Designing Qualitative Survey Questionnaires: From Questions to Analysis

Qualitative survey questionnaires collect non-numerical data through open-ended questions, structured background items, and scaled responses that capture participant perspectives in their own words. This article explains how to design such questionnaires for studies in health, education, and social science, with attention to question types, mixed-methods integration, and analysis pathways. The guidance applies to students, researchers, and professionals who need a practical framework for building instruments that produce trustworthy qualitative data.

What Counts as a Qualitative Questionnaire

A qualitative questionnaire is a data collection instrument that prioritizes participant perspectives expressed through language instead of through numeric scores alone. Many researchers assume that including open-ended questions automatically makes a study qualitative, but this assumption reflects a misunderstanding of qualitative research values and design standards. A rigorous qualitative questionnaire follows a deliberate design process and aligns with qualitative ontology, meaning the instrument treats participant experiences as meaningful data in their own right instead of as raw material for quantification.

Qualitative questionnaires differ from quantitative surveys in their purpose and structure. Quantitative surveys typically use closed items with fixed response options to measure frequencies, associations, or effects across populations. Qualitative questionnaires use open-ended prompts to explore meanings, processes, and contexts. Some instruments combine both approaches, and this integration can strengthen a study when the design is intentional.

The choice between a qualitative questionnaire and other methods depends on the research question. If you need to understand how people interpret an experience, what factors shape their decisions, or how they describe a process in their own terms, a qualitative questionnaire can generate rich textual data. If you need to estimate prevalence or test hypotheses about relationships between variables, a quantitative survey or experimental design is more appropriate.

Core Principles of Qualitative Questionnaire Design

Prioritize Qualitative Research Values

A qualitative questionnaire must honor the values that distinguish qualitative inquiry. These values include openness to unexpected findings, attention to participant meaning-making, and commitment to contextual understanding. When open-ended questions are added to a survey without this orientation, the result is often a weak instrument that produces superficial text and fails to meet standards of rigor. The Perspectives on Medical Education article on using qualitative questionnaires emphasizes that qualitative questionnaires produce rich and meaningful findings when they prioritize qualitative research values and follow a rigorous design process.

The design process should begin with a clear statement of the qualitative research question. This statement guides every subsequent decision about item wording, question order, and response formats. Without a focused research question, questionnaires tend to accumulate items that are interesting but not analytically useful.

Follow a Rigorous Design Process

Rigorous qualitative questionnaire development follows identifiable stages. One framework emphasizes that qualitative questionnaires produce rich findings when they prioritize qualitative values and follow a structured development process. This process typically includes defining the construct of interest, generating an item pool, reviewing items with experts or target users, pretesting the instrument, and refining based on feedback.

Instrument development studies in health research demonstrate this pattern. For example, the Paternal Adaptation Questionnaire study began with in-depth interviews with 17 fathers and 15 key informants, generating a preliminary pool of 210 items. Expert review and psychometric testing reduced the pool to 38 items across five factors. This sequential approach, moving from qualitative exploration to structured instrument development, illustrates how qualitative data can inform questionnaire construction.

Distinguish Qualitative Questionnaires from Mixed-Methods Surveys

A qualitative questionnaire can stand alone as the primary data collection method for a qualitative study. It can also serve as one component of a mixed-methods design. In mixed-methods research, qualitative questionnaires often complement interviews, focus groups, or quantitative surveys. The distinction matters because the design decisions differ depending on the role the questionnaire plays.

In an exploratory sequential mixed-methods design, qualitative data collection occurs first and informs the development of quantitative instruments. One study of chiropractic patients used 40 semi-structured interviews to understand how patients perceived pain chronicity, then used those findings to inform the inclusion criteria and survey items for a national quantitative study of 2,025 chronic pain patients. The qualitative phase revealed that many patients viewed chronic pain as permanent, which challenged the research team's assumption that chronicity was primarily understood in terms of pain duration or intensity.

In a matched mixed-methods design, qualitative and quantitative data are collected from the same participants and compared directly. A 2023 study published in Journal of Advanced Nursing converted qualitative data from 46 interviews into quantitative values and compared those values with questionnaire scores from the same participants. The comparison showed no significant differences for some topics but revealed a significant difference for caregiver burden, where the qualitative value was higher than the questionnaire score. This divergence created an opportunity for deeper discussion about the meaning and context of burden.

At a Glance: Questionnaire Design Decisions

Structure of a Qualitative Questionnaire

Section 1: Background and Demographic Items

Demographic and background items establish the characteristics of your sample and provide context for interpreting qualitative responses. These items are typically structured with fixed response options. Common background variables include age, gender, education level, occupation, and relevant experience related to the research topic.

In a study of factors that helped infertile women cope, the electronic questionnaire included structured background questions and one qualitative open-ended question about coping factors. The 101 participants had at least one year of personal experience with infertility, and this eligibility criterion was established through background items. The structured background data allowed the researchers to describe their sample and contextualize the qualitative findings.

Background items should be limited to variables that are analytically relevant. Every demographic question adds response burden, and unnecessary items can reduce completion rates. Ask only for information that you will actually use in your analysis or that is required to describe your sample accurately.

Section 2: Open-Ended Questions

Open-ended questions are the core of a qualitative questionnaire. These items invite participants to describe experiences, explain perspectives, or reflect on meaning in their own words. The wording of open-ended questions determines the quality of the data you collect.

Effective open-ended questions are focused, clear, and appropriately broad. A question that is too narrow may constrain responses and prevent unexpected findings. A question that is too broad may produce vague or unfocused text. Pilot testing helps calibrate the scope of open-ended items.

Examples of effective open-ended prompts include:

• What factors have helped you cope with this experience?
• Describe a situation where you felt supported by your healthcare team.
• What does healthy living mean to you?
• What barriers have you encountered in accessing care?

These prompts are drawn from published studies. The infertility coping study asked participants about factors that helped them cope. The Adolescent Health Literacy Questionnaire study asked adolescents to define healthy living, which led to a thematic analysis identifying six constructs including knowledge, sources of health information, facilitators and barriers, influence of others, self-efficacy, and citizenship.

Section 3: Scaled and Closed Items

Qualitative questionnaires can include scaled items, such as Likert-type questions, when the research design calls for structured responses. These items are common in mixed-methods instruments where qualitative and quantitative data are collected together.

The distinction between qualitative and quantitative use of scaled items depends on how the data are analyzed and interpreted. In a purely qualitative study, scaled items may be used to describe the sample or to organize participants into subgroups for comparison. In a mixed-methods study, scaled items produce quantitative data that can be compared with qualitative findings.

The Family Support for Older People questionnaire used a mixed-methods design and included 50 items across six domains. The instrument demonstrated appropriate qualitative and quantitative validity, with content validity indicators and confirmatory factor analysis supporting the factor structure. Cronbach's alpha for reliability was 0.94, indicating strong internal consistency.

Section 4: Vignettes and Scenarios

Vignettes are short scenarios that present a situation relevant to the research topic and ask participants to respond. This technique can elicit richer responses than abstract questions because it grounds the question in a concrete context.

The Adolescent Health Literacy Questionnaire used vignettes developed from qualitative concept mapping workshops with adolescents. Eight adolescents participated in two workshops where they defined healthy living, and the resulting constructs were used to develop 10 vignettes and 41 items. Cognitive interviews with nine adolescents confirmed that respondents understood the vignettes and items as intended.

Vignettes are particularly useful when the research topic involves complex judgments, sensitive situations, or decisions that are difficult to describe abstractly. They can also reduce social desirability bias by shifting the focus from the participant's own behavior to a hypothetical scenario.

Question Types and Their Uses

Open-Ended Questions

Open-ended questions are the defining feature of qualitative questionnaires. They allow participants to express themselves freely and produce data that reflect participant priorities instead of researcher assumptions. The analysis of open-ended responses typically involves thematic analysis, content analysis, or other qualitative methods.

The quality of open-ended data depends on question wording. Questions should be neutral, avoiding leading language that suggests a preferred answer. They should be singular, addressing one topic at a time. They should be answerable, using language that participants can understand and respond to without specialized knowledge.

Likert-Type Questions

Likert-type questions present a statement and ask participants to indicate their level of agreement or disagreement on a scale. These items produce ordinal data that can be analyzed quantitatively. In qualitative questionnaires, Likert items often measure attitudes, confidence, or satisfaction.

A study of a quality improvement workshop for medical students used 10-point Likert scales to assess changes in self-reported understanding, confidence, and attitudes before and after the workshop. The quantitative data were analyzed using nonparametric tests, and semistructured interviews were used to explain the quantitative responses.

Demographic Questions

Demographic questions collect information about participant characteristics. These items are typically closed-ended with fixed response categories. They serve descriptive and analytical purposes, allowing researchers to characterize their sample and examine patterns across subgroups.

Demographic items should be designed with attention to inclusivity and relevance. Response categories should reflect the range of possible responses without forcing participants into inaccurate categories. When in doubt, include an open response option or a prefer not to answer option.

Cognitive Pretesting and Think-Aloud Methods

Cognitive pretesting is a validation technique that assesses whether participants understand questionnaire items as intended. Think-aloud methods ask participants to verbalize their thought processes while completing the questionnaire, revealing comprehension problems, ambiguous wording, and response difficulties.

A think-aloud study of the Questionnaire Virtual Patient involved 11 undergraduate nursing students who participated in individual digital cognitive interviews. The questionnaire was perceived as clear and well-constructed, but the study identified areas for refinement. The researchers presented original and revised versions of the questions, demonstrating how cognitive validation leads to instrument improvement.

Cognitive pretesting is essential for qualitative questionnaires because the open-ended items depend on participant comprehension. If participants misunderstand a question, the resulting data will not address the research question. Pretesting with a small sample of target users can identify problems before full data collection begins.

Mixed-Methods Integration Strategies

Exploratory Sequential Design

In an exploratory sequential design, qualitative data collection occurs first and informs the development of quantitative instruments. This approach is useful when the research team needs to understand a phenomenon before measuring it.

The chiropractic pain study used this design. The team conducted 40 semi-structured interviews and deployed a mixed-methods survey to 108 patients. The qualitative findings were summarized in a visual framework that informed the inclusion criteria and survey items for a national quantitative study. The qualitative phase revealed that patients' understanding of chronicity influenced their care-seeking and satisfaction, which challenged the team's initial assumptions.

Matched Mixed-Methods Design

A matched mixed-methods design collects qualitative and quantitative data from the same participants and compares the results. This approach allows researchers to examine convergence and divergence between data types.

The 2023 study of family caregivers for people with end-stage dementia used this design. Qualitative data from 46 interviews were converted into quantitative values and compared with questionnaire scores from the same participants. The comparison revealed no significant differences for satisfaction with care and discussion about end-of-life care, but the qualitative value for burden was significantly higher than the questionnaire score. This divergence prompted discussion about the meaning and context of burden that would not have emerged from either data source alone.

Converting Qualitative Data to Quantitative Values

Converting qualitative data to quantitative values is a technique that enables direct comparison between qualitative and quantitative findings. This process involves developing a coding scheme, applying it to qualitative data, and generating numeric values that represent the qualitative content.

The matched mixed-methods study described this conversion process in detail. The researchers generated a quantitative-qualitative value for three main themes and compared these values with questionnaire scores on the same topics. This methodology allowed for better integration and easier presentation of results, and it created opportunities for discussion when results were similar or different.

Developing a Qualitative Questionnaire: A Practical Workflow

Step 1: Define the Research Question

Begin by writing a clear qualitative research question. This question should specify the phenomenon of interest, the population being studied, and the type of knowledge you seek. A well-defined research question guides all subsequent design decisions.

For example, a research question might be: What factors help infertile women cope with their experience? This question specifies the phenomenon (coping factors), the population (infertile women), and the type of knowledge sought (descriptive understanding).

Step 2: Review Existing Instruments

Before developing new items, review existing questionnaires related to your topic. This review can identify validated instruments that you can adapt or items that you can incorporate. It can also reveal gaps in existing measures that your questionnaire should address.

A pilot study on active mobility and environment used a three-stage approach that included a scoping review of existing questionnaires. The review identified factors assessed by current instruments, and cross-tabulation with interview-based findings revealed discrepancies. Independent factors that were absent from existing questionnaires included housing situation within the urban structure, overall consideration of activity space beyond the residential neighborhood, perception of all transportation modes, and time scheduling impacting modes used.

Step 3: Generate an Item Pool

Generate a pool of potential items based on your research question, literature review, and any qualitative data you have collected. In the early stages of development, it is better to generate too many items than too few. The Paternal Adaptation Questionnaire began with 210 items from in-depth interviews before refinement reduced the pool.

Item generation should be guided by the constructs you intend to explore. Each item should address a specific aspect of the research question. Avoid redundant items unless you intend to test reliability through repeated measures.

Step 4: Review and Refine Items

Review the item pool for clarity, relevance, and appropriateness. This review can involve expert consultation, target user feedback, or both. Expert review assesses content validity, while target user review assesses comprehension and relevance.

The ACPAPS questionnaire, designed to assess person-centered care by family physicians, was constructed from a bank of 873 items from a systematic review and a Delphi study. A panel of eight experts reviewed the items, and cognitive pretesting was conducted with 10 family physicians. The final questionnaire contained 37 items.

Step 5: Pretest the Questionnaire

Pretest the questionnaire with a small sample of target users. This pretest can use think-aloud methods, cognitive interviews, or pilot testing. The goal is to identify comprehension problems, ambiguous items, and practical issues with administration.

The Adolescent Health Literacy Questionnaire was tested on a sample of 80 adolescents to check whether respondents understood the items and vignettes as intended. Nine cognitive interviews confirmed comprehension of the 10 vignettes and 41 items.

Step 6: Administer and Analyze

Administer the questionnaire to your study sample and analyze the data according to your research design. For qualitative data, this analysis typically involves thematic analysis or content analysis. For mixed-methods data, you may also conduct quantitative analysis and compare findings across data types.

The infertility coping study used inductive content analysis to analyze qualitative responses from 101 women. The analysis identified personal resources, well-functioning relationships, getting help, and the ability to adapt to a childless life as factors that helped coping.

Template for a Qualitative Survey Questionnaire

The following template provides a structure for a qualitative survey questionnaire. Adapt the sections and items to your specific research question and population.

Section A: Background Information

1. What is your age?
2. What is your gender?
3. What is your highest level of education?
4. What is your current occupation?
5. How long have you experienced [the phenomenon of interest]?

Section B: Open-Ended Questions

6. Describe your experience with [the phenomenon of interest].
7. What factors have helped you manage or cope with this experience?
8. What barriers have you encountered?
9. How has this experience affected your daily life?
10. What support have you received, and from whom?
11. What advice would you give to someone in a similar situation?

Section C: Scaled Items

Please indicate your level of agreement with the following statements:

12. I feel supported by my healthcare team.
13. I have access to the resources I need.
14. I feel confident in my ability to manage this situation.
15. My family understands what I am going through.

Response options: Strongly disagree, Disagree, Neutral, Agree, Strongly agree

Section D: Vignette

16. Please read the following scenario and describe how you would respond:

[Insert a scenario relevant to your research topic]

Section E: Final Reflection

17. Is there anything else you would like to share about your experience?

Design Checklist for Qualitative Questionnaires

Use this checklist to evaluate your questionnaire before administration.

Research Question and Purpose

• The research question is clearly stated and guides item development.
• The questionnaire addresses the research question directly.
• The qualitative orientation is explicit and consistent throughout.

Item Development

• Items were generated from relevant sources, including literature and qualitative data.
• The item pool was reviewed by experts or target users.
• Items are clear, neutral, and answerable.
• Open-ended questions are focused and appropriately broad.
• Scaled items use consistent response options.

Pretesting

• The questionnaire was pretested with a small sample of target users.
• Cognitive interviews or think-aloud methods were used to assess comprehension.
• Revisions were made based on pretest feedback.

Administration

• The administration mode is appropriate for the target population.
• Instructions are clear and complete.
• The questionnaire length is reasonable for the population.

Analysis Plan

• The analysis method is specified before data collection.
• The analysis method is appropriate for the data type.
• Mixed-methods integration is planned if applicable.

Common Failure Patterns in Qualitative Questionnaire Design

Assuming Open-Ended Questions Equal Qualitative Research

A common failure is assuming that adding open-ended questions to a survey makes the study qualitative. This assumption reflects inexperience with qualitative ontology and a lack of methodological literature on qualitative questionnaire design. The Perspectives on Medical Education article notes that students commonly assume that utilising open-ended questions alone constitutes qualitative research design. Open-ended questions produce qualitative data only when the study design, analysis, and interpretation align with qualitative research values.

Overloading the Questionnaire

Questionnaires that attempt to measure too many constructs become burdensome for participants and produce superficial data. The ACPAPS study found that only 0.9 percent of respondents considered the questionnaire long or complex, but this outcome required careful item reduction from an initial bank of 873 items. Resist the urge to include every interesting question.

Using Leading or Loaded Questions

Questions that suggest a preferred answer produce biased data. For example, asking "What barriers have you encountered?" assumes that barriers exist. A more neutral question might be "Describe your experience accessing care." Pilot testing can identify leading language that may not be obvious to the researcher.

Neglecting Cognitive Pretesting

Skipping cognitive pretesting is a common and costly failure. Participants may understand items differently than the researcher intends, producing data that do not address the research question. The think-aloud study of the Questionnaire Virtual Patient demonstrated that even well-designed questionnaires benefit from cognitive validation.

Ignoring Contextual Factors

Qualitative data are context-dependent, and questionnaires that ignore context produce decontextualized responses. The active mobility study found that existing questionnaires missed factors such as housing situation, activity space beyond the residential neighborhood, perception of all transportation modes, and time scheduling. These factors emerged from interviews and were integrated into the new questionnaire.

Records and Documentation

Maintain documentation of the questionnaire development process. This documentation supports the credibility of your study and allows others to evaluate your methods.

Development Records

Document the sources of your item pool, including literature reviewed, interviews conducted, and expert consultations. Record the rationale for item inclusion and exclusion. A systematic literature review of patient preference studies found that methodological transparency decreased substantially for elements including rationale for choice of method, sample characteristics, sampling methods, data collection procedures, data analysis, and results for formative research methods involving primary data collection.

Pretesting Records

Record the pretesting methods used, the characteristics of pretest participants, and the revisions made based on pretest feedback. This documentation demonstrates the rigor of your development process.

Administration Records

Document the administration mode, response rate, and any issues encountered during data collection. The ACPAPS study reported a response rate of 31.15 percent and a response time of 17 minutes 23 seconds, providing useful feasibility data.

Analysis Records

Document your analysis methods, including coding schemes, theme development, and any quantitative conversion procedures. This documentation supports the trustworthiness of your findings.

Limitations and Professional Escalation

Limitations of Qualitative Questionnaires

Qualitative questionnaires have limitations that should be acknowledged in your study. They cannot probe responses in the way that interviews can, so the depth of data depends on participant willingness to write detailed responses. They require literacy and writing ability, which may exclude some populations. They may produce shorter or less detailed responses than interviews, particularly for complex topics.

The response rate for questionnaires can be low. The global pediatric hematology-oncology study reported a response rate of 11 percent for their survey, although qualitative interviews with 15 clinicians provided richer data. Low response rates can introduce selection bias and limit the generalizability of findings.

When to Escalate to Other Methods

Qualitative questionnaires are not appropriate for all research questions. If you need to probe responses in depth, clarify ambiguous answers, or explore sensitive topics that require rapport, interviews may be more appropriate. If you need to observe behavior directly, observational methods may be better suited.

Consider using interviews or focus groups when:

• The topic is sensitive and participants may be reluctant to write about it.
• The population has limited literacy or writing ability.
• The research question requires detailed narrative accounts.
• You need to clarify or probe responses.

Professional Escalation Criteria

If you encounter problems during questionnaire development or administration, consider seeking guidance from experienced qualitative researchers, methodologists, or your institution's research support services. Escalation is appropriate when:

• Cognitive pretesting reveals widespread comprehension problems that you cannot resolve through item revision.
• Response rates are very low and you cannot identify the cause.
• Participants provide feedback indicating that the questionnaire is confusing, offensive, or burdensome.
• You are uncertain whether your analysis approach is appropriate for the data you have collected.

Safety and Ethical Context

Informed Consent

Participants must understand what the study involves before they agree to participate. The consent process should explain the purpose of the research, what participants will be asked to do, how their data will be used, and any risks or benefits. For qualitative questionnaires, participants should understand that their written responses may include personal information and that quotes may be used in publications.

Confidentiality and Anonymity

Qualitative questionnaire data can contain identifying information, particularly when participants provide detailed accounts of their experiences. Researchers should plan for data anonymization, secure storage, and careful reporting that protects participant identities. The infertility coping study collected data from a closed discussion forum on Facebook, which raised specific considerations about privacy and consent in online settings.

Sensitive Topics

Qualitative questionnaires on sensitive topics require additional care. Participants may disclose distressing experiences, and researchers should plan for appropriate support and referral pathways. The study of family caregivers for people with end-stage dementia involved participants who were likely experiencing significant burden, and the research team had a responsibility to respond to participant distress appropriately.

Data Quality and Participant Burden

Researchers have an ethical obligation to minimize participant burden while maximizing data quality. Questionnaires that are excessively long, confusing, or emotionally demanding may cause distress or fatigue. The ACPAPS study demonstrated that a well-designed questionnaire can be feasible, with only 0.9 percent of respondents considering it long or complex.

Frequently Asked Questions

What is the difference between a qualitative questionnaire and a quantitative survey?

A qualitative questionnaire prioritizes participant perspectives expressed in their own words and is analyzed using qualitative methods such as thematic analysis or content analysis. A quantitative survey uses closed items with fixed response options to measure frequencies, associations, or effects and is analyzed using statistical methods. Some instruments combine both approaches in a mixed-methods design.

How many open-ended questions should a qualitative questionnaire include?

There is no fixed number, but the number should be guided by your research question and the burden you place on participants. A focused questionnaire with a small number of well-designed open-ended questions will produce richer data than a long questionnaire with many superficial items. The infertility coping study used one qualitative open-ended question alongside structured background questions and produced meaningful findings from 101 participants.

Can I use Likert scales in a qualitative questionnaire?

Yes, Likert scales can be used in qualitative questionnaires, particularly in mixed-methods designs. The key is to be clear about how the scaled data will be analyzed and interpreted. In a purely qualitative study, scaled items may be used to describe the sample or organize participants into subgroups. In a mixed-methods study, scaled items produce quantitative data that can be compared with qualitative findings.

How do I know if my questionnaire is valid?

Validity in qualitative research is assessed differently than in quantitative research. For qualitative questionnaires, you can assess content validity through expert review, comprehension through cognitive pretesting, and trustworthiness through careful documentation of your development and analysis processes. The Family Support for Older People questionnaire demonstrated validity through content validity indicators and confirmatory factor analysis, while the Adolescent Health Literacy Questionnaire used cognitive interviews to confirm comprehension.

What is cognitive pretesting and why is it important?

Cognitive pretesting is a technique that assesses whether participants understand questionnaire items as intended. Think-aloud methods ask participants to verbalize their thought processes while completing the questionnaire, revealing comprehension problems and ambiguous wording. Cognitive pretesting is essential for qualitative questionnaires because open-ended items depend on participant comprehension.

How do I analyze qualitative questionnaire data?

Qualitative questionnaire data are typically analyzed using thematic analysis or content analysis. Thematic analysis involves identifying patterns and themes across responses. Content analysis involves systematically coding responses into categories. The infertility coping study used inductive content analysis to identify factors that helped coping. In mixed-methods designs, qualitative data can be converted to quantitative values for comparison with questionnaire scores.

Can I use a qualitative questionnaire for a mixed-methods study?

Yes, qualitative questionnaires are well suited to mixed-methods designs. In an exploratory sequential design, qualitative data collection informs the development of quantitative instruments. In a matched mixed-methods design, qualitative and quantitative data are collected from the same participants and compared directly. The chiropractic pain study and the family caregiver study both demonstrated effective mixed-methods integration.

What should I do if participants do not understand my questions?

If cognitive pretesting reveals comprehension problems, revise the items and retest. If comprehension problems emerge during data collection, document the issues and consider whether the data can still be used. If widespread problems occur, you may need to stop data collection, revise the questionnaire, and restart. Seeking guidance from experienced qualitative researchers or methodologists is appropriate when you cannot resolve comprehension problems through item revision.

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References and Further Reading

• Research Data Framework. National Institute of Standards and Technology.
• EQUATOR Network. EQUATOR Network.
• Experimental Design Assistant. NC3Rs.
• NCBI Literature Resources. National Center for Biotechnology Information.
• PubMed. National Library of Medicine.
• A qualitative study of the factors that help the coping of infertile women.. Nursing open, 2022.
• Converting qualitative data into quantitative values using a matched mixed-methods design: A new methodological approach.. Journal of advanced nursing, 2023.
• Active Mobility and Environment: A Pilot Qualitative Study for the Design of a New Questionnaire.. PloS one, 2017.
• Design and psychometric properties of the family support for older people questionnaire.. Frontiers in public health, 2023.
• [Design and validation of the ACPAPS questionnaire to assess person-centred care by the family doctor].. Atencion primaria, 2023.
• Using co-design to develop the Adolescent Health Literacy Questionnaire for adolescents in Ireland.. Health promotion international, 2024.
• Using Qualitative Questionnaires in Medical Education Research.. Perspectives on medical education, 2024.
• Design and Evaluation of the Psychometric Properties of a Paternal Adaptation Questionnaire.. American journal of men's health, 2018.
• Enduring versus curable: mixed-methods perspectives about pain among chiropractic patients.. 2026.
• Tell us what you really think: undergraduate nursing students validation of the Questionnaire Virtual Patient - a qualitative think-aloud study.. 2026.
• Patterns in Attribute Selection and Development Reporting in Patient Preference Studies Between 2007-2024: A Systematic Literature Review.. 2026.
• Understanding US-based Clinician Participation in Global Pediatric Hematology-Oncology Work: A Mixed-Methods Study.. 2026.
• Co-Designing and Evaluating a 1-Day Quality Improvement Workshop for Medical Students and Resident Physicians: Tutorial on Applying Kern's Curriculum Development Framework.. 2026.
• Using the e-questionnaire in qualitative applied linguistics research. Research Methods in Applied Linguistics, 2023.
• The initial questionnaire development in measuring of coach-athlete-parent interpersonal relationships: Results of two qualitative investigations. International Journal of Environmental Research and Public Health, 2019.

This article is educational and does not replace institutional policy, professional advice, or applicable safety and regulatory requirements.