Although the quality and rigor of qualitative research relies on the skills of the individuals who serve as the instruments of data collection, few guidelines exist in academic literature describing best practices of qualitative research training. Training is needed that is comprehensive and standardized to ensure scientific rigor, yet flexible to leverage the assets and expertise moderators bring to the research process. We describe our systematic approach to training a cohort of 15 focus group (FG) moderators for the National Institutes of Health Prevention of Lower Urinary Tract Symptoms (PLUS) Research Consortium’s Study of Habits, Attitudes, Realities and Experiences.

The FGs were designed to explore women and girls’ experiences, perceptions, knowledge, and behaviors related to bladder health across the life course.  A strategic training approach was taken to orient and train moderators from seven research centers with significant geographic and disciplinary differences. Drawing on best practices in adult education and action learning, a 3-stage curriculum was designed to leverage moderator proficiency and PLUS transdisciplinary expertise.

The first stage involved online interactive web-based education, using instructional videos, discussion forums, and assessment tools. The second stage was an in-person didactic and experiential component including mock FGs to build moderator engagement and skill. The third phase involved supplemental online training to troubleshoot emergent issues and refresh skills throughout data collection.

Multi-level evaluative feedback mechanisms addressed instructional gaps and identified additional training needs. Analysis of training implementation data is ongoing.

This training approach may be used by qualitative researchers to strengthen their research credibility and trustworthiness.