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DTSTART;VALUE=DATE:20261109
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DTSTAMP:20261027T142354Z
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UID:7289-1794182400-1796342399@arena.eudres.eu
SUMMARY:Focus Groups in Qualitative Health Research
DESCRIPTION:Apply here\n					\n					\n								\n				\n									Applications open until: 9 November 2026 								\n				\n									The course is designed to develop advanced theoretical\, methodological\, and practical competencies in the design\, facilitation\, and critical evaluation of focus groups as a qualitative research method. Participants will explore the theoretical underpinnings of focus group methodology\, including its epistemological assumptions and its distinctive value in capturing group dynamics\, shared meanings\, and the co-construction of knowledge. Across the programme\, learners will engage with the full research cycle: from formulating research questions suited to a focus group design\, to sampling and recruitment strategies\, moderation techniques\, and the practical challenges of managing group interaction. Equal emphasis is placed on the analysis phase\, where participants will develop skills in coding\, theme development\, and interpretation within a reflexive thematic analysis framework. By the end of the course\, participants will be equipped to make informed\, justified methodological decisions at each stage of a focus group study; to apply principles of rigor and reflexivity consistently throughout the research process; and to critically appraise the quality and trustworthiness of focus group research within health and social science contexts. The micro-credential is thus intended not only to build technical competence\, but to cultivate a critical\, reflexive stance towards qualitative inquiry that will support participants’ work as researchers\, educators\, and practitioners. Remark: this micro-credential is designed to complement the Qualitative Research micro-credential\, organised by Jamk University of Applied Sciences. Details:  Course Content The micro-credential is organised into three interconnected sessions that progressively develop participants’ knowledge and skills in designing\, conducting\, analysing\, and critically evaluating focus groups in health research. Designing and Conducting Focus Groups Characteristics\, purposes\, strengths\, and limitations of focus groups.• Applications of focus groups in health and social science research.Planning a focus group study.Roles and responsibilities of the moderator and assistant moderator.Facilitation and probing techniques.Active listening and management of group dynamics.Analysing Focus Group Data Preparing focus group data for analysis.Inductive and deductive analytical approaches.Principles of thematic analysis.Ensuring rigour\, trustworthiness\, and reflexivity in qualitative analysis.Practical Application Critical review of focus group planning and moderation practices.Observation and evaluation of simulated focus groups.Strengths\, challenges\, and opportunities for improvement in moderation and facilitation.Formative feedback on project design\, discussion guides\, moderation plans\, and analytical approaches.TutorCarla Pereira (UNIPS)Carmen Caeiro (UNIPS) ECTS1 Contact hours6 Full/partial courseMicro-credential Pre-requisitesBachelor degree Date & time12 November 2026 – 03 December 2026 Synchronous sessions:12 November 2026\, 12:00-14:00 (Portuguese time) | 13:00-15:00 (CET) | 14:00-16:00 (EET)17 November 2026\, 12:00-13:00 (Portuguese time) | 13:00-14:00 (CET) ) | 14:00-15:00 (EET)03 December 2026\, 10:00-13:00 (Portuguese time) | 11:00-14:00 (CET) ) | 12:00-15:00 (EET) 								\n				\n					\n				\n		\n					\n				\n							\n						\n		\n				\n					Further information				\n				\n							\n						\n				\n					 Recognition of ECTS \n							\n			\n			\n		\n\n						\n				\n					\n				\n									Please note that the recognition of the ECTS provided through this activity on your Transcript of Records depends on the decision of the responsible E³UDRES² coordinators or academic authority of your study programme at your home institution. We strongly recommend contacting them before starting an activity that awards ECTS in order to avoid any unexpected difficulties later on. Depending on their decision\, one of the following scenarios may apply: Your credits are recognised and can replace another course within your regular study programme.Your credits are recognised and can be included in the elective or free-choice space of your study programme (if applicable).Your credits are recognised as extra-curricular\, meaning they cannot replace another course or be included in the elective or free-choice space of your programme (if applicable).When contacting the responsible E³UDRES² coordinators at your home institution\, please ensure you provide all relevant information about the E³UDRES² activity so they can properly evaluate your request. 								\n				\n										\n						\n						\n							\n									View local E³UDRES² contacts\n					\n					\n								\n					\n				\n					\n						\n				\n					 Teaching Methods \n							\n			\n			\n		\n\n						\n				\n				\n									Interactive webinars\, flipped classroom elements\, practical workshops\, guided autonomous work. 								\n				\n					\n						\n				\n					 Learning Outcomes \n							\n			\n			\n		\n\n						\n				\n				\n									On successful completion of this course\, students will be able to: Explain the purpose\, characteristics\, strengths\, and limitations of focus groups and identify research questions for which this method is appropriate.Design a focus group discussion guide using a structured sequence of opening\, introductory\,transition\, key\, and closing questions.Recognize effective moderation and assistant skills in focus group settings\, including the use ofprobes\, active listening\, management of group dynamics\, and strategies to encourage participationCritically reflect on the conduct of focus groups by identifying strengths\, challenges\, andopportunities for improvement in moderation practices.Recognize and address methodological\, technological\, social\, and ethical considerations associatedwith conducting face-to-face and online focus groups\, including informed consent\, confidentiality\,and data security.Plan a thematic analysis based on Braun and Clarke’s six-phase reflexive thematic analysis process toqualitative data derived from focus groupsDifferentiate between inductive and deductive approaches to thematic analysis and justify theselection of an analytical approach in relation to a specific research aim.								\n				\n					\n						\n				\n					 Assessment \n							\n			\n			\n		\n\n						\n				\n					\n				\n									Individual written assignment (100%) – Focus group protocol for a self-selected research question relevant to their field of study. The assignment should include: (a) rationale for the use of a focus group design; (b) participant selection and recruitment strategy; (c) a discussion guide including opening\, introductory\, transition\, key\, and closing questions; and (d) an outline of the planned thematic analysis\, specifying the analytical approach (inductive or deductive)\, anticipated coding process\, and procedures to ensure rigor and reflexivity. 								\n					\n				\n					\n						\n				\n					 Literature & Materials \n							\n			\n			\n		\n\n						\n				\n					\n				\n									Ahmed\, S.\, Mohamed\, R.\, Nashwan\, A.\, et al. (2025). Using thematic analysis in qualitative research. Journal of Medicine\, Surgery\, and Public Health\, 6\, 100198. Braun\, V.\, & Clarke\, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology\, 3(2)\, 77–101. Braun\, V.\, & Clarke\, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport\, Exercise and Health\, 11(4)\, 589–597. Braun\, V.\, & Clarke\, V. (2021). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology\, 18(3)\, 328–352. Braun\, V.\, & Clarke\, V. (2021). Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive TA and other pattern-based qualitative analytic approaches. Counselling and Psychotherapy Research\, 21(1)\, 37–47. Braun\, V.\, & Clarke\, V. (2022). Toward good practice in thematic analysis: Avoiding common problems and be(com)ing a knowing researcher. International Journal of Transgender Health\, 24(1)\, 1–6. Braun\, V.\, & Clarke\, V. (2024). Reporting guidelines for qualitative research: A values-based approach. Qualitative Research in Sport\, Exercise and Health\, 11(4)\, 589–507. Carter\, S. M.\, Shih\, P.\, Williams\, J.\, Degeling\, C.\, & Mooney-Somers\, J. (2021). Conducting qualitative research online: Challenges and solutions. Patient\, 14\, 711–718. Halliday\, M.\, Mill\, D.\, Johnson\, J.\, & Lee\, K. (2021). Let’s talk virtual! Online focus group facilitation for the modern researcher. Research in Social & Administrative Pharmacy\, 17(12)\, 2145–2150. Krueger\, R. A.\, & Casey\, M. A. (2015). Focus groups: A practical guide for applied research (5th ed.). Sage Publications. Morgan\, D. L. (2018). Basic and advanced focus groups. SAGE Publications. 								\n					\n				\n					\n					\n						\n				\n									Please note Please be aware of the course timezone provided in the course description. Converting the course times to your timezone may be necessary to ensure your availability. 								\n				\n					\n				\n		\n					\n		\n				\n																														\n				\n		\n				\n					Questions about this activity?				\n				\n									Send an e-mail to the organizer to learn more. 								\n				\n										\n						\n						\n							\n									Send e-mail
URL:https://arena.eudres.eu/activity/focus-groups-in-qualitative-health-research/
LOCATION:Online
CATEGORIES:Micro-Credential
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