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224.863.01 DOCTORAL SEMINAR IN RESEARCH METHODS IN APPLIED MEDICAL ANTHROPOLOGY I

Department: International Health
Term: 1st term
Credits: 4 credits
Contact: Peter Winch
Academic Year: 2013 - 2014
Course Instructor:
Description:

Discusses advanced topics in qualitative research including 1) different ways in which the concept of ethnography as a methodology is operationalized in qualitative studies on health, 2) Michael Crotty’s framework for the research process (epistemology, theoretical framework, methodology, method); 3) Grounded Theory and Phenomenology; 4) Approaches to managing textual data; 5) Discourse analysis; and 6) Cognitive anthropology theory and methods.

Learning Objective(s):

By the end of this course, students should be able to: 1) describe different ways in which the concept of ethnography as a methodology is operationalized in qualitative studies on health; 2) understand Michael Crotty's framework for the research process (epistemology, theoretical framework, methodology, method), and make the distinction between epistemology and theoretical framework, and between methodology and method ; 3) categorize qualitative research studies according to the four dimensions in the Crotty framework; 4) describe and distinguish between (a) Grounded Theory, (b) the descriptive (eidetic) approach to phenomenology, and (c) the interpretive (hermeneutic) approach to phenomenology in qualitative research, and explain how they differ in terms of methodology; 5) describe and list strengths and weaknesses of a highly systematic approach to the management and analysis of textual data including translation, back-translation and double-coding of interview transcripts; 6) provide examples of where focus groups are preferable as a method, and describe different approaches to the conduct and analysis of focus groups; 7) list key features of Ainsworth-Vaughn's linguistic approach to discourse analysis, and describe settings in which her methodology would be appropriate for the collection and analysis of qualitative data; 8) describe how understandings of what constitutes science have evolved over the past few centuries, the difficulties inherent in defining what is and is not science; 9) list key features of some of the major theories of the scientific process (Induction, falsificationism, Kuhn's paradigms, Lakatos' research programs, Feyerabend's anarchistic theory of science, the Bayesian approach) and how they relate to qualitative research; 10) describe the evolution in the concepts and methods of cognitive anthropology over the past 50 years; 11) explain the implications of key concepts in cognitive anthropology for the design, analysis and interpretation of quantitative data collected with instruments informed by the findings of qualitative studies.


Methods of Assessment: Assignments and final examination.
Location: East Baltimore
Class Times:
  • Tuesday 8:30 - 10:20
  • Thursday 8:30 - 10:20
Enrollment Minimum: 5
Enrollment Maximum: 15
Instructor Consent: Consent required for all students
For consent, contact: pwinch@jhsph.edu
Prerequisite:

224.690 and 224.691 Qualitative Research or equivalent

Auditors Allowed: No
Grading Restriction: Pass/Fail