July 30-31

Using qualitative methods in rapid turn-around projects depends on strategic decision-making to make rapid data collection and analysis feasible without compromising rigor and depth of inquiry. In many fields, demand for this type of qualitative research is growing, as are techniques and strategies for conducting this type of research. This work is typically characterized by targeted research questions, strategic methods, and defined deliverables due to constituents within a short timeframe. In this vein, we need to build skills for being responsive to what is happening in the field—emphasizing methodological flexibility and remaining attentive to opportunities for emergent discovery.

We begin this course by addressing the design and execution of qualitative methods in rapid turn-around projects. The following topics will be addressed using various examples:

• determining when, why, and how to apply conceptual or theoretical frameworks in rapid turn-around projects;
• conducting team-based data collection and analysis in rapid projects;
• identifying themes in rapid analysis;
• moving from rapid analysis to other analytic tools (e.g., diagrams, codes);
• fostering and maintaining rigor; and
• synthesizing and presenting rapid analysis results in different types of deliverables (e.g., reports, summaries, presentations, manuscripts).

We will then focus on building additional analytic skills to move beyond early stages of reviewing and condensing data to more emergent and integrative techniques for discerning conceptual bridges and connective threads across data. We will also discuss limitations of rapid analysis.

This course will provide participants with resources for building the foundational qualitative knowledge necessary for this work as well as strategies and tools for increasing methodological flexibility and managing the rigor of data collection and analysis. The course will draw on material from:

• Kowalski, C.P., Nevedal, A.L., Finley, E.P., Young, J.P., Lewinski, A.A., Midboe, A.M. and Hamilton, A.B., 2024. Planning for and Assessing Rigor in Rapid Qualitative Analysis (PARRQA): a consensus-based framework for designing, conducting, and reporting. Implementation Science, 19(1), pp.1-14.
• Maietta, Raymond C., Reifsteck, Erin J., Petruzzelli, Jeff, Mihas, Paul, Swartout, Kevin, & Hamilton, Alison B. “The Sort and Sift, Think and Shift Analysis Method” (chapter 16), in Richards, K. A., Hemphill, M. A., & Wright, P. M. (Eds.). (2024). Qualitative research and evaluation in physical education and sport pedagogy. Jones & Bartlett Learning.
• Maietta, R., Mihas, P., Swartout, K., Petruzzelli, J., & Hamilton, A. B. (2021). Sort and Sift, Think and Shift: Let the Data Be Your Guide, An Applied Approach to Working With, Learning From, and Privileging Qualitative Data. Qualitative Report, 26(6), 2045-2060. https://doi.org/10.46743/2160-3715/2021.5013
• Hamilton, A., Finley, E. (2019). Qualitative methods in implementation research: an introduction. Psychiatry Research, Oct; 280:112516. https://doi.org/10.1016/j.psychres.2019.112516
• St. George, S. M., Harkness, A. R., Rodriguez-Diaz, C. E., Weinstein, E. R., Pavia, V., & Hamilton, A. B. (2023). Applying rapid qualitative analysis for health equity: lessons learned using “EARS” with Latino communities. International Journal of Qualitative Methods, 22, 16094069231164938. https://doi.org/10.1177/16094069231164938