive the Zambia Kwacha equivalent of US$5 per survey and interview as compensation for their time.
Cohort inclusion and exclusion criteria are as follows:
Inclusion criteria: (1) identify as a cis-gendered or transgendered woman, (2) age ≥ 18 years, (3) earns a significant amount of income from exchanging sex for money or goods in the last 3 months, (4) HIV-negative status and eligible for PrEP according to national guidelines, (5) not planning to transfer care to another site within the next 30 days, (6) speaks English or ChiNyanja or IchiBemba and (7) willing and able to provide written informed consent
Exclusion criteria: (1) do not identify as a woman, (2) age < 18 years old, (3) has not earned a significant amount of income from exchanging sex for money or goods or has earned for < 3 months, (4) HIV-positive status or status is unknown or ineligible for PrEP, (5) planning to transfer care to another site within the next 30 days, (6) unable to speak English or ChiNyanja or IchiBemba and (7) not willing or able to provide written informed consent
In-depth interviews will be conducted with cohort members, as well as peer navigators. The inclusions and exclusion criteria for peer navigators is as follows:
Inclusion criteria: (1) age ≥ 18 years old, (2) history working as a peer health navigator, (3) history of providing HIV services to women engaging in sex work, (4) speaks English or ChiNyanja or IchiBemba and (5) willing and able to provide written informed consent.
Exclusion criteria: (1) age < 18 years, (2) does not have a history working as a peer health navigator, (3) does not have a history of providing HIV services to women engaging in sex work, (4) unable to speak English or ChiNyanja or IchiBemba and (5) not willing or able to provide written informed consent.
A team of 3–5 trained research assistants will administer a tablet-based survey ( online supplemental file 1 ) for quicker data entry, real-time quality control and logic checks to reduce data entry errors and immediate data backup compared with paper. Surveys, estimated to take 60 min each, will be conducted in English, ChiNyanja or IchiBemba, based on participant preference. The survey tool will be piloted with CAB members and peer navigators. Patient medical records are routinely entered by KPIF programme staff into a secure, standardised electronic data capture system, from which we will extract relevant deidentified data using the participants’ SmartCare ID numbers.
Qualitative data collection.
We will use a semi-structured interview guide ( online supplemental file 1 ) with open-ended questions and probes to explore specific themes related to HIV prevention and intersectional stigma. This guide allows some flexibility for participants to follow topics of interest to them. The themes we will explore are informed by the COM-B conceptual framework which include perceived and enacted stigma, the impact of intersectional stigmas on health service utilisation service needs, enablers such as psychosocial support or the trustworthiness of the healthcare system. The guide also includes modules on PrEP where the interviewer will explain oral and long-acting injectable PrEP and assess participants perceptions of the advantages and disadvantages and willingness to use these different PrEP options. Participants will be asked about their own perceptions as well as their perceived opinions of their peers, as this approach has yielded richer responses in previous studies. 39 Interviews are estimated to take 60 minutes and will be conducted in English, ChiNyanja, or IchiBemba in a private location at a community safe space or other similarly secure location determined by participant preference. We will request permission to audio record interviews for transcription and translation. All interviews will be conducted by a single trained interviewer. The interview guides will be piloted with CAB members before implementation.
SmartCare serves as a repository of clinical data for WESW accessing KPIF services. A secure server will be used to store encrypted study data, including the study database. Quantitative data collected on tablets will be transmitted to the server at the end of each day. To ensure data safety, there will be daily backups, and data will also be stored on secure drives.
All IDIs will be audio recorded. Audio recordings will be transcribed verbatim and then translated into English in a single step by qualified research staff. The audio recordings will not be marked with any identifying information. Instead, interviewers will use unique participant codes to label the audio recordings. No personal identifiers will be used, and any identifiers inadvertently mentioned during interviews will be purged from the transcripts prior to analysis.
All medical records that contain participant identities are treated as confidential in accordance with the Zambian Data Protection Act. All study documents related to the participants will only include an assigned participant code. Only research staff will have access to linkable information, which will be kept strictly confidential. All records will be archived in a secure storage facility for 3 years after the completion of the study per local regulatory guidelines, after which time all electronic data will be deleted from project servers and hard drives, and all paper-based records will be disposed of.
We will conduct univariable analyses to examine whether there are differences in the levels of stigma, discrimination, depressive symptoms and substance use disorders among those who initiate PrEP versus those who do not, stratified by community hub. We will report the prevalences of HIV and PrEP stigmas, discrimination due to intersectional stigma identified by the Everyday Discrimination scale, depression and suicidal ideation identified by PHQ, and substance use disorders identified by ASSIST. We will sum all items within a screener to a total score before collapsing data into categorical variables. For cases where missing data are more limited (approximately < 5%), for single items and measures, we will use mean imputation to derive a score. If there is substantial missingness (> 10%) then we will use missing data methods such as multiple imputation.
A PHQ-9 score ≥ 10 is commonly used in primary care settings as a cut-off for probable major depression. 40 PHQ-9 cut-off scores of 5, 10, 15 and 20 will be categorised as mild, moderate, moderately severe and severe depression, respectively. The ASSIST gives 10 risk scores for tobacco, alcohol, cannabis, cocaine, amphetamine-type stimulants, inhalants, sedatives, hallucinogens, opioids and other drugs. The score is higher the more frequently the participant reports using substances. For alcohol use, we will use cut-offs of 11 and 27 for moderate and high risk of substance use disorder. For all other substances cut-offs of 4, and 27 for moderate and high risk. 30
PrEP initiation will be calculated using the total number of individuals initiated on PrEP over the total number of HIV-negative individuals who were enrolled and eligible for PrEP. We refer to the complement of discontinuation as PrEP persistence. 41 We define immediate discontinuation for those who initiate a 30 day supply of PrEP and do not return for any refills over the 108 day observation period in alignment with national antiretroviral therapy (ART) programme guidelines on continuity of care and management of missed appointments. 21 42 We will calculate a medication possession ratio (MPR) of total days with medication in patient possession to the observation period, as a measure of engagement in services and report both the MPR and IQR ( table 1 ).
We will use Stata (V.16.1, StataCorp) for analysis, reporting descriptive statistics to characterise the study population and bivariate associations between key exposures and immediate discontinuation with Pearson’s χ 2 statistics. We will fit Poisson regression models, which will estimate prevalence ratios of discrimination, PrEP stigma and HIV stigma on immediate discontinuation of PrEP over a 3-month follow-up period, controlling for confounders identified by the DAG. Adjusted prevalence ratio estimates will be reported with 95% CIs and p-values at the alpha = 0.05 significance level.
We will analyse the qualitative data using established analytical software (NVivo, QSR International, Melbourne, Australia) through deductive reasoning based on our conceptual model and inductive reasoning to identify major and minor themes emerging from audio recordings and transcripts. The process of eliciting themes will involve familiarisation with interview transcripts and noting emergent themes, adapting our conceptual framework as necessary, performing open coding, developing a codebook, performing data reduction, data display using matrices and/or tables, and interpretation to map out relationships in the data. Two coders will review these data, independently identify emergent themes, and confer to agree on final coding and findings. We will apply established qualitative research principles in our analyses, including negative case analysis and respondent validation. 43 44
Participant attitudes and preferences relating to elements of future stigma-reduction intervention, psychosocial support provision and long-acting injectable PrEP will be described qualitatively. We will strive for critical reflexivity by outlining our point of view in relation to the interviewees of the study during data collection and will state how positionality and context may have affected the findings. The credibility and trustworthiness of qualitative data will be assured through member-checking by participants themselves. 45
WiSSPr was approved by the Institutional Review Boards of the University of Zambia (#3650 -2023) and University of North Carolina, the Zambia National Health Research Authority and the Lusaka Provincial and District Health Offices. A final study notification will be sent on completion of the study, or in the event of early termination. Participants are free to withdraw from the study at any time without affecting their right to medical care.
The study findings will be disseminated to KP community members, providers, researchers and policy-makers. The CAB will review preliminary results and advise on meaningful dissemination to the KP community, National AIDS Council, National HIV and Mental Health Technical Working Groups, investigators and stakeholders. The information will be presented at conferences or published in peer-reviewed journals. Participants’ personal information will not be included in any publications.
We will use principles of community-based participatory research (CBPR) to ensure patient and public involvement in this study. CBPR is a research paradigm that focuses on relationships between academic and community partners, with principles of co-learning, mutual benefit and long-term commitment. 46 CBPR incorporates community theories, participation, and practices into the research efforts and plays a role in expanding the reach of implementation science to influence practice and policies for eliminating health disparities. 46 47
To collaboratively develop this study with clients and the public, we will use CBPR principles and create a CAB with Lusaka District Health Office and two KP-CSOs working in the study sites: Zambia Sex Workers Alliance and Tithandizeni Umoyo Network. As a study team, our first priority is to develop trust with people engaging in sex work. Trust development is a construct of CBPR and has also emerged as a synthesising theory. 48 49 Trust types are ordered along a relative continuum from least (trust deficit) to most (critical reflective) trust which reflects an ability to discuss and move on after a misstep. 48 Given the historical marginalisation and stigmatisation of WESW in Zambia, we anticipate a trust deficit and have allocated time and budget to nurture and develop trust along this continuum. We will build trust through ‘role-based trust’ as researchers, ‘proxy trust’ from the reputation of CIDRZ and KP CSO team members’ work with KPs in Zambia, and ultimately aim to establish ‘critical reflective’ trust.
The research questions and outcome measures were developed in collaboration with the CAB, ensuring they reflect the priorities, experiences and preferences of the sex worker community. Input from the CAB helped tailor the study to address the most pressing issues identified by the community. The study team will work with the CAB to adapt the study within complex systems of organisational and cultural context and knowledge. Collaborative decision-making will occur prior to the study launch, throughout the recruitment period, and during dissemination. The CAB will provide feedback on the potential burden of the intervention and the time required for participation, so that the study minimises inconvenience and respected participants’ time constraints. All partners will decide what it means to have a ‘collaborative, equitable partnership’ and how to make that happen. 50 The CAB will advise on which community hub to recruit from first, and how to work with community leaders to adapt study standard operating procedures to not disrupt service implementation at study sites. They will also advise on how to minimise potential risks to participants, including ways to reduce emotional distress and ensure physical safety. Participants experiencing emotional distress will be referred for psychosocial support with evidence-based mental health therapy specialised for those with depression and substance abuse, with the KPIF providing transportation and a peer navigator accompanying them to the facility providing these services. The CAB will be actively involved in planning the dissemination of study results to participants and the wider community, helping decide what information to share, the timing of the dissemination and the most appropriate formats for communicating the findings.
The WiSSPr study is significant as it addresses the limitations of HIV interventions that focus solely on HIV-related stigma, without considering co-occurring stigmas linked to other identities or conditions. This study will inform the design of PrEP service delivery programmes for WESW in Zambia and the region. Understanding stigmas and related psychosocial factors is crucial for developing effective, evidence-based stigma-reduction interventions for WESW in Africa. Our long-term goal is to optimise person-centred HIV prevention by implementing inclusive, affirming practices for individuals facing multiple barriers.
Strengths of this study include (1) a mixed-methods approach which grounds quantitative research in the lived experiences of people and measures aspects of stigma that emerge at the intersections of identities, (2) qualitative data from peer navigators capturing perspectives of women at the unique interface of being recipients of care as sex workers as well as direct supporters of health service delivery, and (3) incorporation of core principles of CBPR which value KP-CSOs as equal contributors to the knowledge production process.
Several methodological limitations are also inherent in the study. First, we are unable to longitudinally assess the alignment of PrEP adherence and persistence with HIV risk. We will be limited to measuring PrEP adherence by self-report and pharmacy dispensations instead of by biomarkers of tenofovir use. Secondly, recruitment might fall short at some sites, necessitating expansion to additional community outreach venues leveraging our network of KPs. Lastly, cohort studies may have bias, due to recall and social desirability bias of self-reported measures, and missing data.
Patient consent for publication.
Not applicable.
The authors would like to acknowledge the infrastructure support provided by the Centre for Infectious Disease Research in Zambia (CIDRZ) and the Key Populations Investment Fund (KPIF) programme. The authors would also like to thank peer navigators and leaders in the sex work community for their assistance in developing the study approach and recruiting study participants.
MEH and MM are joint senior authors.
X @idlidosa2, @kenmugwanya, @webarrington
Contributors RK, DR, AS, MM, MH, KKM and WB conceived and designed the study. RK, DR, AS, MM, MH, JP, MZ, MP, RZ, GMK, LC, PMK, CM and BN created the interview guides and survey. All authors revised drafts and gave final approval for publication. MM is the guarantor of the study and accepts full responsibility for the finished work and the conduct of the study, had access to the data and controlled the decision to publish.
Funding The study is being supported by the NIH Fogarty Global Health Fellowship awarded by the NIH Fogarty International Center Grant #D43TW009340.
Competing interests None declared.
Patient and public involvement Patients and/or the public were involved in the design, or conduct, or reporting, or dissemination plans of this research. Refer to the Methods section for further details.
Provenance and peer review Not commissioned; externally peer reviewed.
Supplemental material This content has been supplied by the author(s). It has not been vetted by BMJ Publishing Group Limited (BMJ) and may not have been peer-reviewed. Any opinions or recommendations discussed are solely those of the author(s) and are not endorsed by BMJ. BMJ disclaims all liability and responsibility arising from any reliance placed on the content. Where the content includes any translated material, BMJ does not warrant the accuracy and reliability of the translations (including but not limited to local regulations, clinical guidelines, terminology, drug names and drug dosages), and is not responsible for any error and/or omissions arising from translation and adaptation or otherwise.
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Types of Interviews in Research | Guide & Examples
Chapter 11. Interviewing - Introduction to Qualitative ...
Interview Method - Research Guides - Virginia Tech
Interviews can be defined as a qualitative research technique which involves "conducting intensive individual interviews with a small number of respondents to explore their perspectives on a particular idea, program or situation." There are three different formats of interviews: structured, semi-structured and unstructured.
Vancouver, Canada. Abstract. Interviews are one of the most promising ways of collecting qualitative data throug h establishment of a. communication between r esearcher and the interviewee. Re ...
7 interview methods in research Here's a list of seven major interview methods that you can use in your research: 1. Focus group One popular research interview method is conducting a focus group interview, which involves a group of individuals interviewed at the same time. Focus group moderators usually encourage participants to interact with ...
Interview Research - Library Support for Qualitative Research
Structured Interview | Definition, Guide & Examples
Interviews in the social sciences
As a qualitative research method, interviewing is widely used to gather in-depth information from participants about their experiences, opinions, and perspectives on a specific topic. There are various qualitative research techniques for interviews available to researchers to achieve the greatest potential in data collection.
Qualitative interviewing is a foundational method in qualitative research and is widely used in health research and the social sciences. Both qualitative semi-structured and in-depth unstructured interviews use verbal communication, mostly in face-to-face interactions, to collect data about the attitudes, beliefs, and experiences of participants.
List of Interview Methods to Use in Your Research
What is a Research Interview? (Types Steps of Conducting)
Abstract. Qualitative interviews are widely used in qualitative and mixed methods research designs in applied linguistics, including case studies, ethnographies, interview studies, and narrative research. This entry discusses commonly used forms of interviews and provides examples to show how researchers use interview accounts to generate ...
6. Qualitative Research and Interviews. So we've described doing a survey and collecting quantitative data. But not all questions can best be answered by a survey. A survey is great for understanding what people think (for example), but not why they think what they do. If your research is intending to understand the underlying motivations or ...
An interviewing method is the most commonly used data collection technique in qualitative research. 1 The purpose of an interview is to explore the experiences, understandings, opinions and motivations of research participants. 2 Interviews are conducted one-on-one with the researcher and the participant. Interviews are most appropriate when ...
Interview Method In Psychology Research
Interviews, in general, are a foundational means of collecting data when using qualitative research methods. They are designed to draw from the interviewee constructs embedded in his or her thinking and rationale for decision making. The researcher uses an inductive method in data gathering, regardless of whether the interview method is open ...
Types of Interviews in Research and Methods
How to conduct interviews for research. You can follow these four key steps to conduct interviews as part of your research process: 1. Choose your interview method. The first step to conducting a research interview is to choose your method. It's also essential to choose the suitable method for your specific research.
Interview methods in research depend on the nature of the project and the methodology that the researchers use to achieve research objectives. Interviews are qualitative research techniques. Usually, interviewers ask open-ended questions to create conversation. The researcher usually hosts the interview as the subject matter expert.
Qualitative research method-interviewing and observation
We have shown in this paper that DMI provides an analytical procedure for methodically controlled interpretations of interview accounts in all domains of qualitative social research because it also allows to re-interpret interviewees' everyday theories and justifications presented in interviews against the background of their 'a theoretical ...
This thoroughly revised and updated second edition of Methods for Community-Based Participatory Research for Health provides a step-by-step approach to the application of participatory approaches to quantitative and qualitative data collection and data analysis. With contributions from a distinguished panel of experts, this important volume shows how researchers, practitioners, and community ...
Given the complex societal and organizational contexts shaping educational policies, future research should aim at a comprehensive perspective on policy implementation covering stakeholder, practitioners, and children perspectives, involving mixed-method designs. This could include more detailed analyses of crucial organizational conditions by ...
Methods and analysis WiSSPr is a prospective observational cohort study grounded in community-based participatory research principles with a community advisory board (CAB) of key population (KP) civil society organi sations (KP-CSOs) and the Ministry of Health (MoH). We will administer a one-time psychosocial survey vetted by the CAB and follow 300 WESW in the electronic medical record for ...