Perception of Teaching and Learning Using Medical Simulation Methods Related to Primary Psychological Counseling and Prevention—a Multicultural Focus Group Study

As a group learning experience in a graduate cartography course, a focus group study was performed of a recently-redesigned map of the Michigan State University campus. The learning process involved two parts. Part one was a 75-minute focus group discussion during regular class time with the instructor as the moderator, one student as the assistant and notetaker, and the other members of the class as the subjects. After instructions were given, everyone studied the map for a brief period and then discussed a set of issues focused on the design of the map. Discussion was orderly but lively and packed with relevant comments. Part two occurred at the next class session. Students discussed the experience, the results, the assigned readings on the method, and relevance of the method to other projects. A written report was then prepared for the producers of the map. Reactions to the learning experience were highly positive, and several participants have since used qualitative methods in other research. An actual study proved an effective means of learning the fundamentals of focus group research.

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Dispatches from the front: emergency medicine teachers' perceptions of competency-based education

CJEM ◽

10.2310/8000.2011.100177 ◽

2011 ◽

Vol 13 (03) ◽

pp. 155-161 ◽

Cited By ~ 5

Author(s):

Glen Bandiera ◽

David Lendrum

Keyword(s):

Focus Group ◽

Focus Groups ◽

Teaching And Learning ◽

Health Science ◽

Focus Group Study ◽

Qualitative Researcher ◽

Teachers Perceptions ◽

Competency Based Education ◽

Health Advocate ◽

Competency Based

ABSTRACTObjectives:Controversy exists regarding the applicability of competency-based education during clinical rotations in emergencymedicine (EM). Little has been written about the perceptions of front-line teachers regarding one such competencybased education paradigm, the CanMEDS framework. We undertook to determine 1) what perceptions exist among frontline teachers at two academic health science emergency departments (EDs) regarding the use of the CanMEDS roles to frame what residents should learn on ED rotations and 2) how those same teachers envision practically incorporating the CanMEDS roles into feedback provided to residents.Methods:Teachers at two sites volunteered for a semistructured focus group study. Focus groups were moderated by an experienced qualitative researcher, and verbatim transcriptions were coded by two independent reviewers. The codes were merged into final themes. The final focus group was used to further explore issues raised and test assumptions made in the preceding groups.Results:In five focus groups involving 21 participants, the Medical Expert and Professional roles were seen as most relevant to an EM rotation, whereas the Health Advocate, Manager, Scholar, and Collaborator roles were least relevant. On further exploration, however, faculty identified highly relevant components of each role that they could envision teaching in an ED. Participants also felt that the framework helped highlight the breadth of physician competencies and provided structure for teaching and feedback.Conclusions:EM faculty find the CanMEDS framework helpful for structuring teaching and learning and that many elements of the roles, when defined, are feasible to integrate into a clinical rotation.

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Educational strategies to enhance EBM teaching and learning in the workplace: a focus group study

BMJ evidence-based medicine ◽

10.1136/bmjebm-2020-111383 ◽

2021 ◽

pp. bmjebm-2020-111383

Author(s):

Lisanne Welink ◽

Esther de Groot ◽

Roger Damoiseaux ◽

Marie-Louise Bartelink

Keyword(s):

Focus Group ◽

Teaching And Learning ◽

Postgraduate Medical Education ◽

Nominal Group Technique ◽

Nominal Group ◽

Consensus Method ◽

Educational Strategies ◽

Focus Group Study ◽

Starting Point ◽

Learning Conversations

ObjectivesThis study aimed to gather and synthesise educational strategies that can improve teaching and learning of evidence-based medicine (EBM) in the workplace, and make them concrete by listing ideas for implementing these strategies. Insight into current workplace-based EBM teaching and learning in general practice was the starting point to generate these strategies and ideas.DesignExploratory, qualitative focus group study, applying the consensus method of the nominal group technique.SettingPostgraduate medical education; general practitioner (GP) specialty training at University Medical Centre Utrecht, the NetherlandsParticipants33 GPs and 17 GP trainees, divided in four focus groups. Using opportunistic sampling, participants were selected from the GP workplace because of their role as supervisor or trainee.Main outcomesAn overview of educational strategies and ideas on how to implement these strategies in the workplace, followed by the participants’ global ranking of the most useful ideas.ResultsThe supervisors and trainees generated a list of educational improvement strategies that can be applied in learning conversations, while observing each other’s consultations, and in (multidisciplinary) learning opportunities in the workplace. Table 1 presents the educational strategies and suggestions for implementing them. Ideas regarded as most useful include taking turns to conduct consultations and observing the other, holding a structured, in-depth discussion after observation, preparing and discussing articles found in relevant journals and on-the-spot searching for relevant evidence during learning conversations.ConclusionsParticipants provided an extensive list of educational strategies and ideas on how to implement EBM learning in daily practice. As a great deal of GP training takes place in clinical practice, supervisors and trainees could apply the suggested ideas to enhance EBM teaching and learning in the workplace.

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The perceptions of female breadwinner parents regarding their children’s distance learning during the Covid-19 pandemic

Education and Information Technologies ◽

10.1007/s10639-021-10812-9 ◽

2021 ◽

Author(s):

Hibah Khalid Aladsani

Keyword(s):

Distance Learning ◽

Focus Group ◽

Low Income ◽

Teaching And Learning ◽

Cultural Issues ◽

Focus Group Study ◽

Technological Support ◽

Educationally Disadvantaged ◽

Face To Face Learning ◽

Low Income Families

AbstractCovid-19 has affected the everyday educational lives of students, teachers, administrators, and parents. Parents who are living in low-income and disadvantaged communities are probably more likely than others to have been affected by the pandemic in relation to their children’s distance learning. This study focused on the perceptions, predictions, and suggestions of female breadwinner parents from low-income families regarding their children’s distance learning. Data were collected from 12 mothers who participated in a three-stage focus group study. The data from the focus group discussions were thematically analyzed into three categories: (1) financial issues, (2) social and cultural issues, and (3) educational issues. Additionally, the findings presented the breadwinners’ general and technological reasons for their predictions for enhancing education in the future if schools return to face-to-face learning or pursue a blended learning approach. The breadwinners suggested three approaches to teaching and learning for the following academic year. The findings of this study may be useful in the development of educational policies and training programs to provide essential social and technological support to low-income families to address their needs in the online learning environment and to improve digital equity for low-income families who are likely to be educationally disadvantaged.

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