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2. Focus Groups 101
A self-learning module
Emily Carley
RSOT547

3. Module Purpose
This self-learning module is designed to:
1. Introduce learners to focus groups as a
research methodology,
2.Explore the usefulness of focus groups to
occupational therapy research,
3.Provide resources to further students’
learning.

4. Learning objectives
1. To describe focus groups, their purpose, and defining characteristics.
2. To understand where focus groups are anchored as a research
methodology.
3. To compare and contrast focus groups with other qualitative research
methods.
4. To introduce different types of focus group studies, to describe how
they differ, and to become familiar with common uses.
5. To explore how the focus group method can be applied to
occupational therapy research.
6. To identify strengths and weaknesses of the focus group approach.
7. To become familiar with the key elements to consider when planning
and conducting focus groups.

5. What is a focus group?
A FOCUS GROUP DISCUSSION (FGD) is a group
discussion of approximately 6 - 12 persons guided
by a moderator, during which group members talk
freely and spontaneously about a certain topic
determined by the researcher. The researcher’s
interest provides the focus and the group
interaction produces data.

6. Morgan (1997) definition:
“The explicit use of group interactions to produce data
and insights that would be less accessible without the
interaction found in a group.”
Krueger & Casey (2000) definition:
“A carefully planned series of discussions designed to
obtain perceptions on a defined area of interest in a
permissive, non-threatening environment.”

7. Purpose of a focus
group discussion
To promote self-disclosure among
participants
To obtain in-depth information on concepts,
perceptions and ideas of a group
While primarily a group interview technique,
the observations of interactions among group
members are considered a major part of the
data collection

8. Characteristics
Krueger & Casey (2000)
1. 5-10 participants
2. Composed of participants who are similar to
each other (e.g. homogeneous)
3. Provide qualitative data
4. Involve a focused discussion of a topic of
interest that has been carefully planned in
advance
5. Session length is under two hours

9. What are we focused
on?
Participants, chosen for their knowledge or
experience of the topic
Questions and probes planned in advance to direct
attention to the topic
Discussion, or collective activity, planned to
encourage spontaneous dynamic interaction between
participants in order to explore ideas
Outcomes, based on group responses and in some
cases based on analyses of the actual interactions

10. Quick summary
group interview
homogeneous people
collect qualitative data

11. Focus groups as a
Research
Methodology

12. Focus groups are a
qualitative data collection
strategy.

13. Why qualitative?
Because focus groups combine two qualitative
techniques
FG = an interview (group) + observational approach
Interview questions are open-ended and generate
narrative data

14. Compared to Participant
Observation
Allow access to processes qualitative
researchers are interested in - interaction
Focus group advantage: observe a
concentrated amount of interaction in a
limited time period
Participant observation advantage: natural
social setting and interaction, not limited to
verbal behaviour and self-reported data

15. Compared to Individual
Interviews
Allow access to content qualitative researchers are interested in - the
attitudes and experiences of our informants
Focus group advantage:
a) The ability to access and observe group interactions on a topic
b) Group discussions provide direct evidence about similarities and
differences in participants opinions and experiences
Individual interview advantages:
a) Interviewer has more control
b) Volume of information each informant has time to share is greater

16. Compared to other
group interviews
E.g. Nominal and Delphi Groups
neither involve group interactions
typically involve trained experts as opposed
to lay people as participants

17. QUESTION
Which qualitative research
method would you choose if you
had unlimited resources (time
and money) and were interested
in natural, observable
interactions?

18. QUESTION
If the goal of the research is to
gain an in-depth understanding
of a person’s opinions and
experiences, which qualitative
research method would you
choose and why?

19. Types of focus group
studies
and
uses of focus groups

20. Focus Groups as:
A self-contained research method where
the focus group serves as the primary
means of collecting qualitative data
A supplementary source of data in studies
that rely on some other primary method
Part of multimethod studies that combine
two or more means of data collection, and no
one primary method determines the use of
others.

21. When to use
focus groups
You are looking for a range of ideas or feelings that people have
about something
You are trying to understand differences in perspectives between
groups or categories of people
You wish to uncover factors that influence opinions, behaviours, or
motivation
You want ideas to emerge from the group
You want to pilot test ideas, materials, plans, or policies
The researcher needs information to design a large-scale
quantitative study
The researcher needs information to help shed light on quantitative
data already collected

22. When NOT to use
focus group
You want people to come to consensus
You want to educate people
You don’t intend to use the results but want to give the appearance of
listening
You are asking for sensitive information
You can’t ensure the confidentiality of sensitive information
You need statistical projections
The environment is emotionally charged
Other methodologies can produce better quality information
Other methodologies can produce the same quality information more
economically

23. Common uses
1) Market research
2) Decision making
3) Planning and goal setting
4) Policy making and testing
5) Health related applications:
Investigation of health issues
Programme development (e.g. needs assessment, asset analysis)
Service evaluation
Quality assurance monitoring
Research (e.g. generation of hypotheses, interpretation of previously
obtained quantitative results)

24. Example 1
As a monitoring and evaluation tool, focus groups
could be used:
in planning a programme to identify
stakeholders’ needs,
during a programme to examine service
quality, and
on completion of a programme to assess
outcomes.

25. Example 2
FGD could be used to focus
research and develop relevant
research hypotheses by exploring in
greater depth the problem to be
investigated and its possible causes.

26. Example 3
FGD could be used to formulate
appropriate questions for more
structured, larger scale surveys.

27. How can OTs use
focus groups?

28. 1. When the identification of major themes is
important. For example,
occupational therapy practitioners may find them useful for
discerning the variety of client perceptions of a particular service or
intervention, in order to make quality improvements
occupational therapy educators may find them useful for
understanding what factors have an impact on a course or
programme of study for participating students
service managers may find them useful for identifying the range of
staff views on aspects of service delivery or for exploring staff needs
and feelings
2.To explain results obtained from other sources
(e.g. survey, individual interview)

29. OT research using
focus groups
Laliberte-Rudman et al (2000) explored quality of life issues from the
perspectives of consumers with schizophrenia.
Calnan et al (2000) used focus groups with service users, in order to adapt
a postal questionnaire for evaluating and monitoring the quality of care of a
local occupational therapy service.
Yallop (2000) used data from a focus group to evaluate and direct future
provision for people attending a new occupational therapy service
developed for those living with HIV/AIDS.

30. Strengths
and
Weaknesses

31. STRENGTHS
flexible and versatile
produce concentrated amounts of data
useful for exploring attitudes and experiences
useful for generating ideas
group dynamic stimulates conversation and reactions
allows probing
more efficient than conducting individual interviews
more controlled than participant observation and less
controlled than individual interviewing
useful to complement other qualitative research methods

32. Weaknesses
can be expensive
complicated logistics may favour individual interviews
may be dominated by 1 or 2 participants
driven by the researchers interests; less naturalistic than participant
observation
moderator may be biased and may influence the group’s interactions
and data
the group itself may influence the data collected because of
tendencies towards conformity or censoring
participants may limit their responses to questions on topics of a
sensitive nature
topics may be limited by ethical issues such as invasion of privacy
concerns

33. Essential elements
to guarantee success

34. Key informants

35. Discussion Guide

36. Ambience

37. Moderator

38. Learning objectives
1. To describe focus groups, their purpose, and defining characteristics.
2. To understand where focus groups are anchored as a research
methodology.
3. To compare and contrast focus groups with other qualitative research
methods.
4. To introduce different types of focus group studies, to describe how
they differ, and to become familiar with common uses.
5. To explore how the focus group method can be applied to
occupational therapy research.
6. To identify strengths and weaknesses of the focus group approach.
7. To become familiar with the key elements to consider when planning
and conducting focus groups.

39. Additional Resources
Greenbaum, T.L. (1998). The Handbook for Focus Group Research (2nd ed.). New York: Lexington
Books.
Krueger R.A. (1997). Moderating focus groups (Focus Group Kit). Thousand Oaks, CA: Sage
Publications.
Krueger, R.A. (1998). Developing questions for focus groups (Focus Group Kit). Thousand Oaks, CA:
Sage Publications.
Krueger, R.A., & Casey, M.A. (2009). Focus Groups: A practical guide for applied research (4th ed.).
Thousand Oaks, CA: Sage Publications.
Krueger, R.A., & King, J.A. (1998). Involving community members in focus groups (Focus Group Kit).
Thousand Oaks, CA: Sage Publications.
Morgan, D.L. (1997). Focus groups as qualitative research (2nd ed.) London: Sage Publications.
Morgan, D.L. (1998). The focus group guidebook (Focus Group Kit). Thousand Oaks, CA: Sage
Publications.
Morgan, D.L., Krueger, R.A., & King, J.A. (1998). Analysing and reporting focus group results (Focus
Group Kit). Thousand Oaks, CA: Sage Publications.
Morgan, D.L., & Scannell, A.U. (1997). Planning focus groups (Focus Group Kit). Thousand Oaks, CA:
Sage Publications.

40. That’s all folks!
Thank you!

41. References
Greenbaum, T.L. (1998). The handbook for focus group research (2nd ed.). New
York: Lexington Books.
Hollis, V., Openshaw, S., & Goble, R. (2002). Conducting focus groups: Purpose
and practicalities. British Journal of Occupational Therapy, 65(1), 2-8.
Krueger, R.A., & Casey, M.A. (2009). Focus groups: A practical guide for applied
research (4th ed.). Thousand Oaks, CA: Sage Publications.
Morgan, D.L. (1997). Focus groups as qualitative research (2nd ed.) London: Sage
Publications.