Lessons Learnt by an Experienced Clinician-Novice Researcher Throughout the Process of Qualitative Research Interviewing

Abstract

Within occupational therapy, the complex process of transitioning from clinician to clinician-researcher often presents challenges demanding critical contemplation. Methodological issues and ethical challenges can arise throughout the emergent transition into role duality, potentially impacting upon novice clinician-researcher development, influencing research processes and quality. As part of the Task-AT Home qualitative study, a reflexive critique of interview processes, guided by the reflection-on-action rubric and a typology of catalysts for dual-role experiences was conducted. The reflective critique identified commonalities and differences between clinical and research interviewing. Additionally, through three exemplars of experience, the critique provided insights into how clinical reasoning processes were used during interviews, influencing qualitative research processes. Having explored what can happen when an experienced clinician utilises clinical reasoning skills within a qualitative research project, skills and strategies have been identified, aiming to inform and support occupational therapists transitioning from clinician to clinician-researcher. Acknowledging the sometimes-imperfect realities of engaging in qualitative research, made visible by practicing reflection on action and sharing messy examples or occasions of personal conflict, can provide instructive moments for future clinicians looking to make the transition from clinician to clinician-researcher.