CASP Checklist: 10 Questions for Qualitative Research Appraisal
Added on 2023-06-06
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Critical Appraisal Skills Programme (CASP) part of Better Value Healthcare Ltd www.casp-uk.net
CASP Checklist: 10 questions to help you make sense of a Qualitative research
How to use this appraisal tool: Three broad issues need to be considered when appraising a
qualitative study:
Are the results of the study valid? (Section A)
What are the results? (Section B)
Will the results help locally? (Section C)
The 10 questions on the following pages are designed to help you think about these issues
systematically. The first two questions are screening questions and can be answered quickly.
If the answer to both is “yes”, it is worth proceeding with the remaining questions. There is
some degree of overlap between the questions, you are asked to record a “yes”, “no” or
“can’t tell” to most of the questions. A number of italicised prompts are given after each
question. These are designed to remind you why the question is important. Record your
reasons for your answers in the spaces provided.
About: These checklists were designed to be used as educational pedagogic tools, as part of a
workshop setting, therefore we do not suggest a scoring system. The core CASP checklists
(randomised controlled trial & systematic review) were based on JAMA 'Users’ guides to the
medical literature 1994 (adapted from Guyatt GH, Sackett DL, and Cook DJ), and piloted with
health care practitioners.
For each new checklist, a group of experts were assembled to develop and pilot the checklist
and the workshop format with which it would be used. Over the years overall adjustments
have been made to the format, but a recent survey of checklist users reiterated that the basic
format continues to be useful and appropriate.
Referencing: we recommend using the Harvard style citation, i.e.: Critical Appraisal Skills
Programme (2018). CASP (insert name of checklist i.e. Qualitative) Checklist. [online] Available
at: URL. Accessed: Date Accessed.
©CASP this work is licensed under the Creative Commons Attribution – Non-Commercial-
Share A like. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-
sa/3.0/ www.casp-uk.net
CASP Checklist: 10 questions to help you make sense of a Qualitative research
How to use this appraisal tool: Three broad issues need to be considered when appraising a
qualitative study:
Are the results of the study valid? (Section A)
What are the results? (Section B)
Will the results help locally? (Section C)
The 10 questions on the following pages are designed to help you think about these issues
systematically. The first two questions are screening questions and can be answered quickly.
If the answer to both is “yes”, it is worth proceeding with the remaining questions. There is
some degree of overlap between the questions, you are asked to record a “yes”, “no” or
“can’t tell” to most of the questions. A number of italicised prompts are given after each
question. These are designed to remind you why the question is important. Record your
reasons for your answers in the spaces provided.
About: These checklists were designed to be used as educational pedagogic tools, as part of a
workshop setting, therefore we do not suggest a scoring system. The core CASP checklists
(randomised controlled trial & systematic review) were based on JAMA 'Users’ guides to the
medical literature 1994 (adapted from Guyatt GH, Sackett DL, and Cook DJ), and piloted with
health care practitioners.
For each new checklist, a group of experts were assembled to develop and pilot the checklist
and the workshop format with which it would be used. Over the years overall adjustments
have been made to the format, but a recent survey of checklist users reiterated that the basic
format continues to be useful and appropriate.
Referencing: we recommend using the Harvard style citation, i.e.: Critical Appraisal Skills
Programme (2018). CASP (insert name of checklist i.e. Qualitative) Checklist. [online] Available
at: URL. Accessed: Date Accessed.
©CASP this work is licensed under the Creative Commons Attribution – Non-Commercial-
Share A like. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-
sa/3.0/ www.casp-uk.net
2
Section A: Are the results valid?
1. Was there a clear
statement of the aims of
the research?
Yes HINT: Consider
• what was the goal of the research
• why it was thought important
• its relevance
Can’t Tell
No
Comments:
2. Is a qualitative
methodology
appropriate?
Yes HINT: Consider
• If the research seeks to interpret or
illuminate the actions and/or subjective
experiences of research participants
• Is qualitative research the tight
methodology for addressing the
research goal
Can’t Tell
No
Comments:
Is it worth continuing?
3. Was the research
design appropriate to
address the aims of the
research?
Yes HINT: Consider
• if the researcher has justified the
research design (e.g. have they
discussed how they decided which
method to use)
Can’t Tell
No
Comments:
Section A: Are the results valid?
1. Was there a clear
statement of the aims of
the research?
Yes HINT: Consider
• what was the goal of the research
• why it was thought important
• its relevance
Can’t Tell
No
Comments:
2. Is a qualitative
methodology
appropriate?
Yes HINT: Consider
• If the research seeks to interpret or
illuminate the actions and/or subjective
experiences of research participants
• Is qualitative research the tight
methodology for addressing the
research goal
Can’t Tell
No
Comments:
Is it worth continuing?
3. Was the research
design appropriate to
address the aims of the
research?
Yes HINT: Consider
• if the researcher has justified the
research design (e.g. have they
discussed how they decided which
method to use)
Can’t Tell
No
Comments:
3
4. Was the recruitment
strategy appropriate to
the aims of the
research?
Yes HINT: Consider
• If the researcher has explained how the
participants were selected
• If they explained why the participants
they selected were the most
appropriate to provide access to the
type of knowledge sought by the study
• If there are any discussions around
recruitment (e.g. why some people
chose not to take part)
Can’t Tell
No
Comments:
5. Was the data collected in
a way that addressed the
research issue?
Yes HINT: Consider
• If the setting for the data collection was
justified
• If it is clear how data were collected (e.g.
focus group, semi-structured interview
etc.)
• If the researcher has justified the methods
chosen
• If the researcher has made the methods
explicit (e.g. for interview method, is there
an indication of how interviews are
conducted, or did they use a topic guide)
• If methods were modified during the
study. If so, has the researcher
explained how and why
• If the form of data is clear (e.g. tape
recordings, video material, notes etc.)
• If the researcher has discussed
saturation of data
Can’t Tell
No
Comments:
4. Was the recruitment
strategy appropriate to
the aims of the
research?
Yes HINT: Consider
• If the researcher has explained how the
participants were selected
• If they explained why the participants
they selected were the most
appropriate to provide access to the
type of knowledge sought by the study
• If there are any discussions around
recruitment (e.g. why some people
chose not to take part)
Can’t Tell
No
Comments:
5. Was the data collected in
a way that addressed the
research issue?
Yes HINT: Consider
• If the setting for the data collection was
justified
• If it is clear how data were collected (e.g.
focus group, semi-structured interview
etc.)
• If the researcher has justified the methods
chosen
• If the researcher has made the methods
explicit (e.g. for interview method, is there
an indication of how interviews are
conducted, or did they use a topic guide)
• If methods were modified during the
study. If so, has the researcher
explained how and why
• If the form of data is clear (e.g. tape
recordings, video material, notes etc.)
• If the researcher has discussed
saturation of data
Can’t Tell
No
Comments:
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