Qualitative research and mixed methods are core competencies for epidemiologists. In response to the shortage of guidance on graduate course development, we wrote a course development guide aimed at faculty and students designing similar courses in epidemiology curricula. The guide combines established educational theory with faculty and student experiences from a recent introductory course for epidemiology and biostatistics doctoral students at the University of Zurich and Swiss Federal Institute of Technology, Zurich. We propose a student-centred course with inverse classroom teaching and practice exercises with faculty input. Integration of student input during the course development process helps align the course syllabus with student needs. The proposed course comprises six sessions that cover learning outcomes in comprehension, knowledge, application, analysis, synthesis and evaluation. Following an introductory session, the students engage in face-to-face interviews, focus group interviews, observational methods, analysis and how qualitative and quantitative methods are integrated in mixed methods. Furthermore, the course covers interviewer safety, research ethics, quality in qualitative research and a practice session focused on the use of interview hardware, including video and audio recorders. The student-led teaching characteristic of the course allows for an immersive and reflective teaching-learning environment. After implementation of the course and learning from faculty and student perspectives, we propose these additional foci: a student project to apply learned knowledge to a case study; integration in mixed-methods; and providing faculty a larger space to cover theory and field anecdotes.

中文翻译：

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学生主导的流行病学博士级定性方法短期课程指南：教师和学生的观点


定性研究和混合方法是流行病学家的核心能力。针对研究生课程开发指导的不足，我们编写了课程开发指南，供设计流行病学课程中类似课程的教师和学生使用。该指南将现有的教育理论与苏黎世大学和苏黎世瑞士联邦理工学院最近为流行病学和生物统计学博士生开设的入门课程中的教师和学生的经验结合起来。我们提出以学生为中心的课程，采用逆向课堂教学和教师投入的实践练习。在课程开发过程中整合学生的意见有助于使课程大纲与学生的需求保持一致。拟议的课程包括六个部分，涵盖理解、知识、应用、分析、综合和评估方面的学习成果。在介绍性课程之后，学生将进行面对面访谈、焦点小组访谈、观察方法、分析以及如何将定性和定量方法整合到混合方法中。此外，该课程还涵盖采访者安全、研究道德、定性研究质量以及侧重于采访硬件（包括录像机和录音机）使用的练习课程。该课程以学生为主导的教学特点创造了一个沉浸式和反思性的教学环境。在实施课程并从教师和学生的角度学习之后，我们提出了这些额外的重点：学生项目，将学到的知识应用到案例研究中；混合方法的整合；并为教师提供更大的空间来涵盖理论和现场轶事。