qualitative research method course

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Qualitative Research: Design, Implementation and Methods

DESIGN X440.2

Get an introduction to what qualitative research is, the types of qualitative research methods, the appropriate situations to apply qualitative methods, and how to conduct your own qualitative research. You learn to build a research protocol and use various techniques to design, conduct, analyze and present an informative research study.

At the end of the course, you are expected to conduct your own qualitative research study . To that end, you develop a research plan based on the given situation, collect data using qualitative methodologies , engage with various techniques for coding and analyzing qualitative data effectively, and present the data and insights in a manner that is best aligned with the goals of the research.

Prerequisites: None.

Course Outline

Course Objectives

• Understand what constitutes qualitative research, how it differs from quantitative research and when to apply qualitative research methods
• Identify and formulate appropriate qualitative research plans
• Apply qualitative research data collection techniques
• Develop coding schemes for analysis of qualitative data
• Present qualitative data to inform and influence

What You Learn

• Developing qualitative research questions
• Building a research protocol
• Observing, listening and probing: the core skills of a qualitative researcher
• Qualitative sampling and participant recruitment
• Understanding an overview of the qualitative data analysis process
• Communicating your findings, from summary to interpretation
• Presenting qualitative results

How You Learn

We are online! All of the design classes are conducted online and include video classes, mentor-led learning and peer-to-peer support through our student online platform, Canvas. 

• Reading assignments
• Quizzes at instructor’s discretion
• Small-group activities
• Homework assignments
• Capstone project

Is This Course Right for You?

This course is intended for students in the Professional Program in User Experience (UX) Design , or anybody interested in obtaining skills in qualitative research. You do not need preexisting research experience for this course. Our experienced instructors provide practical information, leverage their qualitative research skills and monitor your development along with peer-to-peer support on our student online platform.

Summer 2024 enrollment opens on March 18!

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• Study with us
• Short Courses in Qualitative Research Methods

Oxford Qualitative Courses: Short Courses in Qualitative Research Methods

Expert teaching from specialists in qualitative research methods

Short courses:

• Introduction to Qualitative Research Methods
• Introduction to doing Qualitative Interviews
• Introduction to Analysing Qualitative Data
• Introduction to conversation analysis and health care encounters
• Learning with the book: an introduction to qualitative research methods for health research

The University of Oxford's expert-led programme of short courses in qualitative research methods aims to equip participants with the knowledge and skills to design, conduct, and interpret qualitative research. Through these short courses we share the experience, knowledge and enthusiasm of our research-active tutors

Our courses are particularly suited to those who are planning or working on projects with a qualitative research component, our aims are to:

• Equip health and care professionals, researchers and policy makers with an understanding of the different approaches to qualitative research
• Support the development of core skills such as interviewing, ethnographic observation, running focus groups (whether virtual or face-to-face), conversation analysis, meta-ethnography, and qualitative data analysis.

This highly-regarded programme is delivered in online and face-to-face formats to suit a range of learners.  We use a mixture of lectures and small group work, delivered by our team of qualitative researchers from the University of Oxford’s  Medical Sociology and Health Experiences Research Group . Our group has run these successful courses for almost twenty years alongside active involvement in qualitative research on a variety of different topics, ranging from studies of personal experiences of health conditions and of healthcare practice, to evaluations of organisational change. Our group also includes qualitative methodologists at the forefront of developing qualitative methods including conversation analysis and evidence synthesis.

Findings from our group’s research on patient experiences, together with supported video, audio and text extracts, have been compiled to form the multi-award winning heathtalk.org website and its sister site socialcaretalk.org. Our portfolio of research and expertise informs current local, national and international healthcare policy and research. 

The syllabuses of our qualitative courses draw on a wide range of expertise from within our research group, including the disciplinary areas of medical sociology, anthropology, and public policy. 

Teaching team

Our courses are led by a highly experienced and research-active teaching team. Our team have a range of specialities and skills spanning the breadth of qualitative research methods, ensuring that each session is led by a knowledgeable expert in the field. As well as being accomplished researchers, our team are skilled at communicating qualitative research methods to people in an accessible and clear way. Our team are friendly and approachable and will be available to offer tailored feedback during the course. Our participants regularly emphasise that our teaching team are a highlight of our courses.

Who are OUR courses for?

Our courses are suited to a wide range of professions, including:

• Health and care professionals
• Undergraduate and postgraduate students
• Academics and researchers interested in health research
• Marketing and communications professionals
• Health and care advisers

What do participants think?

New: Online Resources

Our teaching team have collated a series of freely available online resources for anyone looking for learning opportunities. 

Receive our bulletin:

Our courses are popular and often sell-out quickly. To receive a bulletin of upcoming course dates, please register here .

Got a question? Contact us:

Our friendly team are on-hand to answer your questions and queries. 

Email:  [email protected]

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Summer Course Series

Summer course series, qualitative research summer intensive.

The 21st Annual Qualitative Research Summer Intensive (QRSI) introduces 10 new courses and 6 new qualitative scholars – Jessica Calarco, Liz Chen, Faith Fletcher, Alana Gunn, Elaine Keane, and Robert Kozinets. Continuing our tradition of integrating foundation courses with new topical courses, ResearchTalk, Inc. and UNC’s Odum Institute will hold the 2024 Qualitative Research Summer Intensive as an exclusively online-only event. Find out more at   QRSI 2024 .

ICPSR Summer Program

In collaboration with the Inter-university Consortium for Political and Social Research (ICPSR) , Odum hosts a variety of workshops as part of the ICPSR Summer Program each year. This program provides rigorous, hands-on training in statistical techniques, research methodologies, and data analysis, emphasizing the integration of methodological strategies with the theoretical and practical concerns that arise in research on substantive issues. 2024 ICPSR will hold a variety of courses. Please visit ICPSR for a full listing of the workshops to be held. .

Data Matters: Data Science Short Course Series

Data Matters™ is a week-long series of one and two-day courses aimed at Data Matters  students and professionals in business, research, and government. The short course series is sponsored by the National Consortium for Data Science in collaboration with RENCI and the Odum Institute for Research in Social Science at UNC-Chapel Hill. Data Matters 2024 will be held the week of August 5-9. Mark your calendars now – course information will be updated soon at  Data Matters.

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Qualitative Data Analysis

This course provides an applied approach to qualitative data analysis through the lens of multiple methods and methodologies.

About this Course

The analysis of qualitative research data is a fundamental yet multifaceted process that requires careful attention to the unique qualities of qualitative research design. This course provides an applied, phenomenological approach to qualitative data analysis. It is designed for an interdisciplinary audience with examples taken from the nonprofit, commercial, and government sectors in the health and social sciences.

Undergraduate/graduate students, research staff, and IRB members in particular may find this course meaningful as an introduction to qualitative research methods.

Course Preview:

Language Availability: English

Suggested Audiences: Faculty, IRB Chairs, IRB Members, Research Staff, Undergraduate and Graduate Students

Organizational Subscription Price: $675 per year/per site for government and non-profit organizations; $750 per year/per site for for-profit organizations Independent Learner Price: $99 per person

Course Content

" role="button"> introduction to qualitative data analysis.

This module discusses the data analysis considerations shared by all qualitative methods and approaches this course covers. This includes the basic qualitative data analysis process and tools and the rigorous and ethical approaches to qualitative data analysis that apply across methods.

Recommended Use: Required ID (Language): 20971 (English) Author(s): Margaret R. Roller, MA - Roller Research

" role="button"> In-Depth Interview Method

This module begins with an overview of the basic in-depth interview method and its variations. This provides the foundation for the core discussions concerning the distinctive aspects of the in-depth interview method that affect qualitative data analysis, including quality and ethical considerations.

Recommended Use: Supplemental ID (Language): 20972 (English) Author(s): Margaret R. Roller, MA - Roller Research

" role="button"> Focus Group Discussion Method

To provide a basis for the core discussions, this module begins with an overview of the fundamentals of the focus group method and its variations. This provides an understanding of the distinctive aspects of the focus group method that affect qualitative data analysis, including quality and ethical considerations.

Recommended Use: Supplemental ID (Language): 20973 (English) Author(s): Margaret R. Roller, MA - Roller Research

" role="button"> Ethnography

Understanding the ethnographic approach and its variations is important to the discussion of data analysis. For this reason, the module begins with an overview of ethnographic research and the distinctive aspects of ethnography that affect qualitative data analysis, including quality and ethical considerations.

Recommended Use: Supplemental ID (Language): 20974 (English) Author(s): Margaret R. Roller, MA - Roller Research

" role="button"> Narrative Research

This module provides an overview of narrative research and its variations. It provides an overview of narrative research, which serves as a foundation for the core discussions concerning the distinctive aspects of the narrative research approach that affect qualitative data analysis. The module concludes with a discussion of quality and ethical considerations.

Recommended Use: Supplemental ID (Language): 20975 (English) Author(s): Margaret R. Roller, MA - Roller Research

" role="button"> Case Study Research

Case study research and its variations are examined at the start of this module. Then, distinctive aspects of case study research that affect qualitative data analysis are explored, including quality and ethical considerations.

Recommended Use: Supplemental ID (Language): 20976 (English) Author(s): Margaret R. Roller, MA - Roller Research

" role="button"> Qualitative Content Analysis Method

This module reviews the basic Qualitative Content Analysis (QCA) method and its variations. It also discusses the distinctive aspects of the QCA method that affect qualitative data analysis and the quality and ethical considerations that QCA presents.

Recommended Use: Supplemental ID (Language): 20977 (English) Author(s): Margaret R. Roller, MA - Roller Research

Who should take the Qualitative Data Analysis course?

The suggested audience includes students, faculty, and staff that want to learn more about the basics of qualitative data analysis and one or more of the discussed methods.

How long does it take to complete the Qualitative Data Analysis course?

This course consists of one required module and six supplemental modules. All learners should complete module 1 and then complete the supplemental modules as needed (20-30 minutes each).

" role="button"> Why should an organization subscribe to this course?

Organizational subscriptions provide access to the organization's affiliated members. This allows organizations to train individuals across the organization on how to properly conduct qualitative data analysis.

" role="button"> What are the standard recommendations for learner groups?

This course is designed such that learners should complete the first module and then any following method modules as needed.

" role="button"> Is this course eligible for continuing medical education credits?

This course does not currently have CE/CME credits available.

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Privacy Overview

Qualitative Inquiry Methods

Be equipped with the knowledge and skills necessary to design, conduct and analyze qualitative research effectively in the social sciences.

If you are interested in understanding human experiences, behaviors, and social phenomena you will gain the essential inquiry skills, tailored for both practitioners and academic researchers with this certificate.

Why pursue a Qualitative Inquiry Methods graduate certificate?

If you're an international student, refer to the international application process for deadlines.

You will learn about participatory and equity-oriented qualitative inquiry methods that support understanding diverse socio-cultural perspectives when exploring problems from a qualitative and equity-oriented framework and enhance your other credentials by demonstrating specialized knowledge and skills in qualitative research methods and design in your workplace.

This 9-credit online graduate certificate program is for faculty and graduate students, as well as individuals who would like to take a focused program of study in qualitative research methods. This certificate is not solely for those doing academic, empirical research; it views the skills of a qualitative researcher as deeply relevant to what you do every day to understand complex problems in schools, workplaces and organizations, subsequently fostering the competency to understand and explore equitable solutions.

Who should earn a certificate in Qualitative Inquiry Methods?

The Qualitative Inquiry Method graduate certificate serves many types of professionals:

• Graduate Students : If you are a graduate student pursuing degrees in social sciences, humanities, education , public health or other related fields that engage in qualitative research as part of your academic work. A certificate in Qualitative Inquiry Methods can provide you with valuable skills and credentials for conducting qualitative research.
• Researchers : If you're already exploring or working in academic, non-profit, or governmental research settings, this certificate will be a valuable asset to enhance your research capabilities and bolster your credibility. It's particularly beneficial for those in sociology, psychology, anthropology, education, public health, and social work.
• Practitioners : For practitioners engaged in market research, program evaluation, community development, or policy analysis, the insights gained from learning qualitative research methods can be transformative. Earning a certificate in Qualitative Inquiry Methods opens up new perspectives on understanding people's experiences, attitudes, and behaviors.
• Educators : Teachers, professors and instructional designers will find that this certificate deepens their grasp of qualitative research principles and techniques. It will help you to incorporate qualitative research methods into your curriculum or educational research projects.
• Consultants : Consultants working in areas such as organizational development, human resources and market analysis may find that a certificate in Qualitative Inquiry Methods enhances their ability to conduct thorough research and offer valuable insights to their clients.

Qualitative Inquiry Methods Graduate Certificate at UND

Qualitative research faculty are trained in critical, participatory and equity-oriented research methods.

Real-world research projects embedded into coursework.

Have full flexibility with courses offered both online and on-campus.

Careers with a Qualitative Inquiry Methods Graduate Certificate

By choosing the Qualitative Inquiry Methods graduate certificate, you'll gain access to the latest skills and methods for conducting deep and meaningful research. This research can make a big difference in schools, communities, and other settings.

Careers opportunities may include:

• Policy Analyst
• Higher Education Administrator
• University Professor
• Program Evaluation Specialist

Qualitative Inquiry Method Graduate Certificate Courses

EFR 510. Participatory Qualitative Research Methods. 3 Credits.

Qualitative researchers engage in systematic inquiry and direct collaboration with individuals and communities to explore highly contextualized phenomenon with the purpose of action or change. Qualitative methods are naturalistic, highly contextual, participatory and relational. Exploring the lived experiences and perspective of others requires attention to relationships, rapport and trust among all participants. Students will learn fundamental community-based and participatory methods of data collection: observations, interviewing, as well as data analysis and writing up qualitative findings following case study design. On demand.

EFR 520. Translational and pluralistic designs in qualitative research. 3 Credits.

Translational and pluralistic designs are interdisciplinary approaches to constructing qualitative research with the intent to produce relevant inquires with individuals and communities and not upon them. Students gain foundational knowledge in phenomenology, grounded theory, narrative, and ethnographic designs. Students learn how to blend components of these designs to ensure inquiries are relevant, with the intent of disseminating knowledge to the people who can use it. Knowledge about IRB requirements will also be addressed. On demand.

T&L 569. Action Research. 3 Credits.

The study of the philosophy and methods of action research. Emphasis is focused on analysis of and reflection on one's teaching for the purpose of improvements in student learning. Prerequisite: Graduate status. S.

Qualitative Inquiry Methods Certificate Online

best online university in the nation

best online graduate programs

UND's graduate certificate in Qualitative Inquiry Methods is delivered fully online. You never have to come to campus.

Flexible Online Qualitative Inquiry Methods Courses

With asynchronous classes, you do not attend class at a set time. If you need to balance work, family, and other commitments, this flexible format allows you to learn anywhere at any time.

Depending on your instructor, you’ll learn online through:

• Lesson modules
• Streaming video content
• Virtual libraries
• Posted lectures
• Online simulations

There will be times when you interact with your instructor and classmates through online discussion boards, polls, and chat rooms.

Your learning revolves around materials that can be accessed on your own time within a set time frame. However, this is not a self-paced course. You’ll have structure and deadlines.

Leaders in Online Education

Over a third of UND's student population is exclusively online; plus, more take a combination of online and on campus classes. You can feel reassured knowing you won't be alone in your online learning journey and you'll have resources and services tailored to your needs. No matter how you customize your online experience, you’ll get the same top-quality education as any other on campus student.

• Same degree:  All online programs are fully accredited by the Higher Learning Commission (HLC) . Your transcript and diploma are exactly the same as our on-campus students.
• Same classes: You’ll take courses from UND professors, start and end the semesters at the same time and take the same classes as a student on campus.
• Real interaction:  You can ask questions, get feedback and regularly connect with your professors, peers and professionals in the field.
• Your own academic advisor:  As an invaluable go-to, they’re focused on you, your personal success and your future career.
• Free online tutoring:  We're here to help you one-on-one at no cost. Plus, get access to a variety of self-help online study resources.
• Unlimited academic coaching:  Need support to achieve your academic goals or feeling stumped by a tough course? We'll help with everything from stress and time management to improving your memory to achieve higher test scores.
• Full online access:  Dig into virtual research from the Chester Fritz Library. Improve your writing skills with online help from the UND Writing Center. Get online access to career services, veteran and military services, financial services and more.
• 24/7 technical support:  UND provides free computer, email and other technical support for all online students.
• Networking opportunities: Our significant online student population means you’ll have a large pool of peers to connect with. UND has numerous online events and activities to keep you connected.

Best Online College

Our high alumni salaries and job placement rates, with affordable online tuition rates make UND a best-value university for online education. UND's breadth of online programs rivals all other nonprofit universities in the Upper Midwest making UND one of the best online schools in the region.

UND ranks among the best online colleges in the nation for:

• Affordability
• Student satisfaction (retention rate)
• Academic quality (4-year graduate rate)
• Student outcomes (20-year return on investment per Payscale.com)

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Qualitative Research Design

This course is part of Qualitative Research Design and Methods for Public Health Specialization

Taught in English

Some content may not be translated

Instructor: Karen Andes, PhD

Financial aid available

13,223 already enrolled

(102 reviews)

What you'll learn

Design a qualitative research project to respond to specific public health problems/questions.

Design strategies and instruments for qualitative data collection linked to study objectives and appropriate for the population of interest.

Address ethical concerns in qualitative research design and implementation.

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There are 6 modules in this course

This course introduces qualitative research, compares and contrasts qualitative and quantitative research approaches, and provides an overview of qualitative methods for data collection. It outlines a step-by-step approach to qualitative research design that begins by identifying a public health topic of interest, works to hone in on a specific research problem, and then specifies research questions, objectives, and specific aims. The course emphasizes the iterative nature of research design in qualitative inquiry and highlights the importance of specifying a population of interest, an appropriate sampling strategy, and potential approaches to recruitment. It introduces the relationship between these considerations and key concepts such as saturation and transferability in qualitative research. Finally, the course considers ethical concerns specific to qualitative research and potential solutions. Learners of this course will not only be able to put what they learn into practice, but they'll also develop a portfolio of qualitative research materials for career advancement.

Introduction to Qualitative Research

In this first week, you'll get the chance to explore characteristics and approaches of both qualitative and quantitative research, understand their differences, and acknowledge how both are complementary.

What's included

6 videos 4 readings 1 quiz 1 peer review

6 videos • Total 20 minutes

• Welcome to the Course! • 2 minutes • Preview module
• What Is Research? • 2 minutes
• What Is Qualitative Research? • 3 minutes
• How Is Qualitative Different From Quantitative? • 4 minutes
• Five Basic Approaches to Qualitative Research • 4 minutes
• Qualitative and Quantitative As Complementary Methods • 3 minutes

4 readings • Total 145 minutes

• Course Outline and Grading Information • 5 minutes
• Introduction to Qualitative Research • 20 minutes
• Qualitative Inquiry • 90 minutes
• Mixed Methods Design • 30 minutes

1 quiz • Total 20 minutes

• Practice • 20 minutes

1 peer review • Total 60 minutes

• Week 1: Comparing Quantitative and Qualitative Studies • 60 minutes

Qualitative Methods

This week, we'll look at two types of data that can be collected and dive into the three main data collection methods used in qualitative studies. Finally, we'll wrap up by discussing the concept of saturation and consider the lingering question, "how much data is enough?"

6 videos 2 readings 1 quiz 1 peer review

6 videos • Total 15 minutes

• A Look at This Week • 2 minutes • Preview module
• Types of Data • 1 minute
• Observation • 4 minutes
• Interviews • 3 minutes
• Focus Group Discussions • 2 minutes
• Saturation: How Much Data to Collect? • 2 minutes

2 readings • Total 135 minutes

• Data Collection • 90 minutes
• Saturation Point • 45 minutes
• Week 2: Exploring Qualitative Methods • 60 minutes

Objective-Driven Design

In our third week, we'll discuss how to develop a problem statement from a topic of interest, craft research questions and aims, and discuss how this process all relates to objective-driven design.

5 videos 2 readings 1 quiz 1 peer review

5 videos • Total 21 minutes

• A Look at This Week • 3 minutes • Preview module
• What Is Objective-Driven Design? • 1 minute
• Uncovering a Problem • 6 minutes
• Developing & Refining a Problem Statement • 3 minutes
• Developing Research Questions & Specific Aims • 6 minutes

2 readings • Total 75 minutes

• Setting Up a Qualitative Project • 30 minutes
• Resources for Developing Your Research Problem & Question • 45 minutes
• Week 3: Identifying Your Research Problem • 60 minutes

Methods, Population, Sampling, & Recruitment

For our fourth week, we'll take a look at how to choose data collection methods that are best suited for your aims, explore the various sampling and recruitment strategies to select participants, and finally consider how research design is an iterative process.

• A Look at This Week • 1 minute • Preview module
• Aligning Methods with Aims • 2 minutes
• Identifying a Setting and Honing in on a Population • 2 minutes
• Sampling Strategies • 6 minutes
• Recruitment Strategies • 2 minutes
• Iterative Design • 0 minutes

2 readings • Total 95 minutes

• Resources for Selecting Appropriate Methods • 35 minutes
• Resources for Identifying Your Strategies • 60 minutes

1 quiz • Total 30 minutes

• Practice • 30 minutes
• Week 4: Identifying Your Methods, Population, Sampling, & Recruitment Strategies • 60 minutes

Research Ethics

Our fifth week is all about ethical considerations in qualitative research. As researchers, we need to be aware and take precautions to ensure our work with human subjects is never exploitative, deceitful, or harmful. We'll go over the key ethical principles to keep in mind when beginning a qualitative study.

4 videos 3 readings 1 quiz 1 peer review 1 discussion prompt

4 videos • Total 12 minutes

• Overview of Research Ethics • 4 minutes
• Key Issues and Benefits of Qualitative Research • 5 minutes
• Strategies for IRBs and Ethics Committees • 1 minute

3 readings • Total 130 minutes

• CITI Certification for Human Subjects Research • 10 minutes
• Studies with Questionable Ethics • 30 minutes
• Resources for Ethics in Qualitative Research • 90 minutes
• Week 5: Considering Ethics in Research • 60 minutes

1 discussion prompt • Total 10 minutes

• Ethics Around the World • 10 minutes

Course Project and Design Examples

In this final week, you'll combine all items of your research design for a final submission. We'll also review real cases of graduates in the MPH program to see the different approaches that can be taken.

5 videos 2 readings 1 peer review

5 videos • Total 47 minutes

• Elements of Research Design: An Example (from Tamar Goldenberg's MPH Thesis Research) • 5 minutes
• Candace Girod: Menstrual Hygiene Management at Schools in Nairobi, Kenya • 13 minutes
• Wendy Avila: Exclusive Breast-Feeding among Women in Managua, Nicaragua • 15 minutes
• Jasmine Kelly: Maternal & Child Nutrition in Rural Tanzania • 11 minutes

2 readings • Total 60 minutes

• Interview Series • 30 minutes
• Preparing Your Research Design • 30 minutes
• Week 6: Your Qualitative Research Design • 60 minutes

Instructor ratings

We asked all learners to give feedback on our instructors based on the quality of their teaching style.

Emory University, located in Atlanta, Georgia, is one of the world's leading research universities. Its mission is to create, preserve, teach and apply knowledge in the service of humanity.

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Learner reviews

Showing 3 of 102

102 reviews

Reviewed on Oct 3, 2023

It was really a difficult nut to crack but a very useful and descriptive course for those people who wants to do research

Reviewed on Feb 5, 2021

highly productive and a good source of learning. Thank you very much for organizing this professional platform for learners of enhancing their skills and knowledge.

Reviewed on Aug 11, 2022

It was excellent lecture by Dr Karren Andes and nice to be a student of this course!

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Frequently asked questions

When will i have access to the lectures and assignments.

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Department of Psychiatry and Human Behavior

Qualitative science and methods training program.

QSMTP provides state-of-the-science training and mentoring in qualitative and mixed research methods to postdoctoral and faculty investigators in the health sciences.

• Research Core Facilities and Resources

The Qualitative Science and Methods Training Program (QSMTP) methods core, founded in 2017, provides state-of-the-science training and mentoring in qualitative and mixed research methods to postdoctoral and faculty investigators in the health sciences. Qualitative methods involve the use of in-depth interviews, focus groups, cognitive interviews, and/or other procedures to optimize methodological rigor and enhance data richness. Integration of qualitative and quantitative methods (“mixed methods”) is increasingly expected in successful patient-oriented research applications to the NIH and other sponsors.

Kate Guthrie, Ph.D.

QSMTP director  Dr. Kate Guthrie  is a Professor (Research Scholar) in the Departments of Psychiatry and Human Behavior in the Alpert Medical School and Behavioral and Social Sciences in the School of Public Health. Dr. Guthrie is also a Senior Research Scientist at The Miriam Hospital's  Center for Behavioral and Preventive Medicine . Dr. Guthrie has twenty-five years of experience conducting and supporting research projects in the areas of behavioral medicine and patient-oriented health research.

QSMTP provides scholars with:

• A didactic “Foundations in Qualitative Methods” seminar series, which provides attendees with theoretical and methodological knowledge of qualitative strategies that can be implemented in patient-oriented, grant-funded health research. No prior experience with qualitative research is  required. The seminar is currently co-taught by Dr. Guthrie and Dr. R. Rosen, who also serves as a consultant to Brown  University’s Advance-CTR’s Qualitative Research Support Services
• Weekly qualitative skills-building workshops, which are well-suited to investigators actively developing grants to conduct research with qualitative elements, and to investigators engaged in the development of their qualitative research protocols and procedures, preparing to initiate their studies, and/or collecting and analyzing their qualitative (or mixed methods) data
• Expert consultation for qualitative and mixed methods grant-writing and publication;  scholars in both the Foundations Seminar and/or Skills-Building Workshops can make individual appointments with Dr. Guthrie to address more detailed or time-intensive needs for their  research projects

All services are provided remotely.

QSMTP PARTNERS:  Academic and research units are invited to support the program via three-year commitments (academic year: July through June). This commitment secures seats for two scholars per year (postdoctoral fellows or faculty). QSMTP Partners are also eligible for additional seats at reduced fees per additional scholar. Please contact Dr. Guthrie to become a QSMTP Partner.

INDIVIDUAL SEATS:  Postdoctoral fellows and faculty from non-Partner units may participate if there is space at a standard cost per seat. The number of scholars may be capped, with preference given to Partners, to ensure high-quality, hands-on  training and mentoring. Please contact Dr. Guthrie for relevant costs.

REQUEST A CONSULTATION

Sentio Scholarship in Qualitative and Mixed Methods Research Training

Sentio , in Latin, means to perceive, feel, or observe - the foundation for exploring individuals' experiences and narratives. The QSMTP’s Sentio Scholarship helps investigators develop their observational skills and curiosity into a proficiency with qualitative and mixed methods research. When funds and seats are available, the scholarship supports a postdoctoral fellow or faculty member from an eligible institution* to enroll in a QSMTP seminar and/or workshop for a period of one-to-two years.

*Individuals from the following institutions are eligible:

• Historically Black Colleges/Universities (HBCUs)
• Hispanic-Serving Institutions (HSIs)
• non-R1  Doctoral Universities  ("Doctoral Universities: High Research Activity")
• Tribal Colleges and Universities
• International Colleges and Universities from middle- and/or lower- income countries

The application for the 2024-2025 academic year is now closed. Please check again in early 2025 for the next cycle.

Sentio Scholar Applies Qualitative Skills in Turkey and Nepal

Ceren Sönmez, Ph.D., the first Sentio scholar, has used her newly developed qualitative skills to study depression and anxiety among mothers in Turkey and depression among adolescents in Nepal.

Testimonials

“ Qualitative research was a whole new area of research for me. I have been funded to do quantitative research but my knowledge of qualitative methods was limited. With the QSMTP workshop I was able to appreciate the richness of qualitative data, its application in so many areas of medicine, and methodology. I then got funded through NHLBI to conduct a qualitative study. I could not have done this without Dr Guthrie's invaluable guidance and support. She is always available, is a great teacher, mentor, and sponsor, and has truly helped us in performing methodologically sound studies and offered our team of investigators additional flexibility on days that work for us. In short, she's an incredible methodologist and a wonderful teacher and I would do it again in a heartbeat. ”

I took Dr. Guthrie's program as part of my career development grant. It has shaped every aspect of my research career (in the use of technology to prevent and treat violence and related behavioral health problems) and my academic career (now as Academic Dean).

“ Participating in QSMTP and working with Kate are a key reason I was able to put together and get an NIH K award. ”

My current work is focused on iteratively revising an existing intervention to improve acceptability and strength of treatment effects for a new population. With my feet squarely in the quantitative space prior to starting my K23, the QSMTP seminar+workshop provided the ideal combination of didactic training and an open/collaborative environment where I could explore all of the ways that qualitative methodology can enhance the quality and impact of my research. This was crucial for executing my proposed research project but has also created space for me to think creatively about augmenting my research with qualitative/mixed methods in the future.

“ The QSMTP has been fundamental to better understanding qualitative work and gaining knowledge around best practices. QSMTP informed and guided my grant writing as well as the development of the agendas for in-depth qualitative interviews. Dr. Guthrie connected me with other personnel to practice my agendas in Spanish, which has been really helpful [in] tailoring the process to the needs of my project, which include interviews to Latinx caregivers around accessing mental health care and understanding the intergenerational transmission of trauma and the impact in Latinx parenting practice. ”

I attended Dr. Guthrie's workshop for a year while I was preparing my career development award and in the first months after funding. It has been an immense help to me in learning qualitative methods and applying them. I've since been able to obtain further NIH funding with qualitative aims. Dr. Guthrie provides hands-on guidance and is very available for questions and collaborations. Another benefit of the workshop is an opportunity to network with others at your institution who have similar interests but work in different departments or areas of the university. I highly recommend the QSMTP experience!

QSMTP offers such a rich learning environment. The workshop and seminar allow for the development of sound theoretical and foundational knowledge in qualitative skills, but also the hands-on, applied skills of designing, implementing, and analyzing qualitative data. Further, the rich environment of multidisciplinary peers allows for modeling of skills as well as vicarious learning. I learned so much in QSMTP that I never would have even known to ask! Further, having such a wealth of knowledge but also humor in Dr. Guthrie and my peers has greatly enriched my life as well as my work.

Dr. Guthrie brings rich expertise and enthusiasm to her course on qualitative research study design, data collection, and implementation. She provided me with foundational skills and personalized, weekly training in qualitative methods that allowed me to complete the initial qualitative aims of my NIMHD-funded K23 focused on developing and culturally tailoring an online behavioral weight loss intervention for sexual minority women.

Short courses

Qualitative Research Methods in Health

• 10am - 1pm each day

Cost: £1,500

Book a place.

Please email [email protected]  if you wish to apply for this course. The next course will start on 3 October 2024

This course aims to equip you with the knowledge and skills to understand, design and conduct high quality qualitative research.

The course will help you:

• gain a clear understanding of the principles of qualitative research
• practise skills including interviewing, running a focus group, data analysis, and developing and presenting a research protocol

This course will be delivered online over 10 Thursday mornings from 3 October to 12 December.

This course is run by researchers from the UCL Centre for Excellence in Qualitative Research, within the Research Department of Primary Care and Population Health (PCPH).

Who it's for

This course is for: 

• Master's level students, PhD students and research staff who need to design and conduct a qualitative study
• those who wish to know how to assess the quality of qualitative research (e.g. funders, journal editors, ethical committee members etc.)

You don't need to have any previous experience of qualitative research, but you will need to do some preparation before each session.

Course content

Lead: Julia Bailey and Tom Witney

This workshop will help you understand the basis on which qualitative methodology is selected as a research approach.

• learn about the philosophical debates around qualitative research
• contrast qualitative and quantitative approaches
• discuss the place of qualitative research in health and medicine

You'll also critique a published paper of a qualitative study. This will help you reflect on a completed study and consider not only the methodological approach and selection of methods, but also practical aspects such as sampling, what counts as data, the position of the researcher, data analysis, and application of findings.

Learning objectives

By the end of this workshop you'll be able to:

• describe key features of qualitative research
• explain the rationale for key features of qualitative research design 
• know when qualitative or quantitative study designs are appropriate 
• understand how ‘theory’ is relevant for qualitative research

Leads: Harpreet Sihre and Silvie Cooper

On this workshop you'll learn about qualitative research interviewing techniques and developing topic guides.

You'll explore structured, semi-structured and in-depth interview methods and their application, using real world examples. However, the emphasis will be on semi-structured interview techniques.

You'll also learn about and discuss:

• the importance of different communication styles and researcher reflexivity
• practical issues such as structuring questions, building rapport and dealing with challenging interviews

You'll be encouraged to think of an area of research around which you'll structure and produce a topic guide for use in a practical session. You'll also get the opportunity to practice your newly developed interviewing skills.

As far as possible, the workshop is tailored towards research that those attending are planning/doing.

By the end of this workshop you'll be able to:

• describe and distinguish between structured, semi-structured and 'in-depth' interviewing
• formulate and construct a topic guide
• apply and evaluate some key interviewing skills

Lead: Tom Witney and Fiona Aspinal

This workshop will introduce you to focus groups - a key qualitative research method.

You'll learn about the:

• different stages of the research process where focus groups can be used
• types of research questions that lend themselves to this approach
• practicalities of sampling, convening and conducting focus groups, including issues to consider when researching sensitive topics

You'll also practise your communication and group facilitation skills.

You'll be encouraged to think of an area of research around which you'll structure and produce a topic guide for use in a practical session.

• explain when and how to use focus groups
• design a topic guide for a focus group study
• organise and facilitate a focus group

Leads: Nathan Davies and Fiona Stevenson

On this workshop you'll discuss a range of ways of conducting qualitative data analysis and the rationales for different approaches.

You'll be encouraged to critically reflect on how decisions made throughout research affect the type and extent of analysis possible. The importance of decisions about transcription are also stressed.

You'll consider the place of data management software in qualitative analysis. You won't be taught how to use particular software packages, but you'll discuss the advantages and disadvantages of using these.

You'll conduct a thematic analysis on a piece of data, and reflect on and consider the best approach for your own work.

Please note: this workshop does not provide training in the use of Computer Assisted Qualitative Data Analysis packages

• distinguish between different types of qualitative data analysis
• recognise the importance of decisions relating to transcribing, reflexivity, field notes, double coding and data management
• consider various approaches to analysis
• understand the principles and practicalities of conducting a basic thematic analysis
• evaluate the benefits of Computer Assisted Qualitative Data Analysis for your projects

Leads: Jane Wilcock and Stephanie Kumpunen

In this interactive workshop you'll plan your own qualitative study design.

You'll work on your own and in small and large groups, with an experienced tutor. You'll also have the opportunity for one-to-one and small group discussions and advice on qualitative study design.

The first day is spent planning your study in a structured way. On the second day you'll present your study design proposal to tutors and other students in small groups, and discuss research issues arising from the proposed studies.

• write clear research questions
• understand the principles of (and debates about) quality in qualitative research
• plan a qualitative research study, specifying the details of how a study will be carried out
• present a four-slide summary of your study design
• discuss the rationale for chosen study designs

Teaching and assessment

The course is highly interactive, involving a range of teaching techniques including group work, practical tasks and discussion.

It will be run with a mixture of synchronous, online learning (e.g. presentations, small group discussions) and asynchronous learning (pre-recorded videos, readings, preparatory writing/planning).

You'll receive help designing and planning your own qualitative research project. You'll then present your design proposals and receive feedback from course tutors and peers at the end of the course.

You'll be required to do some preparation before each session (reading and/or watching videos).

How to apply

To apply for this course you’ll need to complete a short application form.

Your application will be judged on your suitability for the course and how much you're likely to benefit. Priority will be given to people who are actively planning or conducting qualitative research.

Please email [email protected]  if you’d like to be added to the waiting list. When booking opens and there are spaces available for the course, you'll be emailed the application form.

Cancellation policy

Cancellations must be received in writing at least two weeks before the start of the event and will be subject to an administration charge of 20% of the course fee. Unfortunately, no refunds will be made within two weeks of the course date. Any refund will be made by UCL to you within 30 days of your cancellation and be paid to you in the same way as you paid for your order.

We reserve the right to cancel teaching if necessary and will, in such event, make a full refund of the registration fee. PCPH Events will not be liable for any additional incurred costs.

Further information

If you have any questions about the course content, please email Fiona Stevenson ( [email protected] ) or Julia Bailey ( [email protected] ).

For administrative queries, please contact Lynda Russell-Whitaker ( [email protected] ).

Course team

Julia Bailey - joint Course Director

Julia is an Associate Professor at the e-Health Unit at UCL and a sexual health speciality doctor in South East London. Her research interests include sexual health, e-Health, doctor-patient interaction, science communication and social science in medicine (qualitative methodologies). View Julia’s IRIS profile for more information about her work and publications.

Fiona Stevenson - joint Course Director

Fiona is a Professor of Medical Sociology and Co-Director of e-Health Unit at UCL. She’s currently Head of the Department of Primary Care and Population Health at UCL. Her research is broadly encompassed by the overarching theme of perceptions, communication and interactions about treatment. Her methodological expertise lies in qualitative methods, both in relation to thematic analysis of interviews and focus groups and conversation analysis of interactional data. She has expertise in conducting original research as well as implementing research findings into practice. View Fiona’s IRIS profile for more information about her work and publications.

Nathan Davies

Nathan is an Associate Professor and Alzheimer’s Society Fellow based in the Centre for Ageing Population Studies at UCL. His main research interests are in older adults, dementia, and supporting family carers. He's a qualitative researcher leading on several qualitative studies, which explore sensitive topics, including end of life care. In addition to experience of interviews, focus groups and various types of qualitative analysis, he has extensive experience of co-design, co-production and consensus-based methods. View Nathan’s IRIS profile for more information about his work and publications.

Jane Wilcock

Jane is a Senior Research Associate in the Centre for Ageing & Population Studies, UCL. Her main research interests are in dementia, ageing, emergent technologies and trials of complex interventions in primary care and community settings. A mixed-methods researcher, Jane has experience of a variety of study designs such as RCTs, interview and focus group studies, nominal group techniques and co-design of interventions. In addition, she is a methodology expert for the NIHR Research Design Service London. View Jane’s IRIS profile for more information about her work and publications.

Silvie Cooper

Silvie is a Lecturer (Teaching) in the Department of Applied Health Research at UCL. Her research interests include capacity building for health research, management of chronic pain, digital health, and patient education, using qualitative, mixed methods, and translational research approaches. Alongside her research, she designs and teaches on a variety of health and social science courses for undergraduates, postgraduates and professionals. Topics include research and evaluation methods, the social aspects of health and illness, and the impact of context, practice and policy on healthcare experiences. View Silvie’s IRIS profile for more information about her works and publications.

Harpreet Sihre

Harpreet formerly completed her PhD at the Institute of Applied Health Research, University of Birmingham, where she researched the lived experiences of South Asian women with severe postnatal psychiatric illnesses using Interpretative Phenomenological Analysis. She then worked at the Unit of Social and Community Psychiatry on an NIHR-funded study researching accessibility and acceptability of Perinatal Mental Health Services.

Harpreet’s research interests encompass mental health, perinatal mental health, access to services and equality, diversity and inclusion, using qualitative research methods. Harpreet has taught on both undergraduate and postgraduate courses, including small group teaching and lecturing at the University of Birmingham and Queen Mary University. View Harpreet’s IRIS profile for more information about her work and publications.

Tom is a Research Fellow at the department of  Primary Care and Population Health . He is a qualitative health researcher, with a particular interest in sexual health and relationship intimacy. His current work focuses on improving access to sexual health for trans and gender diverse people and supporting uptake of chlamydia retesting following a diagnosis. View Tom’s Iris profile for more information about his work and publications.

Fiona Aspinal

Fiona is based in the Department of Applied Health Research for the NIHR ARC North Thames as 'Senior Research Associate in Qualitative Methods Applied to Organisational Research in Health' where, as part of the ARC North Thames' Research Partnership Team, she helps to facilitate and support health and social care research with local, regional and national relevance. She is also the social care research lead for NIHR CRN North Thames.

Her areas of research interest are: Qualitative research and evaluation of complex health and social care interventions and organisations; The experience and outcomes of integrated care policy and practice for staff, service users and informal carers; Social and community health care for adults, including people with dementia; Social care research infrastructure/skills.

At UCL, in addition to the Qualitative Research Methods in Health short course, Fiona teaches on research methods and social science courses and modules, such as the BSc Population Health Sciences, the Medicine MBBS BSc and the Population Health MSc. She also supervises undergraduate and postgraduate students. View Fiona’s Iris profile for more information about her work and publications.

Stephanie Kumpunen

Stephanie is a THIS Institute Doctoral Fellow at UCL and a Senior Fellow in Health Policy at Nuffield Trust (a London-based health and care think tank). Her research focuses on the organisation of Primary Care and community-based health and care services.

Stephanie has led on a number of qualitative studies and mixed-methods evaluations. She has a particular interest in rapid qualitative approaches; namely rapid ethnographies that inform health and care service improvement. View Stephanie’s UCL profile for more information about her work and publications.

“The course is a really a great opportunity to read, reflect, discuss and share research, which is helpful for personal and professional development.” [Academic Clinical Fellow, Spring 2022]

“This session really helped me to organise my thoughts and put together a coherent plan for future research. It will make writing my protocol very easy!” [PhD Student, Spring 2022]

“It was such an excellent course. The information and materials provided were straight to the point and helpful, the working atmosphere was inspiring and constructive, and the tasks were interesting and activating. Thank you to all tutors!” [Clinical Research Programme Coordinator, Spring 2022]

“Great tutors, great reading material. It was very interesting to hear other peoples' experiences. Although this course was virtual, there were plenty of opportunities for interaction. I now have a better understanding and I am confident to run my study. I would recommend this course to anyone who wants an intro in qual research.” [Pre-Doctoral Research Fellow, 2021]

"I have a more clear understanding of the basics of qual methods, terminology and ways it may fit into my own research." [Researcher, 2019] 

Course information last modified: 22 Apr 2024, 13:33

Length and time commitment

• Time commitment: 10am - 1pm each day
• Course length: 10 weeks

Contact information

• Lynda Russell-Whitaker
• [email protected]

Related Short Courses

The Wellesley College website is currently in transition. This temporary site is for current Wellesley College community members. If you're a prospective student or employee, please go to our new site at www.wellesley.edu.

• Academic Centers
• Knapp Social Science Center
• Teaching and Training

Qualitative Research Method Courses

Wellesley College Courses on Qualitative Research Methods in Social Sciences

The courses listed below offer students an opportunity to develop skills necessary to work with faculty whose social science research employs qualitative methods, such as interviews and surveys. 

Faculty:  Professor Petra Rivera-Rideau, American Studies  

Description:  This course offers an introduction to the interdisciplinary field of Ethnic Studies. Ethnic Studies centers the theories, histories, and perspectives of Black, Indigenous, Latinx, and Asian American people in the United States, with particular attention to the study of comparative race and ethnic relations in the United States and its empire. We will explore key themes and concepts in Ethnic Studies such as imperialism and colonialism, social movements, migration, and intersectionality using analysis of popular culture, and historical and current events. 

Prerequisite(s):  None

Distribution(s):  Social and Behavioral Analysis

Faculty:  Professor Adam Van Arsdale, Anthropology

Description:  This course is intended to provide a theoretical framework as to how anthropologists construct questions, design research strategies, and produce anthropological knowledge. Students will discuss and explore major framing questions for anthropological methods while pursuing an independent project of their choice. Working with a faculty advisor, students will engage in independent research, while using the class as a workshop and discussion environment to refine their project. Students will be exposed to issues of positionality, ethical obligations in research, mixed qualitative and quantitative methods, and writing for specific audiences. This course is required of all anthropology majors and will provide a bridge between introductory and advanced courses.

Prerequisite(s):  Social and Behavioral Analysis Any introductory Anthropology course (ANTH 101, 102, or 103), or permission of the instructor

Faculty:  Professor Jennie Pyers, Psychology 

Description:  An introduction to research methods appropriate to the study of human development. Individual and group projects. Laboratory. Observations at the Child Study Center required.

Prerequisite(s):  PSYC205 and 207. 

Faculty:  Professor Julie Norem, Psychology 

Description:  An introduction to research methods appropriate to the study of personality psychology. Student projects investigate individual and group differences in personality traits, values, goals, and dimensions of self-concept. Laboratory. 

Prerequisite(s):  PSYC 205 and either PSYC 212 or PSYC 210. 

Qualitative Research Methods and Research Writing

Note: This exam date is subjected to change based on seat availability. You can check final exam date on your hall ticket.

Page Visits

Course layout, books and references, instructor bio.

Prof. Aradhna Malik

Course certificate.

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• Open access
• Published: 22 April 2024

The design and evaluation of gamified online role-play as a telehealth training strategy in dental education: an explanatory sequential mixed-methods study

• Chayanid Teerawongpairoj 1 ,
• Chanita Tantipoj 1 &
• Kawin Sipiyaruk 2  

Scientific Reports volume  14 , Article number:  9216 ( 2024 ) Cite this article

40 Accesses

Metrics details

• Health care
• Health services
• Public health

To evaluate user perceptions and educational impact of gamified online role-play in teledentistry as well as to construct a conceptual framework highlighting how to design this interactive learning strategy, this research employed an explanatory sequential mixed-methods design. Participants were requested to complete self-perceived assessments toward confidence and awareness in teledentistry before and after participating in a gamified online role-play. They were also asked to complete a satisfaction questionnaire and participate in an in-depth interview to investigate their learning experience. The data were analyzed using descriptive statistics, paired sample t-test, one-way analysis of variance, and framework analysis. There were 18 participants who completed self-perceived assessments and satisfaction questionnaire, in which 12 of them participated in a semi-structured interview. There were statistically significant increases in self-perceived confidence and awareness after participating in the gamified online role-play ( P  < 0.001). In addition, the participants were likely to be satisfied with this learning strategy, where usefulness was perceived as the most positive aspect with a score of 4.44 out of 5, followed by ease of use (4.40) and enjoyment (4.03). The conceptual framework constructed from the qualitative findings has revealed five key elements in designing a gamified online role-play, including learner profile, learning settings, pedagogical components, interactive functions, and educational impact. The gamified online role-play has demonstrated its potential in improving self-perceived confidence and awareness in teledentistry. The conceptual framework developed in this research could be considered to design and implement a gamified online role-play in dental education. This research provides valuable evidence on the educational impact of gamified online role-play in teledentistry and how it could be designed and implemented in dental education. This information would be supportive for dental instructors or educators who are considering to implement teledentistry training in their practice.

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Introduction.

Telehealth has gained significant attention from various organization due to its potential to improve healthcare quality and accessibility 1 . It can be supportive in several aspects in healthcare, including medical and nursing services, to enhance continuous monitoring and follow-up 2 . Its adoption has increased substantially during the COVID-19 pandemic, aiming to provide convenient healthcare services 3 . Even though the COVID-19 outbreak has passed, many patients still perceive telehealth as an effective tool in reducing a number of visits and enhancing access to health care services 4 , 5 . This supports the use of telehealth in the post-COVID-19 era.

Teledentistry, a form of telehealth specific to dentistry, has been employed to improve access to dental services 6 . This system offers benefits ranging from online history taking, oral diagnosis, treatment monitoring, and interdisciplinary communication among dental professionals, enabling comprehensive and holistic treatment planning for patients 7 . Teledentistry can also reduce travel time and costs associated with dental appointments 8 , 9 , 10 . There is evidence that teledentistry serves as a valuable tool to enhance access to dental care for patients 11 . Additionally, in the context of long-term management in patients, telehealth has contributed to patient-centered care, by enhancing their surrounding environments 12 . Therefore, teledentistry should be emphasized as one of digital dentistry to enhance treatment quality.

Albeit the benefits of teledentistry, available evidence demonstrates challenges and concerns in the implementation of telehealth. Lack of awareness and knowledge in the use of telehealth can hinder the adoption of telehealth 13 . Legal issues and privacy concerns also emerge as significant challenges in telehealth use 14 . Moreover, online communication skills and technology literacy, including competency in using technological tools and applications, have been frequently reported as challenges in teledentistry 15 , 16 . Concerns regarding limitations stemming from the lack of physical examination are also significant 17 . These challenges and complexities may impact the accuracy of diagnosis and the security and confidentiality of patient information. Therefore, telehealth training for dental professionals emerges as essential prerequisites to effectively navigate the use of teledentistry, fostering confidence and competence in remote oral healthcare delivery.

The feasibility and practicality of telehealth in dental education present ongoing challenges and concerns. Given the limitations of teledentistry compared to face-to-face appointments, areas of training should encompass the telehealth system, online communication, technical issues, confidentiality concerns, and legal compliance 18 . However, there is currently no educational strategy that effectively demonstrates the importance and application of teledentistry 19 . A role-play can be considered as a teaching strategy where learners play a role that closely resembles real-life scenarios. A well-organized storytelling allows learner to manage problematic situations, leading to the development of problem-solving skill 20 , 21 . When compared to traditional lecture-based learning, learners can also enhance their communication skills through conversations with simulated patients 22 , 23 . In addition, they could express their thoughts and emotions during a role-play through experiential learning 20 , 24 , 25 . Role-play through video teleconference would be considered as a distance learning tool for training dental professionals to effectively use teledentistry.

While there have been studies supporting online role-play as an effective learning tool due to its impact of flexibility, engagement, and anonymity 26 , 27 , no evidence has been yet reported whether or not this learning strategy could have potential for training teledentistry. Given the complicated issues in telehealth, role-play for training teledentistry should incorporate different learning aspects compared to face-to-face communication with patients. In addition, game components have proved to be supportive in dental education 28 , 29 . Consequently, this research aimed to evaluate user perceptions and educational impact of gamified online role-play to enhance learner competence and awareness in using teledentistry as well as to construct a conceptual framework highlighting how to design and implement this interactive learning strategy. This research would introduce and promote the design and implementation of gamified online role-play as a learning tool for training teledentistry. To achieve the aim, specific objectives were established as follows:

1. To design a gamified online role-play for teledentistry training.

2. To investigate learner perceptions regarding their confidence and awareness in the use of teledentistry after completing the gamified online role-play.

3. To explore user satisfactions toward the use of gamified online role-play.

4. To develop a conceptual framework for designing and implementing a gamified online role-play for teledentistry training.

Materials and methods

Research design.

This research employed an explanatory sequential mixed-methods design, where a quantitative phase was firstly performed followed by a qualitative phase 30 , 31 . The quantitative phase was conducted based on pre-experimental research using one-group pretest–posttest design. Participants were requested to complete self-perceived assessments toward confidence and awareness in the use of teledentistry before and after participating in a gamified online role-play. They were also asked to complete a satisfaction questionnaire in using a gamified online role-play for training teledentistry. The qualitative phase was afterwards conducted to explore in-depth information through semi-structured interviews, in order to enhance an understanding of the quantitative phase, and to develop a conceptual framework for designing and implementing an online role-play for training teledentistry.

A gamified online role-play for training teledentistry

A gamified online role-play was designed and developed by the author team. To ensure its educational impact was significant, the expected learning outcomes were formulated based on insights gathered from a survey with experienced instructors from the Department of Advanced General Dentistry, Faculty of Dentistry, Mahidol University. These learning outcomes covered areas of online communication skill, technical issues, technology literacy of patients, limitations of physical examination, and privacy concerns of personal information. Learning scenario and instructional content were subsequently designed to support learners in achieving the expected learning outcomes, with their alignments validated by three experts in dental education. A professional actress underwent training to role-play a patient with a dental problem, requesting a virtual consultation or teledentistry. Before conducting data collection, the simulated patient was required to undergo a training and adjusting process with a pilot group under supervision of two experts in advanced general dentistry and dental education who had experience with teledentistry to ensure realism and completeness of learning content.

According to the role-play scenario, an actress was assigned to portray a 34-year-old female with chief complaints of pain around both ears, accompanied by difficulties in chewing food due to tooth loss. She was instructed to express her anxiety and nervousness about addressing these issues. Additionally, it was specified that she could not take a day off from work during this period. Despite this constraint, she required a dental consultation to receive advice for initial self-care, as her symptoms significantly impacted her daily life. Furthermore, she was designated to encounter difficulties with the technological use of the teledentistry platform.

The game components were implemented into the online role-play to enhance motivation and engagement. As challenge and randomness appear to be game elements 32 , 33 , five challenge cards were designed and embedded into the online role-play, where a participant was asked to randomly select one of them before interacting with the simulated patient. The challenging situations were potential technical concerns which could occur frequently during video conferencing, including network problems (e.g., internet disconnection and poor connection) and audiovisual quality issues. The participants were blinded to the selected card, while it was revealed to only the simulated patient. The challenging conditions were mimicked by the organizers and simulated patient, allowing learners to deal with difficulties. Therefore, both challenges and randomness were implemented into this learning intervention not only to create learning situations but also to enhance engagement.

A feedback system was carefully considered and implemented into the gamified online role-play. Immediate feedback appears to be a key feature of interactive learning environments 29 . Formative feedback was instantly delivered to learners through verbal and non-verbal communication, including words (content), tone of voice, facial expressions, and gestures of the simulated patient. This type of feedback allowed participants to reflect on whether or not their inputs were appropriate, enabling them to learn from their mistakes, or so-called the role of failure 34 . Summative feedback was also provided at the end of the role-play through a reflection from a simulated patient and suggestions from an instructor.

Learners were able to interact with the simulated patient using an online meeting room by Cisco WebEx. According to the research setting (Fig.  1 ), a learner was asked to participate in the role-play activity using a computer laptop in a soundproof room, while a simulated patient was arranged in a prepared location showing her residential environment. The researcher and instructor also joined the online meeting room and observed the interaction between the simulated patient and learners during the role-play activity whether or not all necessary information was accurately obtained. The role-play activity took around 30 minutes.

A diagram demonstrating the setting of gamified online role-play.

Research participants

Quantitative phase.

The participants in this research were postgraduate students from the Residency Training Program in Advanced General Dentistry at Mahidol University Faculty of Dentistry in academic year 2022, using a volunteer sampling. This program was selected because its objective was to develop graduates capable of integrating competencies from various dental disciplines to provide comprehensive dental care for both normal patients and those with special needs. Therefore, teledentistry should be a supportive component of their service. The recruitment procedure involved posting a recruiting text in the group chat of the residents. Those interested in participating in the research were informed to directly contact us to request more information, and they were subsequently allowed to decide whether they would like to participate. This approach ensured that participation was voluntary. Although there could be a non-response bias within this non-probability sampling technique 35 , it was considered as appropriate for this study, as participants were willing to have contribution in the learning activity, and therefore accurate and reliable research findings with no dropout could be achieved 36 .

The inclusion and exclusion criteria were established to determine the eligibility of prospective participants for this research. This study included postgraduate students from Years 1 to 3 in the Residency Training Program in Advanced General Dentistry at Mahidol University Faculty of Dentistry, enrolled during the academic year 2022. They were also required to at least complete the first semester to be eligible for this research to ensure familiarity with comprehensive dental care. However, they were excluded if they had previous involvement in the pilot testing of the gamified online role-play or if they were not fluent in the Thai language. The sample size was determined using a formula for two dependent samples (comparing means) 37 . To detect a difference in self-perceived confidence and awareness between pre- and post-assessments at a power of 90% and a level of statistical significance of 1%, five participants were required. With an assumed dropout rate of 20%, the number of residents per year (Year 1–3) was set to be 6. Therefore, 18 residents were required for this research.

Qualitative phase

The participants from the quantitative phase were selected for semi-structured interviews using a purposive sampling. This sampling method involved the selection of information-rich participants based on specific criteria deemed relevant to the research objective and to ensure a diverse representation of perspectives and experiences within the sample group 38 . In this research, the information considered for the purposive sampling included demographic data (e.g., sex and year of study), along with self-perceived assessment scores. By incorporating perceptions from a variety of participants, a broad spectrum of insights from different experiences in comprehensive dental practice and diverse improvement levels in self-perceived confidence and awareness could inform the design and implementation of the training program effectively. The sample size for this phase was determined based on data saturation, wherein interviews continued until no new information or emerging themes were retrieved. This method ensured thorough exploration of the research topic and maximized the richness of the qualitative data obtained.

Outcome assessments

To evaluate the gamified online role-play, a triangular design approach was employed, enabling the researchers to compare the research outcomes from different assessment methods. In this research, self-perceived assessments (confidence and awareness) in teledentistry, satisfactions toward gamified online role-play, and learner experience were assessed to assure the quality and feasibility of the gamified online role-play.

Self-perceived confidence and awareness toward teledentistry

All participants were requested to rate their perceptions of teledentistry before and after participating in the gamified online role-play (Supplementary material 1 ). The self-perceived assessment was developed based on previous literature 39 , 40 , 41 , 42 . The assessment scores would inform whether or not the participants could improve their self-perceived confidence and awareness through a learning activity. The assessment consisted of two parts, which were (1) self-perceived confidence and (2) self-perceived awareness. Each part contained six items, which were similar between the pre- and post-assessments. All items were designed using a 5-point Likert scale, where 1 being ‘strongly disagree’ and 5 being ‘strongly agree’.

Satisfactions toward the gamified online role-play

All participants were asked to complete the satisfaction questionnaire after participating in the gamified online role-play, to investigate whether or not they felt satisfied with their learning (Supplementary material 2 ). The questionnaire was developed based on previous literature regarding gamification and role-play 41 , 42 , 43 , 44 . Most of the items were designed using a 5-point Likert scale, where 1 being ‘very dissatisfied’ and 5 being ‘very satisfied’. They were grouped into three aspects, which were (1) Perceived usefulness, (2) Perceived ease of use, and (3) Perceived enjoyment.

Learner experiences within the gamified online role-play

Semi-structured interviews were conducted with the purposively selected participants to gather in-depth information regarding their learning experiences within the gamified online role-play. This technique allowed researchers to ask additional interesting topics raised from the responses of participants. A topic guide for interviews were constructed based on the findings of previous literature 45 , 46 , 47 . The interview was conducted in a private room by a researcher who was trained in conducting qualitative research including interviews. The interview sessions took approximately 45–60 minutes, where all responses from participants were recorded using a digital audio recorder with their permission. The recorded audios were transcribed using a verbatim technique by a transcription service under a confidential agreement.

Validity and reliability of data collection tools

To enhance the quality of self-perceived assessment and satisfaction questionnaire, they were piloted and revised to assure their validity and reliability. According to the content validity, three experts in advanced general dentistry were asked to evaluate the questionnaire, where problematic items were iteratively revised until they achieved the index of item-objective congruence (IOC) higher than 0.5. To perform a test–retest reliability, the validated versions of both self-perceived assessment and satisfaction questionnaire were afterwards piloted in residents from other programs, and the data were analyzed using an intraclass correlation coefficient (ICC), where the values of all items were 0.7 or greater. The data from the first pilot completion of both data collection tools were analyzed using Cronbach’s alpha to ensure the internal consistency of all constructs. The problematic items were deleted to achieve the coefficient alpha of 0.7 or greater for all constructs, which was considered as acceptable internal consistency.

Data analysis

The quantitative data retrieved from self-perceived assessment and satisfaction questionnaire were analyzed with the Statistical Package for Social Sciences software (SPSS, version 29, IBM Corp.). Descriptive statistics were performed to present an overview of the data. The scores from pre- and post-assessments were analyzed using a paired sample t-test to evaluate whether or not the participants would better self-perceive their confidence and awareness in teledentistry after participating in the gamified online role-play. One-way analysis of variance (ANOVA) was conducted to compare whether or not there were statistically significant differences in self-perceived assessment and satisfaction scores among the three academic years.

The qualitative data retrieved from semi-structured interviews were analyzed using a framework analysis, where its procedure involved transcription, familiarization with the interview data, coding, developing an analytical framework, indexing, charting, and data interpreting qualitative findings 48 . In this research, the initial codes had been pre-defined from previous literature and subsequently adjusted following the analysis of each transcript to develop an analytical framework (themes and subthemes), requiring several iterations until no additional codes emerged. Subsequently, the established categories and codes were applied consistently across all transcripts (indexing). The data from each transcript were then charted to develop a matrix, facilitating the management and summarization of qualitative findings. This method enabled the researchers to compare and contrast differences within the data and to identify connections between categories, thereby exploring their relationships and informing data interpretation.

The procedure of framework analysis necessitated a transparent process for data management and interpretation of emerging themes to ensure the robustness of research 49 . The transparency of this analytic approach enabled two researchers (C.Te. and K.S.) to independently analyze the qualitative data, and the emerging themes afterwards were discussed to obtain consensus among the researchers. This technique can be considered as a triangular approach to assure the intercoder reliability and internal validity of this research. The transparent process also allowed an external expert in dental education to verify the accuracy of the analysis. All emerging themes and the decision on data saturation were based on a discussion of all researchers until an agreement was made. NVivo (version 14, QSR International) was used to performed the qualitative data analysis. Subsequently, a conceptual framework was constructed to demonstrate emerging themes and subthemes together with their relationships.

Ethical consideration

The ethical approval for the study was approved by the Institutional Review Board of Faculty of Dentistry and Faculty of Pharmacy, Mahidol University on 29 th September 2022, the ethical approval number: MU-DT/PY-IRB 2022/049.2909. All methods were performed in accordance with the relevant guidelines and regulations. Although the data were not anonymous in nature as they contained identifiable data, they were coded prior to the analysis to assure confidentiality of participants.

Informed consent

Informed consent was obtained from all participants.

There were 18 residents from Year 1 to 3 of the Residency Training Program in Advanced General Dentistry who participated in this research (six from each year). Of these, there were 14 females and 4 males. There was no participant dropout, as all of them completed all required tasks, including the pre- and post-perceived assessments, gamified online role-play, and satisfaction questionnaire. According to the purposive sampling, the participants from the quantitative phase were selected for semi-structured interviews by considering sex, year of study, and self-perceived assessment scores. Twelve students (ten females and two males) participated in semi-structured interviews, where their characteristics are presented in Table 1 .

Internal consistency of all constructs

The data collected from the research participants, in addition to the pilot samples, were analyzed with Cronbach’s alpha to confirm the internal consistency. The coefficient alpha of all constructs demonstrated high internal consistency, as demonstrated in Table 2 .

Self-perceived assessments toward confidence and awareness of teledentistry

There were statistically significant increases in the assessment scores of self-perceived confidence and awareness after participating in the gamified online role-play ( P  < 0.001). According to Table 3 , there was an increase in self-perceived confidence from 3.38 (SD = 0.68) for the pre-assessment to 4.22 (SD = 0.59) for the post-assessment ( P  < 0.001). The findings of self-perceived awareness also showed score improvement from 4.16 (SD = 0.48) to 4.55 (SD = 0.38) after interacting with the simulated patient ( P  < 0.001).

According to Fig.  2 , participants demonstrated a higher level of self-perceived assessments for both self-confidence and awareness in all aspects after participating in the gamified online role-play for teledentistry training.

Self-perceived assessments toward confidence and awareness of teledentistry.

When comparing the self-perceived assessment scores toward confidence and awareness in the use of teledentistry among the three years of study (Year 1–3), there were no statistically significant differences in the pre-assessment, post-assessment score, and score difference (Table 4 ).

Satisfactions toward the use of gamified online role-play

According to Fig.  3 , participants exhibited high levels of satisfaction with the use of gamified online role-play across all three aspects. The aspect of usefulness received the highest satisfaction rating with a score of 4.44 (SD = 0.23) out of 5, followed by ease of use and enjoyment, scoring 4.40 (SD = 0.23) and 4.03 (SD = 0.21), respectively. Particularly, participants expressed the highest satisfaction levels regarding the usefulness of gamified online role-play for identifying their role (Mean = 4.72, SD = 0.46) and developing problem-solving skills associated with teledentistry (Mean = 4.61, SD = 0.50). Additionally, they reported satisfaction with the learning sequence presented in the gamified online role-play (Mean = 4.61, SD = 0.50). However, participants did not strongly perceive that the format of the gamified online role-play could engage them with the learning task for an extended period (Mean = 3.72, SD = 0.83).

Satisfactions toward the use of gamified online role-play.

When comparing the satisfaction levels perceived by participants from different academic years (Table 5 ), no statistically significant differences were observed among the three groups for all three aspects ( P  > 0.05).

Following the framework analysis of qualitative data, there were five emerging themes, including: (1) learner profile, (2) learning settings of the gamified online role-play, (3) pedagogical components, (4) interactive functions, and (5) educational impact.

Theme 1: Learner profile

Learner experience and preferences appeared to have impact on how the participants perceived the use of gamified online role-play for teledentistry training. When learners preferred role-play or realized benefits of teledentistry, they were likely to support this learning intervention. In addition, they could have seen an overall picture of the assigned tasks before participating in this research.

“I had experience with a role-play activity when I was dental undergraduates, and I like this kind of learning where someone role-plays a patient with specific personalities in various contexts. This could be a reason why I felt interested to participate in this task (the gamified online role-play). I also believed that it would be supportive for my clinical practice.” Participant 12, Year 1, Female “Actually, I' have seen in several videos (about teledentistry), where dentists were teaching patients to perform self-examinations, such as checking their own mouth and taking pictures for consultations. Therefore, I could have thought about what I would experience during the activity (within the gamified online role-play).” Participant 8, Year 2, Female

Theme 2: Learning settings of the gamified online role-play

Subtheme 2.1: location.

Participants had agreed that the location for conducting a gamified online role-play should be in a private room without any disturbances, enabling learners to focus on the simulated patient. This could allow them to effectively communicate and understand of the needs of patient, leading to a better grasp of lesson content. In addition, the environments of both learners and simulated patient should be authentic to the learning quality.

“The room should be a private space without any disturbances. This will make us feel confident and engage in conversations with the simulated patient.” Participant 10, Year 1, Female “… simulating a realistic environment can engage me to interact with the simulated patient more effectively ...” Participant 8, Year 2, Female

Subtheme 2.2: Time allocated for the gamified online role-play

The time allocated for the gamified online role-play in this research was considered as appropriate, as participants believed that a 30-minutes period should be suitable to take information and afterwards give some advice to their patient. In addition, a 10-minutes discussion on how they interact with the patient could be supportive for participants to enhance their competencies in the use of teledentistry.

“… it would probably take about 20 minutes because we would need to gather a lot of information … it might need some time to request and gather various information … maybe another 10-15 minutes to provide some advice.” Participant 7, Year 1, Female “I think during the class … we could allocate around 30 minutes for role-play, … we may have discussion of learner performance for 10-15 minutes ... I think it should not be longer than 45 minutes in total.” Participant 6, Year 2, Female

Subtheme 2.3: Learning consequence within a postgraduate curriculum

Most participants suggested that the gamified online role-play in teledentistry should be arranged in the first year of their postgraduate program. This could maximize the effectiveness of online role-play, as they would be able to implement teledentistry for their clinical practice since the beginning of their training. However, some participants suggested that this learning approach could be rearranged in either second or third year of the program. As they already had experience in clinical practice, the gamified online role-play would reinforce their competence in teledentistry.

"Actually, it would be great if this session could be scheduled in the first year … I would feel more comfortable when dealing with my patients through an online platform." Participant 11, Year 2, Male "I believe this approach should be implemented in the first year because it allows students to be trained in teledentistry before being exposed to real patients. However, if this approach is implemented in either the second or third year when they have already had experience in patient care, they would be able to better learn from conversations with simulated patients." Participant 4, Year 3, Male

Theme 3: Pedagogical components

Subtheme 3.1: learning content.

Learning content appeared to be an important component of pedagogical aspect, as it would inform what participants should learn from the gamified online role-play. Based on the interview data, participants reported they could learn how to use a video teleconference platform for teledentistry. The conditions of simulated patient embedded in an online role-play also allowed them to realize the advantages of teledentistry. In addition, dental problems assigned to the simulated patient could reveal the limitations of teledentistry for participants.

“The learning tasks (within the gamified online role-play) let me know how to manage patients through the teleconference.” Participant 5, Year 2, Female “… there seemed to be limitations (of teledentistry) … there could be a risk of misdiagnosis … the poor quality of video may lead to diagnostic errors … it is difficult for patients to capture their oral lesions.” Participant 3, Year 2, Female

Subtheme 3.2: Feedback

During the use of online role-play, the simulated patient can provide formative feedback to participants through facial expressions and tones of voice, enabling participants to observe and learn to adjust their inquiries more accurately. In addition, at the completion of the gamified online role-play, summative feedback provided by instructors could summarize the performance of participants leading to further improvements in the implementation of teledentistry.

“I knew (whether or not I interacted correctly) from the gestures and emotions of the simulated patient between the conversation. I could have learnt from feedback provided during the role-play, especially from the facial expressions of the patient.” Participant 11, Year 2, Male “The feedback provided at the end let me know how well I performed within the learning tasks.” Participant 2, Year 1, Female

Theme 4: Interactive functions

Subtheme 4.1: the authenticity of the simulated patient.

Most participants believed that a simulated patient with high acting performance could enhance the flow of role-play, allowing learners to experience real consequences. The appropriate level of authenticity could engage learners with the learning activity, as they would have less awareness of time passing in the state of flow. Therefore, they could learn better from the gamified online role-play.

"It was so realistic. ... This allowed me to talk with the simulated patient naturally ... At first, when we were talking, I was not sure how I should perform … but afterwards I no longer had any doubts and felt like I wanted to explain things to her even more." Participant 3, Year 2, Female "At first, I believed that if there was a factor that could influence learning, it would probably be a simulated patient. I was impressed by how this simulated patient could perform very well. It made the conversation flow smoothly and gradually." Participant 9, Year 3, Female

Subtheme 4.2: Entertaining features

Participants were likely to be satisfied with the entertaining features embedded in the gamified online role-play. They felt excited when they were being exposed to the unrevealed challenge which they had randomly selected. In addition, participants suggested to have more learning scenarios or simulated patients where they could randomly select to enhance randomness and excitement.

“It was a playful experience while communicating with the simulated patient. There are elements of surprise from the challenge cards that make the conversation more engaging, and I did not feel bored during the role-play.” Participant 4, Year 3, Male “I like the challenge card we randomly selected, as we had no idea what we would encounter … more scenarios like eight choices and we can randomly choose to be more excited. I think we do not need additional challenge cards, as some of them have already been embedded in patient conditions.” Participant 5, Year 2, Female

Subtheme 4.3: Level of difficulty

Participants suggested the gamified online role-play to have various levels of difficulty, so learners could have a chance to select a suitable level for their competence. The difficulties could be represented through patient conditions (e.g., systemic diseases or socioeconomic status), personal health literacy, and emotional tendencies. They also recommended to design the gamified online role-play to have different levels where learners could select an option that is suitable for them.

“The patient had hidden their information, and I needed to bring them out from the conversation.” Participant 12, Year 1, Female “Patients' emotions could be more sensitive to increase level of challenges. This can provide us with more opportunities to enhance our management skills in handling patient emotions.” Participant 11, Year 2, Male “… we can gradually increase the difficult level, similar to playing a game. These challenges could be related to the simulated patient, such as limited knowledge or difficulties in communication, which is likely to occur in our profession.” Participant 6, Year 2, Female

Theme 5: Educational impact

Subtheme 5.1: self-perceived confidence in teledentistry, communication skills.

Participants were likely to perceive that they could learn from the gamified online role-play and felt more confident in the use of teledentistry. This educational impact was mostly achieved from the online conversation within the role-play activity, where the participants could improve their communication skills through a video teleconference platform.

“I feel like the online role-play was a unique form of learning. I believe that I gained confidence from the online communication the simulated patient. I could develop skills to communicate effectively with real patients.” Participant 11, Year 2, Male “I believe it support us to train communication skills ... It allowed us to practice both listening and speaking skills more comprehensively.” Participant 4, Year 3, Male

Critical thinking and problem-solving skills

In addition to communication skills, participants reported that challenges embedded in the role-play allowed them to enhance critical thinking and problem-solving skills, which were a set of skills required to deal with potential problems in the use of teledentistry.

"It was a way of training before experiencing real situations … It allowed us to think critically whether or not what we performed with the simulated patients was appropriate." Participant 7, Year 1, Female “It allowed us to learn how to effectively solve the arranged problems in simulated situation. We needed to solve problems in order to gather required information from the patient and think about how to deliver dental advice through teledentistry.” Participant 11, Year 2, Male

Subtheme 5.2: Self perceived awareness in teledentistry

Participants believed that they could realize the necessity of teledentistry from the gamified online role-play. The storytelling or patient conditions allowed learners to understand how teledentistry could have both physical and psychological support for dental patients.

“From the activity, I would consider teledentistry as a convenient tool for communicating with patients, especially if a patient cannot go to a dental office”. Participant 5, Year 2, Female “I learned about the benefits of teledentistry, particularly in terms of follow-up. The video conference platform could support information sharing, such as drawing images or presenting treatment plans, to patients.” Participant 8, Year 2, Female

A conceptual framework of learning experience within a gamified online role-play

Based on the qualitative findings, a conceptual framework was developed in which a gamified online role-play was conceptualized as a learning strategy in supporting learners to be able to implement teledentistry in their clinical practice (Fig.  4 ).

The conceptual framework of key elements in designing a gamified online role-play.

The conceptual framework has revealed key elements to be considered in designing a gamified online role-play. Learner profile, learning settings, pedagogical components, and interactive functions are considered as influential factors toward user experience within the gamified online role-play. The well-designed learning activity will support learners to achieve expected learning outcomes, considered as educational impact of the gamified online role-play. The contributions of these five key elements to the design of gamified online role-play were interpreted, as follows:

Learner profile: This element tailors the design of gamified online role-plays for teledentistry training involves considering the background knowledge, skills, and experiences of target learners to ensure relevance and engagement.

Learning settings: The element focuses the planning for gamified online role-plays in teledentistry training involves selecting appropriate contexts, such as location and timing, to enhance accessibility and achieve learning outcomes effectively.

Pedagogical components: This element emphasizes the alignment between learning components and learning outcomes within gamified online role-plays, to ensure that the content together with effective feedback design can support learners in improving their competencies from their mistakes.

Interactive functions: This element highlights interactivity features integrated into gamified online role-plays, such as the authenticity and entertaining components to enhance immersion and engagement, together with game difficulty for optimal flow. All these features should engage learners with the learning activities until the achievement of learner outcomes.

Educational impact: This element represents the expected learning outcomes, which will inform the design of learning content and activities within gamified online role-plays. In addition, this element could be considered to evaluate the efficacy of gamified online role-plays, reflecting how well learning designs align with the learning outcomes.

A gamified online role-play can be considered as a learning strategy for teledentistry according to its educational impact. This pedagogical approach could mimic real-life practice, where dental learners could gain experience in the use of teledentistry in simulated situations before interacting with actual patients. Role-play could provide learners opportunities to develop their required competencies, especially communication and real-time decision-making skills, in a predictable and safe learning environment 20 , 23 , 46 . Potential obstacles could also be arranged for learners to deal with, leading to the enhancement of problem-solving skill 50 . In addition, the recognition of teledentistry benefits can enhance awareness and encourage its adoption and implementation, which could be explained by the technology acceptance model 51 . Therefore, a gamified online role-play with a robust design and implementation appeared to have potential in enhancing self-perceived confidence and awareness in the use of teledentistry.

The pedagogical components comprised learning content, which was complemented by assessment and feedback. Learners could develop their competence with engagement through the learning content, gamified by storytelling of the online role-play 52 , 53 . Immediate feedback provided through facial expression and voice tone of simulated patients allowed participants to learn from their failure, considered as a key feature of game-based learning 29 , 45 . The discussion of summative feedback provided from an instructor at the end of role-play activity could support a debriefing process enabling participants to reflect their learning experience, considered as important of simulation-based game 54 . These key considerations should be initially considered in the design of gamified online role-play.

The interactive functions can be considered as another key component for designing and evaluating the gamified online role-play 45 . Several participants enjoyed with a learning process within the gamified online role-play and suggested it to have more learning scenarios. In other words, this tool could engage learners with an instructional process, leading to the achievement of learning outcomes 29 , 45 . As challenge and randomness appear to be game elements 32 , 33 , this learning intervention assigned a set of cards with obstacle tasks for learners to randomly pick up before interacting with simulated patients, which was perceived by participants as a feature to make the role-play more challenging and engaging. This is consistent with previous research, where challenging content for simulated patients could make learners more engaged with a learning process 55 . However, the balance between task challenges and learner competencies is certainly required for the design of learning activities 56 , 57 . The authenticity of simulated patient and immediate feedback could also affect the game flow, leading to the enhancement of learner engagement 45 . These elements could engage participants with a learning process, leading to the enhancement of educational impact.

The educational settings for implementing gamified online role-play into dental curriculum should be another concern. This aspect has been recognized as significant in existing evidence 45 . As this research found no significant differences in all aspects among the three groups of learners, this learning intervention demonstrated the potential for its implementation at any time of postgraduate dental curriculum. This argument can be supported by previous evidence where a role-play could be adaptable for learning at any time, as it requires a short learning period but provides learners with valuable experience prior to being exposed in real-life scenarios 58 . This strategy also provides opportunities for learners who have any question or concern to seek advice or guidance from their instructors 59 . Although the gamified online role-play can be arranged in the program at any time, the first academic year should be considered, as dental learners would be confidence in implementing teledentistry for their clinical practice.

While a gamified online role-play demonstrated its strengths as an interactive learning strategy specifically for teledentistry, there are a couple of potential drawbacks that need to be addressed. The requirement for synchronous participation could limit the flexibility of access time for learners (synchronous interactivity limitation). With only one learner able to engage with a simulated patient at a time (limited participants), more simulated patients would be required if there are a number of learners, otherwise they would need to wait for their turn. Time and resources are significantly required for preparing simulated patients 60 . Despite the use of trained and calibrated professional actors/actresses, inauthenticity may be perceived during role-plays, requiring a significant amount of effort to achieve both interactional and clinical authenticities 46 . Future research could investigate asynchronous learning approaches utilizing non-player character (NPC) controlled by an artificial intelligence system as a simulated patient. This setup would enable multiple learners to have the flexibility to engage with the material at their own pace and at times convenient to them 29 . While there are potential concerns about using gamified online role-plays, this interactive learning intervention offers opportunities for dental professionals to enhance their teledentistry competency in a safe and engaging environment.

Albeit the robust design and data collection tools to assure reliability and validity as well as transparency of this study, a few limitations were raised leading to a potential of further research. While this research recruited only postgraduate students to evaluate the feasibility of gamified online role-play in teledentistry training, further research should include not only experienced dental practitioners but also undergraduate students to confirm its potential use in participants with different learner profiles. More learning scenarios in other dental specialties should also be included to validate its effectiveness, as different specialties could have different limitations and variations. Additional learning scenarios from various dental disciplines should be considered to validate the effectiveness of gamified online role-plays, as different specialties may present unique limitations and variations. A randomized controlled trial with robust design should be required to compare the effectiveness of gamified online role-play with different approaches in training the use of teledentistry.

Conclusions

This research supports the design and implementation of a gamified online role-play in dental education, as dental learners could develop self-perceived confidence and awareness with satisfaction. A well-designed gamified online role-play is necessary to support learners to achieve expected learning outcomes, and the conceptual framework developed in this research can serve as a guidance to design and implement this interactive learning strategy in dental education. However, further research with robust design should be required to validate and ensure the educational impact of gamified online role-play in dental education. Additionally, efforts should be made to develop gamified online role-play in asynchronous learning approaches to enhance the flexibility of learning activities.

Data availability

The data that support the findings of this study are available from the corresponding author, up-on reasonable request. The data are not publicly available due to information that could compromise the privacy of research participants.

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Acknowledgements

The authors would like to express our sincere gratitude to participants for their contributions in this research. We would also like to thank the experts who provided their helpful suggestions in the validation process of the data collection tools.

This research project was funded by the Faculty of Dentistry, Mahidol University. The APC was funded by Mahidol University.

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Conceptualization, C.Te., C.Ta., and K.S.; methodology, C.Te., C.Ta., and K.S.; validation, C.Te., C.Ta., and K.S.; investigation, C.Te. and K.S.; formal analysis, C.Te., C.Ta., and K.S.; resources, C.Te., C.Ta., and K.S.; data curation, C.Ta. and K.S.; writing-original draft preparation, C.Te., C.Ta., and K.S.; writing-review and editing, C.Te., C.Ta., and K.S. All authors have read and agreed to the published version of the manuscript.

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Teerawongpairoj, C., Tantipoj, C. & Sipiyaruk, K. The design and evaluation of gamified online role-play as a telehealth training strategy in dental education: an explanatory sequential mixed-methods study. Sci Rep 14 , 9216 (2024). https://doi.org/10.1038/s41598-024-58425-9

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Received : 30 September 2023

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DOI : https://doi.org/10.1038/s41598-024-58425-9

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