Final october interviewing_techniques
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Transcript of Final october interviewing_techniques
Public Health Information Network (PHIN)
Series II
Outbreak Investigation Methods:
From Mystery to Mastery
Access Series Files Online http://www.vdh.virginia.gov/EPR/Training.asp
Session slides
Session activities (when applicable)
Session evaluation forms
Speaker biographies
Alternate Web site: http://www.sph.unc.edu/nccphp/phtin/index.htm
Site Sign-in Sheet
Please submit your site sign-in sheet andsession evaluation forms to:
Suzi SilversteinDirector, Education and Training
Emergency Preparedness & Response Programs
FAX: (804) 225 - 3888
Series IISession V
“Interviewing Techniques”
Series II Sessions
Title Date
“Recognizing an Outbreak” June 2
“Risk Communication” July 7
“Study Design” August 4
“Designing Questionnaires” September 1
“Interviewing Techniques” October 6
“Data Analysis” November 3
“Writing and Reviewing Epidemiological Literature”
December 1
CDCOutbreak Management System
Software Support: National Center for Public Health [email protected] / (800) 532-9929, option 6
OMS Applications
• Track demographics, case investigations, and exposure contact relationships for persons, animals, events, travel events, vehicles, objects, organizations, other organisms, and locations.
• Create household, social, or occupational relationships among records
• Run OMS on desktops or laptops [CAPI]
OMS User Interface
Source: http://www.cdc.gov/phin/software-solutions/oms/index.html
OMS User Interface
Source: http://www.cdc.gov/phin/software-solutions/oms/index.html
OMS in Virginia
Contact:
Michael A. Coletta, MPHBioterrorism Surveillance CoordinatorDivision of Surveillance and InvestigationOffice of Epidemiology Telephone: (804) 864-8099Email: [email protected]
Today’s Presenters
Aaron Wendelboe, MSPHDoctoral Candidate and Graduate Research Assistant,NC Center for Public Health Preparedness
Erin Rothney, MPHResearch Associate,NC Center for Public Health Preparedness
“Interviewing Techniques” Learning Objectives
Upon completion of this session, you will:
• Recognize the interrelatedness of interview techniques and questionnaire design
• Understand key survey research terms• Understand the advantages and
disadvantages of face-to-face, telephone, and computer assisted interview methods
Learning Objectives (cont’d.)
• Understand the advantages and disadvantages of mail and Web-based survey implementation
• Know what to address in interviewer training
• Recognize good interview techniques
• Understand confidentiality concerns from the perspectives of both the respondent and the outbreak investigator
Lecturer
Aaron Wendelboe, MSPHDoctoral Candidate and
Graduate Research Assistant,NC Center for Public Health Preparedness
Basic Steps of an Outbreak Investigation
1. Verify the diagnosis and confirm the outbreak
2. Define a case and conduct case finding
3. Tabulate and orient data: time, place, person
4. Take immediate control measures
5. Formulate and test hypothesis
6. Plan and execute additional studies
7. Implement and evaluate control measures
8. Communicate findings
Interviewing Techniques
Introduction
Introduction
• The role of interviews in outbreak investigations
• Types of interviewing methods
• Interrelatedness of interview method and questionnaire design
• Key survey research concepts– Sampling– Response rates
Role of Interviews in Outbreak Investigations
Primary purpose: data collection
• Case identification
• Risk factor identification
• Hypothesis generation
Interviewing Methods
1. Interviewer Administered– Face-to-face– Telephone
2. Self Administered– Mail-out– Email– Web-based
3. Combination of 1 and 2
Questionnaire Design
Interview Method Influenced by:
• Length and format of questionnaire
• Question types used in a survey
• Cost considerations for survey implementation
Sampling
Sampling
Sampling is the systematic selection of a portion of the larger source population. A sample should be representative of the larger source population.
Sampling
Source Pop: Students (12,000)
Sampled pop (150 students)
Sampling
Why Sample?
Because it is more efficient – saves time and money!
Sampling
Sample size
Is the purpose of the study to determine the source of the outbreak? – A small number of cases and controls can reveal risk
factors for infection.
Is the purpose of the study to determine the number of persons who become sick over a specific period of time [attack rate]?– A cohort study would require a larger sample.
Sampling
Types of Sampling
Simple Random Sample (SRS) Randomly select persons to participate in study. There are many variations of SRS.
Convenience SampleChoose those individuals who are easily accessible.
Sampling
Problems with Convenience Sampling
• Based on subjective judgment
• Cases may or may not be representative of the total population
• May lead to biased results
Sampling
Additional Resources:
http://www.sph.unc.edu/nccphp/training/all_trainings/at_sampl.htm
1. “Sampling Case Studies”
2. “Survey Sampling: Precision, Sample Size, and Conducting a Survey”
3. “Survey Sampling Terminology and Methods”
Response Rates
Response Rates
Response rates measure the percentage of your sample that has participated in your survey.
Example:Using the campus directory, you email a survey to a random sample of 100 freshmen. 40 of those students complete the survey and return it electronically. Your response rate is 40%.
Response Rates
High response rates ensure that survey data are representative of the source population, and that results will be valid.
Response Rates
Types of Non-response
• Non-contact: No one at home
• Refusal to participate
• Inability to participate (due to language barrier or physical or mental condition)
Response Rates
What is an average response rate?
Response Rates
Determining Response Rates
Refer to the American Association of Public Opinion Research website: www.aapor.org
– Link to the document titled, “Standard definitions” from the home page.
Interviewer AdministeredData Collection Considerations
Interviewer Administered Data Collection
• Advantages and disadvantages of face-to-face interviews
• Advantages and disadvantages of telephone interviews
• Advantages and disadvantages of Computer assisted interviews
Face-to-Face Interview
Advantages:
• Higher response rate
• Longer survey instrument
• Can have more complex skip patterns
• More accurate recording of responses– Less item non-response
• Appropriate for hard to reach populations (e.g., illiterate, institutionalized)
Face-to-Face Interview
Disadvantages:
• Costly
• Potential for interviewer error
• Less anonymous than self-administered
– Potential for dishonesty
Telephone Interview
Advantages:
• Less costly than face-to-face
• Higher response rates than mailed
• Quicker access to participants
• Supervision of interviewers feasible
• Can collect more sensitive information
• Survey design can be more efficient
Telephone Interview
Disadvantages:
• Lower response rates than face-to-face
• Shorter questionnaires used
• Unable to capture important visual information (e.g., rash, working conditions)
• Under-coverage (e.g., population without phones)– 2.1% of total population in Virginia
Computer Assisted Interviewing (CAI)
• CATI – Telephone
• CAPI – Personal
• ACASI – Audio
CAPI Example:NC PHRST Teams
NC PHRST Team public health professionals use PDAs* for rapid needs assessment face-to-face interviews.
* PDA: Personal Digital Assistant, also sometimes called
hand-held computers, palmtops, and pocket computers
EPI InfoGIS
Field Team 1 Field Team 2 Field Team 3Field Team 4 Field Team 5
Field data collection using IPAQ Pocket PCs equipped with GPS, GIS software and data collection forms.
Wireless: WIFI 802.11 or Bluetooth
Field Data Collection
Pros:• Inexpensive• No special skills required for
data recording
Cons:• Requires double data-entry
– Greater risk of data errors• Clipboard and paper more
cumbersome in the field
Pros:• Eliminates double data entry• Provides routing and direction-
finding for field teams• Improved randomization
through GIS• Ability to quickly analyze and
map data
Cons:• Technology is expensive• Learning curve / required
training for data entry• Small screen size requires
scrolling through many questionnaire pages
For More Information. . .
Steven Ramsey, RS
Team Leader / Industrial Hygienist
PHRST-5
Guilford County Health Department, NC
(336) -641-8192
Self AdministeredData Collection Considerations
Self-administeredData Collection
• Advantages and disadvantages of
mailed questionnaires
• Advantages and disadvantages of
Web-based questionnaires
Mailed Questionnaire
Advantages:• More anonymous
• May collect more honest responses
• No interviewer error
• Less expensive
• Respondent has more time to think about question
Mailed Questionnaire
Disadvantages:• Questionnaire must be simple
• Higher item non-response
• Lower response rate
• Data collection takes more time
• Sample population must be literate
• Coverage / frame deficiencies
Web-based Questionnaire
Advantages:
• Among some populations, most people may have access to the Web / email
• Inexpensive and fast
• No data entry required– Improves data quality
• Many vendors send data in a variety of formats
Web-based Questionnaire
Disadvantages:• Mandatory access to and experience with
Internet• Potential connection speed and hardware /
software capacity limitations• Potential for multiple responses from one
individual• Potential for responses from non-sampled
respondents• Need email address list to contact sample
Web-based QuestionnaireExample: Dartmouth University: 698 (13.8%) of 5060 students had conjunctivitis in spring 2002
• To identify risk factors...
– web-based questionnaire set up
– E-mail sent to 3682 undergraduates
– No data entry - rapid analysis
• 1832 responded (50% response rate)
-- Source: An outbreak of conjunctivitis due to atypical Streptococcuspneumoniae. N Engl J Med. 2003;348 (12):1112-21.
Web-based Questionnaire
For a list of vendors that provide Web-based survey tools, please visit:
http://www.surveymonkey.com/Pricing.asp
Question and Answer Opportunity
5 minute break
Standardizing Interviews
Standardizing Interviews
• The goal of standardization is to help minimize error, thereby yielding better data quality
• Minimizing interviewer error is done through making surveys more standard or consistent
Error
Interviewer Error:
Deviation from expected answer due to the effects of interviewers.
Interviewer ErrorExample: Gonorrhea outbreak
Bias
Interviewers probe on the sexual history section more among non-whites than whites
Variance
A male interviewer may elicit different responses from a female respondent than a female interviewer.
Error
Additional Resource
Schwarz, N., Groves, R., and Schuman, H., “Survey Methods” Chapter 4 in Gilbert, D. et al (Eds) (1998). The Handbook of Social Psychology. Boston: McGraw-Hill; pp 143 – 179.
Standardizing Interviews
Contributing Factors:
1. Question wording
2. Interviewer selection
3. Interviewer training
4. Interviewing procedures
5. Supervising interviewers
1. Question Wording
Question Wording
Criteria for Standardized Interview Questions
• Must be fully scripted
• Must mean the same thing to every respondent
2. Interviewer Selection
Interviewer Selection
Criteria for Telephone Interviewer Selection
• Ability to read questions fluently
• Clear and pleasant telephone voice
• Responds quickly to respondent’s questions
• Reliability
Criteria for Face-to-FaceInterviewer Selection
• Logistical skills (reading maps)
• Good interpersonal skills
• Independent workers
• Reliability
• In certain circumstances, parallel demographic characteristics among interviewers and interviewees
3. Interviewer Training
Interviewer Training
• Training is NOT optional!
• Trainings must be interactive
• Interviewers must practice reading questions out loud
• Provide support documentation (manual)
Interviewer TrainingElements
Purpose of survey How to use data collection instrument Respondent selection process Intent and meaning of each question How to record/code responses Administering questionnaire Addressing participants’ questions Methods for improving response rate Tracking calls / completed surveys / call-
backs Confidentiality
Interviewer Training
Respondent Selection Process
Provide proxy respondent rules for adults and children because proxy response impacts:– Data quality– Sampling
Interviewer Training
Questionnaire Administration
To establish legitimacy of the survey upon first contact, tell the respondent:
Who is callingWhat is requestedWhy respondent should cooperateHow respondent was chosen
Interviewer TrainingLogistics
Face-to-Face
• Reading maps • Getting to
respondents’ homes• Reimbursement• Dress code• Scheduling callbacks
Telephone
• Operation of equipment• Operation of CATI
software (if applicable)
Interviewer Training
Other Considerations
• Record some resolution to each question– Are missing responses due to skip patterns or
errors?
• Review interview after completion– Missing responses– Illegible responses
Interviewer Training
Interviewer Manual
An interviewer manual serves as a reference to interviewers during interviews and as survey documentation.
Interviewer Training
Suggested Interviewer Manual Contents
• Background information
• Fieldwork
• Interviewing techniques
• Survey instrument terms and definitions
Interviewer Training Program Example
Behavioral Risk Factor Surveillance System (BRFSS)
BRFSS Interviewer Training
On-line training covers:
• Why BRFSS data are important, how data are used
• Interviewer responsibilities
• Nuts and bolts of the interviewing process
• Interviewing techniques
BRFSS Interviewer Training
On-line interviewer training available at:
http://apps.nccd.cdc.gov/BRFSS_Training_Int/overview.asp
General information about BRFSS: http://www.cdc.gov/brfss/
4. Interviewing Procedures
Interviewing Procedures
Rules
• Read questions exactly as worded• Probe inadequate answers, if necessary• Record answers without interviewer
discretion• Maintain rapport with respondents• Maintain an even pace
Interviewing Procedures
Read questions exactly
• Read entire question before accepting an answer
• Clarify questions if necessary
Interviewing Procedures
Read questions exactly • Use only standard definitions / clarification
provided
• Use the phrase: “Whatever x means to you”, OR “Whatever you think of as x.”
• When asked to repeat only one of several response options, repeat ALL options given for a question
Interviewing Procedures
Probe
A probe is a standardized way to obtain additional information from a respondent.
Use probes when a respondent’s answer is unclear or irrelevant.
ProbeExamples of responses requiring a probe:
Interviewer: "In the past two weeks, have you been swimming in a public pool?”
Irrelevant Response: “I swam in a lake at a national park last month."
Unclear Response: “I stayed in a hotel with a pool when I was on vacation last week."
Interviewing Procedures
Standard Probe Examples
• Repeat the question
• Retrieve receipts / calendars
• What do you mean? How do you mean?
• If respondent has narrowed down answer:– Which would be closer? – If you had to choose, which would you pick?
Interviewing Procedures
Recording Answers
• Do not direct respondent toward an answer (leading)
• Do not assume that an “answer” received in passing is correct
• Do not skip questions, even if “answer” was given earlier
• Do not remind respondent of earlier remark if answer differs from what you expect
Probing versus LeadingExample:
Interviewer: In the last 7 days, how many times did you eat prepared food at the dorm cafeteria? Would you say:
a. None d. 3 times
b. Once e. More than 3 times
c. Twice
Respondent:
“Oh, gee, I didn’t go very often . . . maybe a few times.”
Probing versus LeadingExample:
Interviewer Probe (correct)
“Which would be closer: none, once, twice, 3 times, or more than 3 times?”
Interviewer Leading (incorrect)
a. “So, would you say twice, or three times?”
b. “Do you mean twice, or three times?”
Interviewing Procedures
Maintain Rapport
An interviewer should be: • Nonjudgmental
• Noncommittal
• Objective
Maintain Rapport“Any line can be said a thousand ways.”
- BRFSS interviewer training
Interviewers can put respondents at ease by doing the following:
• Read the questions in a friendly, natural manner • Speak at a moderate rate of speed • Sound interested • Strive for a low-pitched voice
Feedback Helps Maintain Rapport
Feedback is a statement or action that indicates to the respondent that s/he is doing a good job.
– Give feedback only for acceptable performance - not “good" content.
– Give short feedback phrases for short responses, longer feedback for longer responses.
– Specific study information and interviewer task-related comments can serve as feedback.
– Telephone interviewers should give feedback for acceptable respondent performance 30-50% of the time.
Feedback Examples
• “I see…”• “Uh-huh”• “Thank you / Thanks”• “That is useful / helpful information”• “I see, that is helpful to know”• “That is useful for our research”• “Let me get that down”• “I want to make sure I have that right (REPEAT
ANSWER)”• “We have touched on this before, but I need to ask every
question in the order that it appears in the questionnaire”
Interviewing Procedures
Maintain Even Pace
• Pace refers to the rate of progression of the interview.
• Pace can vary by question type.
• Let the respondent set the pace.
Question and Answer Opportunity
Activity: Correct Interview ProceduresProbing vs. Leading vs. Feedback
Completion time: 5 minutes
ActivityInterviewer: “Are you still experiencing Diarrhea?”Respondent 1: “I’m not sure”
Respondent 2: “I definitely had diarrhea last Tuesday”
Respondent 3: “Yes”
Activity Instructions:How should the interviewer respond to these 3 answers? Provide an example of either a clarification, probe, or feedback that the interviewer could use. Try to think of one correct use of each technique.
Activity
Suggested Answer
Respondent 1: “I’m not sure”
Try a clarification:
“For the purposes of this survey, we consider diarrhea to be 3 or more loose bowel movements in a 24 hour period.”
Activity
Suggested Answer
Respondent 2: “I definitely had diarrhea last Tuesday”
Try a Probe:“OK, but are you still experiencing diarrhea?”
Activity
Suggested Answer
Respondent 3: “Yes”
Good Feedback: “I see”
Bad Feedback: “Are you sure?” (leading)
5. Supervising Interviewers
Supervising Interviewers
Monitoring, evaluation, and feedback given to interviewers should focus on the way interviewers handle the question-answer process.
Other Supervision Tasks
• Scheduling interviewers– Number of interviewers needed– Time calls / visits will be made
• Setting up interview space
• Tracking who has been called and who has not
• Reviewing data from completed interviews
Confidentiality
Confidentiality
Human Subjects & Informed Consent
Outbreak investigations are considered a public health emergency, with the purpose of identifying and controlling a health problem. Informed consent or Institutional Review Board (IRB) clearance are not required.
Confidentiality
Human Subjects & Informed Consent
If further analysis of outbreak investigation data is conducted for the purpose of research, IRB approval should be obtained.
Confidentiality
Respondent Perspective
Opening statement of every interview should indicate that all information collected will be kept confidential.
Confidentiality
Outbreak Investigation Perspective
• Do not discuss details about the outbreak
• Provide only a brief description of the purpose of the survey at first contact
Question and Answer Opportunity
5 minute break
Guest Lecturer
Erin Rothney, MPH
Research Associate
NC Center for Public Health Preparedness
Overview
• Provide real-life examples of situations where you will use interviewing techniques
– Face-to-face interviewing
– Telephone interviewing
• Discuss advantages and disadvantages
• Compare interviewing methods
Face-to-face Interviews
Community Assessments
• Identify the needs and strengths of a particular community from several stakeholder perspectives
• Include interviewing community members and observing the environmental and individual characteristics and community infrastructure
• Similar to rapid needs assessments, but completed within a longer time frame
Durham, NCCommunity Assessment
• Fall 2002 - Spring 2003
• Bragtown Neighborhood, Durham, NC
• 5 person team
• Interviewed residents and other stakeholders in Bragtown
• 4 page survey, 60 minutes in length
Durham, NCCommunity Assessment
Tasks:
• Questionnaire design• Interviewer training• Interviewing• Facilitating focus groups• Analyzing data• Presenting data to the community
Survey InstrumentQuestion Examples:
Life in the Community• What do people in Bragtown do for recreation?• What types of religion are practiced in Bragtown?• What do people in Bragtown do for a living?• What political or government organizations exist in Bragtown?• What different cultural and ethnic groups live in Bragtown?• How do these different groups interact? Do they get along?
Community Assets• What do you like about Bragtown?• What are some organizations within your community that
positively affect you or your community? – Probe: What about political groups, environmental groups, church
groups?• Who are the individuals within your community that you feel are
positive leaders or role models? – Probe: Any others?
Interviewer Training
• Active listening skills
• Showing empathy
• Using probes
• Practice interviewing, not just reading questions
Face-to-face InterviewsChallenges
Hard to find people at home
People may not want to invite a stranger into their home
Costly and time-intensive method of interviewing
Solutions
Schedule time ahead by phone or stop by and schedule more convenient time
Use the skills you learned in interviewer training to gain trust
Have someone on staff train others on interviewing techniques; carpool; set time limits
Lessons Learned
1. Study community demographics and characteristics before you interview
2. Train interviewers before an immediate need
3. People like to tell you their stories- could lead to relevant information
Telephone Interviews2004 E. coli Outbreak Investigation
E. coli Outbreak Investigation Telephone Interviews
• Illness onset October - November 2004
• Geographically dispersed cases in multiple states
• Case-control study
• Train-the-trainer, interviewer
E. coli Outbreak InvestigationTelephone Interviews
• Between 3 and 6 interviewers
• Calls made between 3 p.m. and 8 p.m.
• Quality control with one central interviewing location
• News coverage piqued people’s interest in the outbreak investigation
Lessons Learned
1. Practice reading through the questions and conducting an interview
2. The media can be your friend
3. Use an introductory script to relate the purpose of the phone call to the individual quickly
– Identify and legitimize the interviewer– State reasons for conducting the survey– Assure that responses will be confidential
Summary
[Face-to-face]Community Assessment
– Establish rapport
– Identify people in a small geographic area
– Assess the environment of the area
[Telephone]Outbreak Investigation
– News coverage helped in recruiting people to participate
– Widely distributed sample
– We had the phone numbers of all the people who pre-bought tickets
Question and Answer Opportunity
Session Summary
Session Summary
• Questionnaire design and interview methods are interrelated in the overall process of an outbreak investigation.
• The primary purpose of interviews in outbreak investigations is to collect data for case identification, risk factor identification, or hypothesis generation.
Session Summary
• Interview methods can be interviewer administered (face-to-face or telephone) or self administered (mailed, emailed, or Web-based). There are advantages and disadvantages to employing either method.
• Sampling is the systematic selection of a representative portion of the larger source population to be interviewed. If the purpose of your study is to determine the point source of infection, you may be able to interview a smaller sample; if the purpose of your study is to calculate an attack rate, you may need to interview a larger sample.
Session Summary
• Survey response rates measure the percentage of your sample that has participated in your survey. Average response rates vary from as little as 56% for mailed surveys to 75% for face-to-face surveys.
• Non-response to surveys can be a result of no one being home, refusal to participate, or individual inability to participate (e.g., because of a language barrier or physical or mental condition).
Session Summary
• Survey data collection error is a result of both bias and variance in the interview process.
• Interviewer error can be prevented with adequate interviewer training and the standardization of survey instruments.
Session Summary
• Develop and distribute an interviewer manual to provide interviewer support. Such documentation reduces error and enhances the quality of data collected.
• Sound interviewing procedures include: reading questions exactly as they are worded; probing inadequate answers; recording answers without interviewer discretion; and maintaining rapport with respondents.
Next Session November 3rd1:00 p.m. – 3:00 p.m.
Topic: “Analyzing Data”
References and Resources
1. American Statistical Association (1997). What Is a Survey? More About Mail Surveys. Alexandria, VA: Section on Survey Research Methods, American Statistical Association.
2. American Statistical Association (1997). What Is a Survey? How to Collect Survey Data. Alexandria, VA: Section on Survey Research Methods, American Statistical Association.
3. Centers for Disease Control and Prevention (2005). Outbreak Management System Demonstration Web site. http://www.cdc.gov/phin/software-solutions/oms/index.html.
References and Resources
4. Fowler, F. and Mangione, T. (1990). Standardizing Survey Interviewing. Newbury Park: Sage Publications.
5. Gregg, M. (ed). (1996). Field Epidemiology. Oxford University Press.
6. Holstein, JA and Gubrium, JF. (1997). Active Interviewing. In Silverman, D. (Ed.) Qualitative Research: Theory, Method, and Practice. London: Sage Publications, pp. 113-129.
7. Last, J.M. (2001). A Dictionary of Epidemiology: 4th Edition. Oxford University Press: New York.
References and Resources
8. Levy, P. and Lemeshow, S. (1991). Sampling of Populations. John Wiley & Sons.
9. Ramsey, S. et al (2005). Using GIS and GPS to Improve Public Health Response. Guilford County, NC Health Department Public Health Regional Surveillance Team 5.
10. Rubin, HJ and Rubin, IS. (1995). Interviews as Guided Conversations. Qualitative Interviewing: The Art of Hearing Data. Sage Publications, pp. 1-16, 122-144.
11. Salant, P. and Dillman, D. (1994). How to Conduct Your Own Survey. John Wiley & Sons.
References and Resources
12. Stehr-Green, J.K. (2002). Gastroenteritis at a University in Texas: Case Study Instructor’s Guide. Atlanta, GA: U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention.
13. U.S. Census Bureau (2005). Profile of Selected Housing Characteristics by State: Census 2000 Summary File 3 http://factfinder.census.gov/servlet/QTTable?_bm=n&_lang=en&qr_name=DEC_2000_SF3_U_DP4&ds_name=DEC_2000_SF3_U&geo_id=04000US51
14. Weiss, R.S. (1994). Learning from Strangers: The Art and Method of Qualitative Interview Studies. New York: The Free Press.
15. Wiggins, B. and Deeb-Sossa, N. (2000). Conducting Telephone Surveys. Chapel Hill, NC: Odum Institute for Research in Social Science.