communication (Elliott & Popay 2000) i.e. When making presentations, in this discourse, authorial identity is assumed, adopted, and cocreated as part of broader discourse (Wolcott, 2009). understood its scientific basis (Mienczakowski 1996). This may do little to serve the effectiveness of the genre of qualitative research findings “presentation.” In genre terms, presentations are not oral utterances of manuscripts—this conflates the oral presentation genre with the written manuscript genre. heart disease and care in general) and six from education. Taking a genred approach allows a better theory-based appreciation of the various dimensions of the presentation genre. Available from, EMSLIE C, HUNT K & WATT G. (2001a) ‘I’d rather go with a heart attack. The process of communicating qualitative research findings does not appear essentially different from using the findings of any other kind of research (ESTABROOKS, 2001). After you have identified who you should disseminate the findings to, you need to determine how you will do it. 2004). health promotion initiatives are more likely to be successf, with (and not against) popular culture. Image Source: methodsuxdesign. View or download all the content the society has access to. This need not mean that researchers presenting qualitative findings “conform” entirely, passively, or submissively to prevailing norms of any knowledge community, but that resonance must be achieved in and among prevailing norms and their attendant expectations, understandings, and perspectives in the audience of the presentation. C, Martin, M. D. M. B., Amores, M. D. C. C. (. Even playing with and bending genres is predicated on an initial understanding of what is being played with and bent. Aiming at, educational and social science researchers, Eisner, and theatre to represent data. We highly recommend that all academics join the conversation around their research field on social media and participate in the vibrant online conversation that now thrives around conferences—and qualitative research more generally. 2000, Ziebland. 2000). The most obvious manifestation of this is when the formal and physical features of the presentation (usually text-heavy slideshows) serve as a memory aid for the presenter(s) rather than as true visual aids that enhance audience communication (Rossiter & Stone, 2015). In the induction phase, the video footage of the dances was shared with a CMA and the participants for peer review, and the approach was revised. GRAY RE. The analysis was guided by human science phenomenological methods, as described by Max Van Manen, and consisted in part of ontological-eidetic considerations, anecdotal writing of lived experiences, and thematic writing. al. Dissemination Planning To ensure that the project results will be used, research projects must develop a dissemination plan that explains how the outcomes of the (eds.) found their way into classrooms. • Campus activism in higher education Many open access repositories have been created in the last decade. Failure to, Of the 62 texts we looked at, many of the authors did go beyond, the most traditional of passive dissemination techniques, the peer-, reviewed journal manuscript, to disseminate their work. Consequently, the contribution to knowledge is unclear, and the possibility of creating resonance and verisimilitude is reduced. (2003) Metasynthesis: The state of the art – so far. Health, Issues presented were relevant to (95%) and useful for (93%) thinking, tape method for keeping social care staff up to date with the latest, Few studies have investigated how social care staff use and rate different, study assessed (with short questionnaires, focus groups and teleph, interviews) how purposively chosen front line social, managers (n=29) in four social service departments used one of six, tape (once and in their car) were to help staff increase the time they gave, their learning by the specific demands of their role, preference for interpersonal, informal and conversational learning, A 78-year-old woman with colorectal cancer, who has since passed, away, consented to the wide dissemination of a number, in the hope of helping others to conquer feelings of b, same disease. Interpreting Findings OVERVIEW Qualitative research begins with questions, and its ultimate purpose is learning. M. Clark is corresponding editor of the International Journal of Qualitative Methods and Advisory Board Chair of the International Institute for Qualitative Methodology. No published research exists examining the quality of the qualitative research findings presentations or indeed how to judge this. Round 1 will comprise a free-text questionnaire and invite the panel to contribute factors they deem important in the development and evaluation of caregiver interventions. The qualitative research findings presentation, as a distinct genre, conventionally shares particular facets of genre (Table 1) entwined and contextualized in method and scholarly discourse. Little endeavour has been made to, al. 2, consumers, simply presenting findings in these different formats appears, unlikely to change behaviour. The, seek to weld textual, academic presentation and performance v. this article is placed under Mienczakowski (1995). (1993) Use of focus group, methodology to develop an asthma self-management program useful for, LEVIN B. As such, they cry out for, searching. These were exhibited in a CBC studio entrance, in 2002. Or is it because authors pay, Maybe it’s because funders of research focus on the financ, projects (McCormack et al. Despite popularity of research consortia and similar collaborations [6, 8, 9], there is little guidance on how to design, conduct, analyse and disseminate multi-country and multi-disciplinary research generated through qualitative approaches. (2003a) Performing on and off the stage: The place(s) of, on longitudinal interviews with men with prostate cancer and their, transcript is reproduced in this article. An illustration attempting to balance texture and structure. collaboration in primary care and social care. The next step would ideally involve more thorough scholarship, including theoretical and empirical explorations devoted to of this method of discourse that is so much a part of our scholarly activities. The themes of such works as The Accidental Death of an Anarchist 17 can be seen to resonate as strongly in contemporary society as they did in the 1970s in Italy. This “research-to-practice gap” is augmented by several factors, including limited stakeholder . Remaining true to ‘grounded theory’. A case study analysis of the consortium for, applied research and evaluation in mental hea, www.st-andrews.ac.uk/%7Eruru/publications.htm, In May 1999, 2,458 groups and individuals on, newsletter (37%), broadcast media (15%) and booklets of mem, There is concern about the quality of health information o, Few empirical studies examine how the internet is used by those who, DIPEx breast and prostate cancer modules – about how, when and, internet was used to gather information, support them and make sense of, ZIEBLAND S, CHAPPLE A, DUMELOW C, EVANS J, PRINJHA S &, This study uses the 175 interviews with cancer patients for DIPEx, modules to explore their use of the internet. narrative is used only when deemed necessary. Rethinking and reimagining qualitative research findings and the way in which they are presented, within the boundaries of the genre, offer scope for creativity by bending and playing with scholarly norms, thereby reshaping them. This reliance on normative presentation structures exposes the difficulty researchers often have in articulating the contribution and significance of their research concisely—which tends to be relegated to tacit impartation and consequently not communicated effectively (Ridde & Mohindra, 2009). research findings are currently communicated, based on our existing, fields of enquiry have not been overlooked and to this effect we make a, call towards the end of the review to be furnished with further scholarly. the use of mass media and the active discussion of research findings in, for example, workshops or seminars. (2001). This article seeks to address this important gap: To offer guidance for improving the effectiveness of qualitative research findings presentations to harness the full potential, this genre has to offer. (2003) examined 5,800 references across education, soc, models and strategies for research impact. Based on the 16 texts or groups of texts with, empirical foundations, we now list their non-traditional modes of. of Thomson and Kamler (2013), and then work back to findings and methodological details. As such, assessing whether or not visual aids add value (Foulkes, 2015) to a presentation is a key but overlooked step. This also allows for a wider audience reach, as those who cannot physically attend the presentation are privy to such conversations. Levels of consensus will be assessed based on a predefined consensus rating matrix. framework for assessing research evidence. While we do not offer an extensive theorization of “the presentation,” we position the presentation of qualitative research findings in its institutional, disciplinary, and rhetorical context as being a particular kind of genre, an aspect of qualitative method, and a contribution to a bigger scholarly conversation. However, in qualitative research, data analysis often begins during, or imme-diately after, the first data are collected, Specifically, aligned with the overall objective of this edited volume, we share our process of first finding access to the school, deciding on how to work with our participants, how to collect and analyze data over time, and how to disseminate the work. This article analyzes the repositories indexed by the Open Archives Initiative (OAI) organization. 2005). Absent from this account is the opportunity for readers to have a direct experience of Overføring itself. The key point is to choose the most appropriate mode of communication, for displaying particular qualitative research findings (Sal, other words, tailoring approaches to the intended aud, findings, we are compelled to re-examine the meaning of a. we draw the line between fact and fiction in translating research findings? The genre of the presentation has, at its core, the notion that someone is being presented to: such as a conference audience, community, or doctoral examination committee. YAPHE J, RIGGE M, HERXHEIMER A, MCPHERSON A, MILLER R, ZIEBLAND S. (2004) The importance of being expert: The quest fo, WALT H. (2003) Health systems research training enhances. Based on the authors’ diaries, personal documents, of living with and caring for their mothers, both of, promises and pitfalls of alternative forms, Based on in-depth interviews with 61 men and women, research skills into public health nursing, Based on longitudinal interviews with men with, prostate cancer and their spouses, a focus group, study on the information needs of women with, metastatic breast cancer, interviews with oncologists, and 14 hours of transcribed interviews with a man with, Based on 10 hours of interviews over a one-week, period with an 86-year-old Puerto-Rican researcher, Based on focus group discussion, interviews and log, ethnographers, unit staff and nursing students via, participant observation and interactionist interviews on, interaction and two interviews with two white male, students on the theme of race relations in a rural. From the theoretical basis of genre theory, a number of common and damaging mistakes are found to be evident in the manner in which qualitative research findings are usually presented. On this view, the presentation is shaped by, steeped in, and responsive to its social and cultural context. A wide variety of techniques can be used to increase confidence and skills around this human element of presentations. Based on 19 transcribed discussion support groups to, help first year teachers (n=100) understand more. The, are altered to give clarity and readability. 2004, Yaphe et al. Indeed, it should now be assumed that anything that is shown or said will be broadcast via the back channel. Aspects of the Genre of the Qualitative Research Finding Presentation. (2001) Research utilization and qualitative research. The results from this project are reported in three articles. Presenters usually adopt a demeanor, tone, and physical spatial place that differentiates from those being “presented to.” Presenters usually (although not always) seek to construct a “credible representation of themselves and their work, aligning themselves with the socially shaped identities of their communities”—in this instance—the audience for the presentation (Hyland, 2002a, p. 1091). As advocacy work, aimed at family members and health, accessibility and with provoking and facilitating discussion among care, CROWE TV. Am I Pretty? then sought validation of them. T. illness at all stages of their illness and follow-up. Conceptualizing and framing (Anderson, 2013) significance and implications with clarity and brevity (Rossiter & Stone, 2015) are important to communicate with resonance and verisimilitude. change in their understanding of those coping with alcoholic withdrawal. Este guia abrangente amplia a metodologia básica das ciências da saúde e outros campos com numerosas adaptações para atender às necessidades de campos metodologicamente diversos, como a pesquisa em SI, especialmente aqueles que envolvem, incluem e sintetizam estudos quantitativos e qualitativos. Therefore, dissemination is an active task of applying research to clinical practice, policy and education. Thus, while presentations should fit within the scope, institutional, disciplinary, and rhetorical context of the qualitative research findings presentation (Table 1), effective presentations can, and should, make use of the wide nature of appearances and facets of this genre. visual narrative, reflexivity and editing. The EQUAL Project: Action research for the development of dementia care. Accordingly, the presenter perceives the PowerPoint/Prezi/Keynote to be the largest and most important task when preparing a presentation. Decisions on which form to use are based on your knowledge of, DONOVAN J. Yet responsiveness and respect to audiences, whichever knowledge community is involved in the presentation, is important in any genre. Presenters can make full use of the back channel to follow and foster engaging conversation around their work; on the other hand, the back channel provides a critical platform for audience members to voice an opinion if they find the presentation to unengaging or out-of-date (Atkinson, 2009). St Andrews: University of St. Andrews. Are constrained by the physical setting and thus have little capacity for breaking with norms such as the spatial positioning of the presenter behind the podium (microphone constraints) or at the front of the room (stage constraints). This is the strength of the genre approach. Start by asking yourself what you want to achieve with your dissemination. Given the centrality of the presentation to qualitative rigor, knowledge communities, and academic career progression, the genre of presentation could be expected to be extensive and formalized. In this article, we’ll give a basic overview of how to analyze qualitative data in layman’s terms, and offer a few suggestions on how to get better insights from open-ended survey questions, while making your life easier. al. As with other forms of public speaking, making presentations is a well-known, potent, and commonplace stressor, particularly when delivered to established academic members of the knowledge community (Furmark, Tilfors, & Everz, 1999, Garcia-Leal, Graeff, & Del-Ben, 2014). Communicating qualitative research findings: An annotated bibliographic review of non-traditional, Communicating qualitative research findings: an annotated biblio, Research Methods Group for sending out a request for references; to the, participants of the 2005 Vaxjo (Sweden)–Bournemouth (UK) University, Collaboration for their feedback on an earl, those who responded to our email contact; and to Anita Somner for her. These facets as norms impart a sense of order or structure, with conformity often being the standard to which ostensibly successful academic presentations are held. BRADLEY P, NORDHEIM L & DE LA HARPE D. (2005) A systematic, review of qualitative literature on educational interventions, CLEARY LM & PEACOCK T. (1997) Disseminating American Indian, www.scu.edu.au/schools/ gcm/ar/areol/areol-session06.html, London: Health Development Agency. about their experiences; plus 49 exit interviews. Nevertheless, the power of these modules and related peer-, reviewed publications lies in remaining true to the narrative of the. EMSLIE C, HUNT K & WATT G. (2001b) Invisible women? Cartoons are a ubiquitous form of visual communication. The NIHR takes a broad definition of what constitutes a research output. As with word limits of journal articles, researcher/presenters are often apprehensive about the lack of capacity during 15-min presentations to fully do justice to the complexity of qualitative research. 1995). This contribution to a symposium on research integrity at The Royal Society of, Introduction There was wide press and media coverage, provoking a response from health service providers on the issues, For both plays, counsellors, psychiatric nurses and other support agenc. To inform the questions, the researcher collects data. 1993), while, simultaneously following the experiences of a ne, (Rolfe et al. For this publication, for and reviewed literature focused on the dissemination, as distinct from, What follows is divided into seven further sections. Providing video/audio recordings of the presentation (e.g., Periscope) or uploading slideshows or posters onto online digital repositories (e.g., Figshare) can also expand influence beyond the presentation itself. Both summaries were subject to further refining before publication. 1995; Rozmovits & Ziebland 2004; Sillence et al. Yet they are often overlooked in methodological debates about dissemination. Trial, presentations were made to health professionals, service users and. (2003) Evaluating meta-ethnography: a synthesis of, researchers, policy makers and community members in. Despite wide prevalence, high stakes, as well as personal and epistemological importance, most presentations of qualitative research findings do not realize the full potential of this genre to meet the ends that it serves. 1995). ... Research has shown that information can be better understood and retained when audiences are engaged with the content and can comprehend (on some level) the terminology or language in which it is being conveyed (Miller-Day & Hecht, 2013). present for primary and secondary prevention. Like writing (Hyland, 2002a; Thomson & Kamler, 2013), the presentation, when viewed through genre theory, is a distinctive form of discursive activity that both constructs and expresses knowledge. barriers and facilitators – Executive Summary. In our experimentation with an innovative ethnographic form, through which we have sought to challenge our readers and audiences using our research-based offerings as the basis for ethnodramatic performance interactions, we may at times have had little understanding of the full range of implications of our creativity. Service users, were involved in the rehearsal process to guide actors (Mienczakowski, resource officers, nurses and care-givers (Mienczakowski 1996). This comprehensive handbook emphasizes the importance of everyday disability activism and how activists across the world bring together a wide range of activism tactics and strategies. • Neoliberalism and austerity in the global North In addition, schools. pursuing examples of how good qualitative research has b, communicated was because they pay attention to both the scientific, 1998; Willis 2004). Likewise, our aim in taking a genre-based approach to presentations is to avoid these overly prescriptive and decontextualized tricks and tips. centres, community gatherings and in workplaces throughout Canada. Find out about Lean Library here, If you have access to journal via a society or associations, read the instructions below. Drama also connects, collection (Gray 2000). audio and video) (Gray 2000; Gray 2003; Gray, Fitch et al. Article 2 examined how women experienced life during the time after the diagnosis, and showed that the nature of SLE as a fluctuating illness affected the women’s opportunity to feel a positive existential movement in life. Cognizance of habits (voice volume/pace, eye contact, tics, habits, and body language) and the refinement of expression (pauses, rises, falls, and stresses) are key elements of effective presentation style. What Makes for a Fantastic Conference Keynote Address? This, Supporting, rewarding and reinforcing the development of, To give an overview, about half the 62 texts reviewed originated from, no study was rejected for further review on the, Three-dimensional multi-media presentations. (Rozmovits & Ziebland 2004; Sillence et al. Based on one interview with an unmarried mother. 2005). had collected and analysed the interview data. These may increase awareness and, change attitudes but are unlikely to lead to changes in behaviour. ESTABROOKS CA. Buy Disseminating Qualitative Research in Educational Settings: A Critical Introduction (Doing Qualitative Research in Educational Settings) by Hughes, Christina (ISBN: 9780335210428) from Amazon's Book Store. Complexities, possibilities and persistent questions. Goes to the Cinema: Rural Research Knowledge Translation, This conference paper describes the transformation into a documentar, and 30 interviews with service providers. change and/or understanding (Dick 2002; Meyer 2000; Waterman et al. These have negative implications: reducing the methodological quality of, engagement with, and overall influence of the qualitative research presented. JONES K. (2004) Mission drift in qualitative research, or moving toward a, KAJERMO KN, NORDSTROM G, KRUSEBRANT A & LUTZEN K. (2001). See How to Do Qualitative Research for an overview of choosing a qualitative research … These ar, to frequently asked questions, reliable medical information, support, written (for example, see Sillence et al. Dance/movement therapy (DMT) skills that encompass ways of listening through an embodied, empathic, aesthetic manner; and a movement observation and assessment tool, Laban Movement Analysis (LMA) were at the core of this explicatory process. During this phase, data reduction, development was fed back to service users, actors, researchers and, (Mienczakowski 1996, Mienczakowski & Morgan 2001). A smaller subset, handful evaluated their impact. But, how do we disseminate research at present? alternative approach to nursing education. All agreed that they had enjoyed the production and had, benefited from seeing it. Slides contain far too much text used for the wrong purposes. TODRES L. (2000) Writing phenomenological-psychological descripti. The qualitative research findings presentation, as a distinct genre, conventionally shares particular facets of genre entwined and contextualized in method and scholarly discourse. Research on Lived Experience, Performing the personal and professional struggles of beginning. Consideration must be given to unpublished results and preliminary findings before they are presented. Despite the commonality and centrality of these presentations, little is known of the quality of current presentations of qualitative research findings. ), Investigating Subjectivity. Genre-Based Suggestions and Considerations for Future Research. The tailored, presentation of research includes the use of guidelines, reports, p, reviews, summaries, newsletters, demonstration projects, long-term, research planning and programmes. (2003), multimedia approach to sharing experiences and inform, The quality of 70% of health information on the inter. All professionals com, This book covers in more detail the process of performing. audience is also part of script and performance validation. I had discovered a very important audience for my work, and they were waiting to see what I would write. To do this, university which provided leadership in developing the first draft of this, breast cancer were also involved in this partnership as investigators and, (Gray, Fitch et al. Audience awareness (Rossiter & Stone, 2015) and subtle engagement can all influence audiences’ reactions. teachers. A qualitative study of. A wealth of resources on the design of effective slideshows for presentations in general is available (e.g., Duarte, 2008). A number of prerequisites appear necessary to utilise research finding, of appropriate synthesis methods and sufficient sector capacity to r, such research messages. With so much current focus on new methods of knowledge dissemination (e.g., video abstracts, infographics, and podcasts), the academic presentation is ripe for examination and reinvigoration. (using non-traditional methods of communication). Post-, performance recordings of cast and audience discussions continued the, alcohol agencies, high school students and the, university, school and conference settings, and included h. activities such as alcohol impairment tests (Mienczakowski 1995, 2003). Common Problems in Qualitative Research Findings Presentations. The a, research findings (Walter et al. Its potential lies within ethnodrama’s capacity to concurrently be a viable reflexive tool for informing the provision of informed health services; a mechanism for shaping and informing political and public will; and a vehicle for emancipatory practice. T, and the impact of medication (Rolfe et al. RYCROFT-MALONE J, HARVEY G, SEERS K, KITSON A. influence the implementation of evidence into practice. Make under, or inappropriate, use of images, audio, visual, or multimedia content. A narrative approach using human experiences and phenomena to evoke the very nature of qualitative research, enhanced by (rather than led or defined) visual aids, allows for compelling framing and interpretation of our findings. Creative ways to disseminate research findings: ‘Moving Stories – Moving On.’ PG research cfarrance. Section three focuses on ethics and integrity, and presents recent research on retractions and editorial experiences in the fields of management, organization and economics. HARRISON S, DOWSWELL G, WRIGHT J & RUSSELL I. (, League of European Research Universities . A brief, of what has gone before precedes the usual, depth discussion on how you might go about making de, assessing the quality of qualitative resear, answering ‘with any precision the question of what constitutes good, do we go into any depth on how qualitative researchers have tried to, tackle the general ‘so what?’ question often laid at the door of their. • Contextualising disability activism in global activism Available from, PAWSON R, BOAZ A, GRAYSON L, LONG A & BARNES C. (2003), Knowledge Review 3. A second consideration is the importance of the actual conversation occurring on the back channel. A phenomenological interview form was chosen as the primary mode of data collection. There is also a number of registry websites that index these repositories. As Grujicic-Alatriste ( 2015) and. If you have access to a journal via a society or association membership, please browse to your society journal, select an article to view, and follow the instructions in this box. In this analysis of the qualitative research findings presentation as genre, we have provided considerations based on our reading of genre theory and pedagogy (including academic writing) as well as observations and experiences. Thereby, the flawed default becomes to enact formulaic presentations based on normative presumptions and practices of written academic papers. Professor Chris Whitty, Chief Scientific Adviser for the Department of Health. Reporting into research performance, MORSE JM, SWANSON JM & KUZEL AJ (eds.). Manuscript content on this site is licensed under Creative Commons Licenses, Qualitative Research Findings Presentation as Genre, Qualitative Research Findings Presentation as Method, Qualitative Research Findings Presentation as Contributions to Scholarly Conversations, Characteristics of Current Presentations of Qualitative Research, The Potential of Qualitative Research Findings Presentations, Improving Presentations of Qualitative Research Findings: Considerations and Suggestions, The Qualitative Research Findings Presentation as a Sociocultural Act, Improving Qualitative Research Findings Presentations, http://www.creativecommons.org/licenses/by-nc/4.0/, https://us.sagepub.com/en-us/nam/open-access-at-sage, League of European Research Universities, 2010, Kosslyn, Kievit, Russell, & Shephard, 2012, https://www.ted.com/talks/brene_brown_on_vulnerability?language=en, Presentation skills amongst surgical trainees at a national conference: an observational study, Poster Presentations as a Genre in Knowledge Communication: A Case Study of Forms, Norms, and Values, Slip-Sliding-Away: A Review of the Literature on the Constraining Qualities of PowerPoint, Business and Professional Communication Quarterly. Echoing written manuscripts, presenters of qualitative research findings tend to deliver a normative presentation structure dominated by fixed formal sections—introduction, methods, findings, discussion, and conclusion—with clear demarcation and reliance on text and scholarly wording. TODRES L. (1998) The qualitative description of human experience: T, TODRES L. (2004) The meaning of understanding and the open. (2005), From concept to implementation: Challenges facing evidence-based. MEYER J. Althou, ‘We urge our colleagues who are considering emb, health related dramatic performance to be wary, lest they find, the guise of professional insight.’ (Mienczakowski et al. This identification and crystallization of new knowledge or insights, presented as the main message guiding the narrative, can then be used to construct a clear sense of the contribution of the paper being presented to existing knowledge primarily and up front. No clear, guidelines exist for metasyntheses – contested issues incl, evidence and audit trails. While those taking part in de-briefing groups agreed the play, worthwhile and had generated meaningful discussion among healt, authors was when the audience invaded the stage at the, This pilot project reworked and fictionalised informant experiences and. Communicating qualitative research findings: An annotated bibliographic review of non-traditional dissemination strategies 7 Background Qualitative research, done well, is worth disseminating. Instead, the audience can be referred to other manuscripts describing the research itself for further detailed information, and in that the presentation is the vehicle to engage the knowledge community in the end stage of knowledge production. Literature will be identified using a multidatabase search strategy developed in consultation with a medical librarian. Authors’ NoteA. A common concern among researchers presenting qualitative findings is around the implied need for, and risk of, oversimplifying content to meet the needs and/or wants of particular knowledge communities. A research output is any item arising from NIHR-funded research that enters the public domain. counsellors were on hand (Mienczakowski 1996). For more information view the SAGE Journals Sharing page. reflection papers (Morgan et al. Systematic reviews of interdisciplinary arts-based health research show that critical reflexivity in examining the impact of the arts is lacking (Boydell, Gladstone, Volpe, Allemang, & Stasiulis, 2012; To consider the practice implications for social work and related inter-professional teams working in services being provided for AAS users and identify barriers for accessing support, Skills in writing papers for scientific journals have become crucial across academia, and universities everywhere are arranging writing courses in their ph. • Social media, support and activism Article III explored the changing relationships towards the illness which affected the women´s ability of feel existentially at home in body and mind. 2003). Making use of images instead of text is also an effective alternative for which there is experimental support (Horvath, 2014; Stenberg, 2006), as visual images are not processed in the same ways or brain locations as speech (see summary of Horvath, 2014; Werner & Chalupa, 2013). Even in sectors like health, where support systems appear better, evaluations of National Health Service Research and Development, programmes show that, although the quality of research may be rising, its, full effect is unclear (Hurst 2002). A short semi-structured interview schedule was used to elicit their, views about the website. HURST K. (2002) Building a research conscious workforce. In this article, the potential of cartoons as a vehicle for processing and transmitting qualitative research findings is explored and some methodological advantages and concerns of using cartoons in this way are outlined. This reduces presentations to overly stilted one-way transmissions of factual impartation. Therefore, a d, between ‘enlightenment’, which is the conceptual value of research t, bring changes in knowledge, understanding and belief, and ‘engineerin, Research dissemination may be passive or active. (2003) Increasing the impact and value of research in, www.cardiff.ac.uk/socsi/capacity/Journal.html. Outputs can be written, verbally presented, audio/visual or electronic. Dissemination activities typically target the academic research community. (2000) Graduate school never prepared me for this: Reflections on the challenges of research-based theatre. It is preferable to be a voice in that conversation than to leave it over to others within the knowledge community. BARNES V, CLOUDER L, HUGHES C, PURKIS J & PRITCHARD J. al.’s (2000) conference presentation. research: Some implications of Gendlin’s theory. script were taken directly from the transcripts of the two studies. Thus, you will want to organize that story in a way that makes sense to you and will make sense to your reader. 2000 for a. qualitative evaluation: A framework for assessing research evidence. Consensus for optimal ways to support caregivers is not known. performance has been reproduced in CD format (see book below). The act of presenting is thus a complex interaction between the audience and the presentation itself. If you have the appropriate software installed, you can download article citation data to the citation manager of your choice. Presentations of qualitative research findings should be effective, but what makes them so and how can they be improved? TROMAN G. (2001) Tales from the interface: Disseminating ethnography. via verbatim quotes from talks with this woman and researcher narrative. were sent support materials for follow-up lessons (Mienczakowski 1995. As such, presentations of qualitative research findings serve many enduringly important knowledge-related functions to academics, students, disciplines, and communities alike—extending to both workplaces and the work itself. LINCOLN YS. These stories ar, the user to engage with them in return. (2000) Using qualitative methods in health-related. Fifteen women were included from a rheumatology department in Denmark. 1993; Rolfe et al. However, the solution to this should be more presenter preparation not more presentation text. Informed by these approaches, our view lies not in merely pushing the boundaries and norms of an academic presentation but also creating and holding space for “different ways of showing” or indeed different forms of engagement and knowledge, which is what qualitative research is in and of itself. ORCID iDSheree Bekker http://orcid.org/0000-0003-0161-6280. The purpose of this review is to (1) understand the clinician and organisational level barriers and facilitators that influence a clinician’s assessment of suicide risk, (2) identify the types of biases that exist within this process and (3) list any evidence-based training protocols and educational initiatives to aid (or support) clinicians with this process. The researcher’s movement preferences were identified in the preparatory phase with a certified movement analyst (CMA). autobiographical reflections. Drama that emphasises research is topical. speech. Sharing links are not available for this article. The rationale for pursuing examples of how good qualitative research has been disseminated is that we pay attention to both scientific and communicative concerns. Finally, effective presentation style is facilitated by cultivating self-awareness, refining self-portrayal (Foulkes, 2015), and ultimately developing an authentic presentational presence (Anderson, 2013). Available from, OWEN J & COOKE J. This can be a double-edged sword. once a gap is found. As with the findings, of most quantitative reviews on getting research into practice, multiple, reviews focusing on the impact of research in general, to find studies, specifically or in detail, that address the dissemination, discussion and paying attention to both the source of the message and, The central focus of this review, therefore, was to look for studies, where non-traditional forms of dissemination are used to communicate, (n=12) were searched in late 2004 using variations of k, disseminated. 2001). The represented data comprises several 3D, real life multimedia. Declaration of Conflicting InterestsThe author(s) declared no conflicts of interest with respect to the research, authorship, and/or publication of this article. This concern is a theme in reflexive feminist ethnography (Reinharz, 1997), in hermeneutic phenomenology (Van Manen, 1990), and in auto/biographical studies (Sparkes, 1995). Further feedback from 249 health professionals (bet, Nearly all of this sample stated that the issues presented were relevant, and useful for thinking about their clinical practice. There is a relationship between our, about doing research. A tabular synthesis of the general study details will be provided, as well as a narrative synthesis of the extracted data, organised into themes using the Situated Clinical Decision-Making framework. • Inclusive pedagogies, evidence and activist practices Dissemination refers to “a planned process that involves consideration of target audiences and the settings in which research findings are to be received and, where appropriate, communicating and interacting with wider policy and…service audiences in ways that will facilitate research uptake in decision-making processes and practice” (Wilson, Petticrew, Calnan, & Natareth, 2010, p. 91). Newcastle: University of Newcastle. However, the best practice guidelines emphasise the importance of clinical interviews and prioritise the clinician’s final judgement. This involves reconciling the need to communicate clearly without overly simplifying or diluting key formal features, such as background knowledge, methodology, or the complexity of the findings. within educational research – and to engage with policy makers. They selected 341 of these. The panel will be asked to rate each factor using a 4-point Likert-type scale. At the same time, the play follows the, experiences of a newly diagnosed sufferer. (2002) The nature and usefulness of, GLESNE C. (1997) That rare feeling: re-presenting research through, portrays the essence of her understanding in poetic transcription. Talks with her family are represented using the form of, patchwork quilt alongside audio-taped dialogue, journal entries a, picture slide show. The former was a fictionalised dramatic, of verbatim narrative into script. Passive dissemination, is defined as a form of communication such as publication in an, academic journal; and active dissemination as the tailoring of research, findings to a target audience using a dynamic flow of information (Walter, effectiveness of the passive dissemination of research. Access scientific knowledge from anywhere. in terms of record duplication. Rely heavily on the formal features of the genre to express content, thus overly conforming to the structural facets (introduction, methods, findings, discussion, and conclusion) in designing a presentation. The best way to go about presenting results of qualitative research is to frame your findings around the most important areas or themes that you obtained after your examination of the data. ‘Respondents, lying beyond the project’ (p.13). In the same manner in which the written word is subjected to numerous drafts that are edited and refined, the presentation (the visual aids, the content, and the embodied practice of the presentation itself) can be subjected to the same developmental process through practice presentations. Communicating European Research Conference. A short semi-structured interview solicited their views, groups and interviews, nine were covered by the website – seven were at, the planning stage. Further, Crenshaw’s (1991) theory of intersectionality brings us to reflect on multiple interacting ways of seeing and experiencing the world, which we recognize too plays a role in the social act of the research presentation.
2020 how to disseminate qualitative research findings