Qualitative methods in public health science

The course is given within the framework of the Master's Program in Public Health Science (M2PHP). The course can also be given as a freestanding course at advanced level.

The course can be part of the following programme: 1) Master's Programme in Public Health Science (M2PHP)

Qualification for admission to the course requires professional degree/Bachelor's degree of at least 180 credits in a health science, social science, science, economics, arts or engineering field of education and grade Passed/E in English B/English 6.

This course introduces students to the main concepts and approaches in qualitative research, and familiarizes them with some of the methodologies and methods most commonly used in the public health field. It aims at equipping them with the needed competencies to elaborate pertinent research questions for qualitative inquiries, design a qualitative research study, and critically reflect on the possibilities and limitations of these designs, on ethical dilemmas, on their positionalities as researchers, and on research quality. In the course, the students will plan a qualitative research study during which they will apply the theoretical and practical aspects of a qualitative research process such as: identify the research aim, choose the design, methodology and methods, identify and reflect on the ethical and quality issues, create and test data collection tools, and reflect on this process.

Knowledge and understanding

• describe epistemological grounds for qualitative research, different theoretical frameworks, qualitative methodologies, methods, and modes of data- collection and analysis, and their strengths and weaknesses for studying different issues within health sciences
• describe internationally established ethical standards and procedures for research and define ethical values and principles

Competence and skills

• identify and describe appropriate study designs and modes of data collection for studying issues within health sciences
• identify and analyze ethical issues arising in qualitative health research and propose how these issues can be addressed in the design and conduct of a study
• plan for a basic qualitative study and argue for choices for design identify ethical issues and prepare for an informed consent processesa plan to navigate them
• conduct a small data-collection, arrange for and carry out analysis

Judgement and approach

• present and reflect on theoretical, methodological and ethical aspects of a qualitative research process
• critically discuss and evaluate qualitative research based on scientific trustworthiness

The course is based on a combination of readings, theoretical lectures, and a series of practical workshops and seminars that will accompany the students in the development of their pilot study plan.

Language of instruction: English

The course is examined through:

One individual written assignment in the form of a study plan and 2 compulsory elements:

• seminar 1: research question and literature review 
• seminar 2: draft of the individual study plan will be presented and discussed 

Absence from any of the compulsory elements has to be supplemented through written assignments in accordance with the course leader's instructions.

The grading scale comprises: Pass with Distinction (VG), Pass (G) and Fail (U). For the grade Pass with Distinction (VG) on the whole course the student must have achieved VG on the individual written assignment (the study plan) and G on all the compulsory elements in the course. For the grade Pass (G) the student must have achieved G on the individual written assignment (the study plan) and G on all the compulsory elements in the course.

The course evaluation is carried out in writing via the learning platform of University of Gothenburg, as well as orally in dialogue with the students. The course leader compiles an analysis of the course evaluation and proposes changes for development of the course. The analysis is discussed with the students through the program council. Analysis and suggestions are communicated to the students and published via the learning platform. The result and possible changes in the course structure are shared both with the students who carried out the evaluation and the students starting the course.

If a student who has been failed twice for the same examination element wishes to change examiner before the next examination session, such a request is to be granted unless there are specific reasons to the contrary (Chapter 6 Section 22 HF).

If a student has received a certificate of disability study support from the University of Gothenburg with a recommendation of adapted examination and/or adapted forms of assessment, an examiner may decide, if this is consistent with the course’s intended learning outcomes and provided that no unreasonable resources would be needed, to grant the student adapted examination and/or adapted forms of assessment.

If a course has been discontinued or undergone major changes, the student must be offered at least two examination sessions in addition to ordinary examination sessions. These sessions are to be spread over a period of at least one year but no more than two years after the course has been discontinued/changed. The same applies to placement and internship (VFU) except that this is restricted to only one further examination session.

If a student has been notified that they fulfil the requirements for being a student at Riksidrottsuniversitetet (RIU student), to combine elite sports activities with studies, the examiner is entitled to decide on adaptation of examinations if this is done in accordance with the Local rules regarding RIU students at the University of Gothenburg.