The advantages of repeat interviews in a study with pregnant schoolgirls and schoolgirl mothers: piecing together the jigsaw

A methodological review of qualitative longitudinal research in nursing

“…Multiple data collection sessions promote trust and rapport and encourage participant disclosure (Vincent, 2013). They may also contribute to ethical dilemmas and ethically important moments (Guillemin & Gillam, 2004;Snelgrove, 2014).…”

Evaluating complex interventions using qualitative longitudinal research: a case study of understanding pathways to violence prevention

“…Topics raised by our interviewees were not always directly relevant to our central research questions, but they provided insight into participants' lived experiences and their family and social contexts, and helped us understand how these may have influenced their experiences of the intervention. Providing space for participants to lead the conversations to what they care about may help mitigate power imbalances between the interviewer and the interviewee (Collins, 1998;Vincent, 2013;Oakley, 2016b). Analyzing case histories from repeat interview data (Thomson, 2007;Henderson et al, 2012) allowed us to link participants' individual circumstances and context with their experiences in and responses to the intervention; this helped explain variability in how different participants experienced the intervention (Makleff et al, 2020).…”

“…While inconsistent narratives may be common in qualitative longitudinal research, repeat interviews may provide some advantages when it comes to interpreting these. Researchers can review transcripts and audio recordings between interviews and suggest follow-up questions and prompts for the next interview; this can help identify unclear points or areas where detail is lacking, and provides opportunities to probe on any apparent conflicts in narratives (Vincent, 2013;Burke et al, 2019). Having two interviews allows some scope to follow up on apparent contradictions, and more interviews provide further opportunities to explore these, as sometimes contradictions are not obvious during the interview itself.…”

Square pegs in round holes: The mainstream schooling experiences of students with an Autism Spectrum Disorder and their parents

“…Furthermore, prior to completing the fieldwork it was anticipated that it could be challenging to engage the students in an interview and obtain in-depth information about their experiences as literature indicated that during research interviews young people with ASD had experienced difficulty communicating and provided brief responses (See Preece, 2002;Preece & Jordan, 2010). The perceived benefit of the single interview design was that it would place less relational demands on the students compared with the extended contact required in a repeat interview design as was used with the parents (Vincent, 2012). However, the limitations of the single interview design must also be acknowledged.…”

“…These interviews provided opportunities to develop a relationship with parents, which may have been important so that they felt comfortable to talk about sensitive topics (Vincent, 2012). They provided opportunity to: (a) obtain further information, (b) follow up topics that were not discussed in the first interview, (c) clairfy issues discussed in the first round of interviews, and (d) seek feedback and verification on the interpretation of these issues (Vincent, 2012). The length of the second parent interviews ranged from one and a half to three and a half hours each.…”