What is QVQ?
A three-step presentation method, called Query-Video-presentation-Query (QVQ), engages participants more fully with difficult issues through the use of short video vignettes book-ended by questions.
Presented in this site in the Detailed Case study for study by groups or the individual learner, the method is designed especially for use in a live classroom setting. A handout is available in the Case Study Section for the classroom setting. QVQ, or Query-Video-presentation-Query, helps to get participants beyond a superficial level of understanding of a case study, and does so better than a method that employs either a written case study or the more usual two-step VQ method for presenting video vignettes where questions only follow the video.
RCR is traditionally taught using the case study approach, where skills in making decisions that demonstrate research integrity (RI) are learned through considering issues in the context of a particular case. Transfer of skills occurs from the domain of the case study to real world sitations, and the objective of the technique is for the researchers to make better decisions when faced with hard choices, as well as to gain awareness in how to promote RI. Small group discussions with live case-study facilitators are ideal for this method of learning because they require students to articulate their own views and to respond to opposing views.
The video format for case study presentation, because it presents cases with great vividness and detail and in a way that has an immediate impact on most viewers, has the potential for resulting in better resulting in teaching than the written case study.
Video vignette materials have up until now assisted students in improving their skills in making good decisions through a questioning at the end of the viewing period, or the Videopresentation-Query, or VQ, method. In this web-site, we use a newer, more directed step-by-step process for prompting students in considering cases, Query-Video-presentation-Query. QVQ first poses questions, then presents video vignettes, and then follows up with further questions. This three-step presentation method successfully directs students’ attention to specific points about a case in a fine-grained way. It also builds repetition into the structure of the RCR materials, an element which has been shown to be key in effective teaching.
Widespread use of the technique can have a real impact on the understanding and skill level of researchers with regard to practices that promote RI.