annual results and impact evaluation workshop for rbf - day six - incorporating qualitative...
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Incorporating qualitative assessment in
Impact Evaluations 30 March 2014
RBF Workshop, Buenos Aires, Argentina29
Kent Ranson | Senior Economist (Health), HRITF
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Learning objectives
• Why do qualitative research?
• How can qualitative research contribute to IE?
• Ongoing work in Cameroon o How are subjects selected, data collected and
analysed?
• Other important considerations o Choosing and training a team, ethical
considerations, quality assurance
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Why do qualitative research?
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Why do qualitative research?
• Studying processes: the aim is to explain (e.g. an
intervention’s apparent success, or otherwise) rather than
merely describe
• “Behind every quantity there
is a quality” (Sobo 2009)
• Studying meaning: what is
important to people and
why?
o Influences social interactions and
ultimately health outcomes
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How can
qualitative
research
contribute to IE?
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Social construction / complexity lens
• Policy and systems shaped by politics,
culture, discourse
• Decisions diffused through system
• Problems (and solutions) are related to
understanding complexity
• Human ‘software’ critical to health
systems performance
Kabir Sheikh et al - 2011
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Stages to which qualitative research can contribute
Intervention stage Qualitative research contribution
Process evaluation - Ongoing as the trial / intervention is implemented
- Is it going as planned?
- May look at quality, intervention delivery, intervention
receipt, reach (barriers to participation), context
- Can contribute to changes during the trial as well as to
an understanding of effect
Outcome evaluation - Changes in health worker and community perception
and behaviour, acceptability of intervention components
- Intended and unintended consequences
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Video: PROCESS: Evaluating how the PRIME
intervention worked in practice
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Ongoing work in Cameroon
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Other important considerations
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Clair Chandler et al - 2013
Choosing & training a team
• Building a good team
o Ensure the right people are involved at each stage;
o Where possible, skilled local qualitative research team leaders;
o May require technical support from social scientists at domestic or
international universities
o Foster relationships to achieve a team which is resilient and responsive to
changes
• Training
o Share learning across project sites;
o With RBF, the possibility to share learning across countries;
o Intensive training of 5 to 10 days may be required, even for those with
experience;
o Role-play and small group activities effective for training on data collection
and recording techniques
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• Protecting research participants and honouring
trust;
• Anticipating harms;
• Avoiding undue intrusion;
• Negotiating informed consent;
• Rights to confidentiality and anonymity;
• Fair return for assistance;
• Participants’ intellectual property rights;
• Participants’ involvement in research.
Clair Chandler et al - 2013
Common ethical principles & practices
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• Reflexivity – researcher “reflects” on position, assumptions and biases;
• Transparency;
• Comprehensiveness;
• Responsibility – understanding the role of each team member in producing good quality data;
• Ethical practice;
• Systematic approach – a methodical and logical process for achieving each stage of the research process.
Clair Chandler et al - 2013
Quality assurance
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Acknowledgements
Special thanks to:
Chandler, C.I.R., Reynolds, J., Palmer, J. J., & Hutchinson, E.
(2013) ACT Consortium Guidance: Qualitative Methods for
International Health Intervention Research. Available at
www.actconsortium.org/qualitativemethodsguidance
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Thank You
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