# Reflections on qualitative research: Lessons learned to ensure research integrity

## TL;DR

This paper discusses how teaching medical students qualitative research in a sexual health study led to issues with research integrity and how these were addressed through reflection and improved practices.

## Contribution

The paper introduces the use of Jasper’s reflective cycle to turn research integrity breaches into learning opportunities for students.

## Key findings

- Insufficient training and deviation from the research proposal compromised the study's trustworthiness.
- Using Jasper’s reflective cycle helped the team address flaws and improve data collection.
- Supervision and student attitudes significantly influenced the research project's outcomes.

## Abstract

This article focusses on teaching medical students qualitative research in a practical setting of a study about sexual health. Insufficient training, research deviating from the proposal and context-related factors contributed to compromising trustworthiness of the study. The article provides a background to the study and reflects on factors that contributed to the breach of research integrity after the research supervisor questioned the credibility of findings. A semi-structured interview schedule was used, and data analysis exposed flaws. The team used Jasper’s reflective cycle to change a crisis into a learning opportunity. The action plan triggered round two of data collection, followed by another reflective cycle.

The supervision role and student knowledge and attitude contributed to the undergraduate research project. Until a research report is submitted or data published, researchers can learn from the process to produce reliable results and rigorous ethical research.