A mixed-methods study of how university museums use outreach to build community relationships and deliver value to the university

2022 ◽  
pp. 1-21
Author(s):  
Jackson Ver Steeg Jr.
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Study ◽  
The University ◽  
Community Relationships

scholarly journals Tutor uncertainty in dealing with unprofessional behaviours of medical students and trainees: a mixed methods study

2020 ◽  
Author(s):  
Dervla Kelly ◽  
Diane O'Doherty ◽  
Sarah Harney ◽  
Natasha Slattery ◽  
Louise Crowley ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Medical Students ◽  
Focus Groups ◽  
Identity Formation ◽  
Distinct Type ◽  
Mixed Methods Study ◽  
Medical Teacher ◽  
Clinical Teachers ◽  
Policies And Procedures ◽  
The University

Abstract Background: Despite acknowledgement of medical students’ expected professional behaviours and attitudes, there remains widespread reluctance to report students that behave inappropriately. Existing literature focuses on why faculty fail to fail, overlooking the clinical teachers who deal with students day to day. We investigated how clinical teachers address inappropriate behaviours and attitudes in students and trainees.Methods: A mixed methods study was carried out consisting of a survey and two focus groups with clinical teachers. Seventeen clinical teachers from the at University of Limerick School of Medicine, Ireland, took part in the survey (n=22%) and eight clinical teachers participated in two focus groups during the 2018-2019 academic year.Results: Findings suggested that 59% of tutors would take a different approach in regards to professional identity formation (PIF) between addressing unprofessional behaviours witnessed in medical students and trainees. 88% of tutors said they intervened on a professionalism issue with 52% saying ‘once in a while’ In contrast to the survey, tutors in the focus groups expressed a lack of confidence in addressing some behaviors due to a lack of time, not seeing the outcome of process/remediation etc. Tutors indicated a strong preference for case-based training on assessing PIF.Conclusions: We found tutors typically work closely with students on a day-to-day basis and manage unprofessionalism issues. Clinical tutors valued regular communication about policies and procedures about appropriate conduct as well as support, advice and/or oversight from independent member of the university staff. This research also highlights the need for training designed for busy clinical tutors as a distinct type of medical teacher.

Challenges in practicing and inculcating professionalism in the University of Nairobi: A mixed methods study

MedEdPublish ◽  
2015 ◽  
Author(s):  
Daniel Ojuka Kinyuru ◽  
Joyce M Olenja ◽  
Yang B Eunbae ◽  
Mwangombe J Nimrod
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Study ◽  
The University

scholarly journals Experiences of the International In-Training Examination (I-ITE) by Rwandan pediatric residents – a mixed-methods description of candidate feedback

F1000Research ◽  
2020 ◽  
Vol 9 ◽  
pp. 1448
Author(s):  
Peter Cartledge ◽  
Christian Umuhoza ◽  
Natalie McCall
Keyword(s):  
Mixed Methods ◽  
Qualitative Analysis ◽  
Assessment Tool ◽  
Mixed Methods Study ◽  
Free Text ◽  
Pediatric Residents ◽  
Pediatric Residency ◽  
Qualitative Feedback ◽  
The University

Background: The University of Rwanda is the only African residency to have implemented the pediatric International In-Training Examination (I-ITE) as a tool to monitor resident knowledge acquisition. The objective of this study was to better understand the acceptance and relevance of this exam to residents from this setting and their perceptions regarding this assessment tool. Methods: This is a mixed-methods study describing candidate feedback. Immediately on completing the I-ITE residents provided feedback by filling in an electronic questionnaire comprised of four closed Likert questions and an open text box for free-text feedback. Participants were pediatric residents from the University of Rwanda, the only university in Rwanda with a pediatric residency program. Quantitative analysis of the Likert questions was undertaken descriptively using SPSS. Free-text feedback was coded and analysed. No specific guiding theory was used during the qualitative analysis, with coding and analysis undertaken by two researchers. Results: Eighty-four residents completed a total of 213 I-ITE sittings during the five exam cycles undertaken during the study period. Quantitative and qualitative feedback was given by residents during 206 and 160 sittings, giving a response rate of 97% and 75%, respectively. Five themes emerged from the qualitative analysis; 1) undertaking the I-ITE was a positive experience; 2) exam content; 3) formative nature of the assessment; 4) challenges to completing the exam; 5) practicalities to undertaking the exam. Conclusion: Qualitative feedback demonstrates that the I-ITE, a standardized, and independent exam, produced by the American Board of Pediatrics, was valued and well accepted by Rwanda pediatric residents. Its formative nature and the breadth and quality of the questions were reported to positively contribute to the residents' formative development.

scholarly journals CAREER PERCEPTIONS AND IDEALS FOR CLINICALLY FOCUSED AND ACADEMIC PSYCHOLOGY CAREERS: A MIXED-METHODS STUDY

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S11-S11
Author(s):  
Jessica Strong ◽  
Rebecca Allen ◽  
Caitlan Tighe ◽  
Mary Jacobs ◽  
Hillary Dorman ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Clinical Work ◽  
Mixed Methods Study ◽  
Research And Teaching ◽  
Negative Perceptions ◽  
Perceived Workload ◽  
Professional Psychologists ◽  
The University ◽  
Teaching Time ◽  
Job Activities

Abstract More psychologists who have specialty training in geriatrics are needed to meet the growing demand. However, there is a shortage of individuals in academic geropsychology, which feeds the clinical geropsychology pipeline. Barriers to recruiting trainees into jobs in academia are not well understood. The current mixed-methods study examined trainees’ perceptions of clinically-focused and academic jobs, and discrepancies between professional psychologists actual and ideal job activities. Results found that trainees have less accurate perceptions of the activities of academic compared to clinically-focused jobs. Interviews with trainees revealed negative perceptions of the university system, including bureaucracy, salary, and perceived workload. However, professional psychologists, both clinical and academic, reported high agreement between actual and ideal activities. Academic psychologists reported desiring more time in clinical work, without reducing research or teaching time. Clinically-focused psychologists desired and increase in research and teaching time without sacrificing clinical activities. Each group discussed struggles in obtaining work-life balance.

scholarly journals Impact of faculty development programme on self-efficacy, competency and attitude towards medical education in Bhutan: a mixed-methods study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Karma Tenzin ◽  
Thinley Dorji ◽  
Tshering Choeda ◽  
Krit Pongpirul
Keyword(s):  
Medical Education ◽  
Mixed Methods ◽  
Faculty Development ◽  
Self Efficacy ◽  
Medical Curriculum ◽  
Postgraduate Medical Education ◽  
Mixed Methods Study ◽  
The University ◽  
Medical University ◽  
The Impact

Abstract Background Soon after Bhutan’s first medical university was established in 2012, Faculty Development Programmes (FDPs) were adopted for efficient delivery of postgraduate medical curriculum. Medical education was an additional responsibility for the clinicians who already had multi-dimensional roles in the healthcare system where there is acute shortage of healthcare professionals. We studied the impact of FDPs on postgraduate medical education in Bhutan. Methods This was a mixed-methods study with a quantitative (cohort study – quasi-experimental with 18 participants) and concurrent explanatory qualitative component (focused group discussion (FGD) with 11 teaching faculty members). The 18 participants were given a structured FDP designed by the University. The FGD assessed teacher self-efficacy and competency using standard tools before and after the FDP. Thematic analysis of the FGD explored the impact of FDPs in the delivery of postgraduate residency programmes. Results There were significant increase in the teacher self-efficacy (31 vs 34, p = 0.009) and competency scores (56 vs 64, p = 0.011). There were significant improvements in self-efficacy in the domain of the teaching relevant subject contents and developing creative ways to cope with system constraints. In teaching-learning assessments, there was a significant appreciation of the effectiveness of lectures and tutorials and the use of essay questions. The FGD demonstrated the acceptance of FDPs and its importance in quality improvement of postgraduate medical education, professional development of teachers and improvement of their communication skills. The teachers have now migrated from the conventional methods of teaching to workplace-based teaching and assessment. The FDPs also resulted in review and revision of postgraduate medical curriculum soon after the first batch graduated in 2018. Lack of adequate support from relevant stakeholders and lack of a medical education centre in the University were seen as major challenges. Conclusions The FDPs have brought tangible professionalization of postgraduate medical education at an early stage of the medical university. There is a need for continued efforts to strengthen, sustain and consolidate the gains made thus far.

scholarly journals EXECUTING AN ENVIRONMENTAL SCAN OF UNIVERSITY AGE-FRIENDLINESS: FINDINGS FROM A MIXED METHODS STUDY

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S909-S909
Author(s):  
Andrea G Zakrajsek ◽  
Sarah Masinda ◽  
Amanda Simon ◽  
Cassandra Barragan
Keyword(s):  
Mixed Methods ◽  
Comparative Method ◽  
Mixed Methods Study ◽  
Older Learners ◽  
Environmental Scan ◽  
Diversity And Inclusion ◽  
Regional University ◽  
Importance Ratings ◽  
Barriers And Opportunities ◽  
The University

Abstract Internationally, universities are recognizing the importance of understanding and enhancing age as a component diversity and inclusion efforts through the Age-Friendly University (AFU) initiative. This session will describe an environmental scan of “age-friendliness” that one AFU university designed. The overall aims of the project include: (1) exploring how stakeholders understand age-friendliness, (2) identifying current efforts and opportunities that exist within the university, and (3) gathering data that describes the perception of barriers that older learners encounter at the university. This presentation will be used to discuss a mixed-methods study that included interviews and a survey of performance and importance ratings of the international AFU principles. Twenty-eight participants were purposefully recruited from divisions across a campus of a regional university to participate in in-depth interview data collection with the research team. Qualitative thematic findings that emerged through a constant comparative method of analysis of interview transcripts include: Existence of Age-Inclusivity Barriers and Opportunities for Change, Need for Intentionality in Age-Friendly Efforts, and Importance of Connections. Furthermore, AFU principle performance and importance ratings were descriptively analyzed in order to prioritize university efforts to enhance inclusion initiatives related to age.

scholarly journals Violence against women during pregnancy and postpartum period: a mixed methods study protocol

BMJ Open ◽  
2020 ◽  
Vol 10 (10) ◽  
pp. e037522
Author(s):  
Odette del Risco Sánchez ◽  
Mariana Kerche Bonás ◽  
Isabella Grieger ◽  
Aline Geovanna Lima Baquete ◽  
Daniella Aparecida Nogueira Vieira ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Focus Groups ◽  
Violence Against Women ◽  
Study Protocol ◽  
Postpartum Care ◽  
Health Science ◽  
Mixed Methods Study ◽  
Research Protocol ◽  
The University ◽  
Study Participants

IntroductionViolence against women is a public health problem that poses serious consequences for victims and their environments. The healthcare system struggles to assess this phenomenon during prenatal and postpartum care because of pregnant and postpartum women’s potential vulnerabilities. The research protocol presents the aims to evaluate the prevalence of violence, the period(s) in which it occurs, aggressors and forms it takes as well as to explore how violence against women is perceived among pregnant and postpartum women.Methods and analysisThis mixed methods study protocol uses an explanatory sequential design and is based on the establishment of meta-inferences that result from the combination of quantitative and qualitative approaches. Probabilistic sampling will be used to select the study participants: 584 women attending prenatal and/or postpartum care outpatient services at the University of Campinas Women’s Hospital, Brazil. The quantitative approach will consist of four validated questionnaires, and the qualitative approach will use focus groups that serve to deepen the understanding of participants’ views about the study topic. To create the focus groups, 72 study participants will be invited and divided into 6 groups (3 adolescents and 3 adults) based on age and pregnancy/postpartum condition. Descriptive analysis of sociodemographic characteristics and questionnaire results will be used to identify the prevalence and forms of violence experienced by women during the pregnancy-puerperal cycle, the relationships between women and their aggressors, and the existence of a history of violence. A bivariate and multivariate analysis will be performed to identify the association between sociodemographic factors and violence as an outcome. Qualitative data will be analysed through Grounded Theory to understand women’s perceptions of the phenomenon studied.Ethics and disseminationThe research protocol was approved by the Research Ethics Committee of the University of Campinas, Brazil number CAAE: 13426819.1.0000.5404. The results will be disseminated to the health science community.

scholarly journals Exploring the Perception of the Educational Environment among Health Sciences Students at The University of Rwanda: A Mixed Methods Study

2019 ◽  
Vol 11 (1) ◽  
pp. 21-30 ◽  
Author(s):  
Gerard Urimubenshi ◽  
◽  
Jabarti Ahmed Dahir ◽  
Seraphin Niyotwiringiye ◽  
Donath Furaha ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Health Sciences ◽  
Educational Environment ◽  
Mixed Methods Study ◽  
Health Sciences Students ◽  
The University

Determining Emotional Tone and Verbal Behavior in Patients With Tinnitus and Hyperacusis: An Exploratory Mixed-Methods Study

2019 ◽  
Vol 28 (3) ◽  
pp. 660-672
Author(s):  
Suzanne H. Kimball ◽  
Toby Hamilton ◽  
Erin Benear ◽  
Jonathan Baldwin
Keyword(s):  
Mixed Methods ◽  
Verbal Behavior ◽  
Coping Strategies ◽  
Mixed Methods Study ◽  
Self Report ◽  
Anxiety And Depression ◽  
Negative Consequences ◽  
Emotional Tone ◽  
Explanatory Mixed Methods ◽  
Quantitative Results

Purpose The purpose of this study was to evaluate the emotional tone and verbal behavior of social media users who self-identified as having tinnitus and/or hyperacusis that caused self-described negative consequences on daily life or health. Research Design and Method An explanatory mixed-methods design was utilized. Two hundred “initial” and 200 “reply” Facebook posts were collected from members of a tinnitus group and a hyperacusis group. Data were analyzed via the LIWC 2015 software program and compared to typical bloggers. As this was an explanatory mixed-methods study, we used qualitative thematic analyses to explain, interpret, and illustrate the quantitative results. Results Overall, quantitative results indicated lower overall emotional tone for all categories (tinnitus and hyperacusis, initial and reply), which was mostly influenced by higher negative emotion. Higher levels of authenticity or truth were found in the hyperacusis sample but not in the tinnitus sample. Lower levels of clout (social standing) were indicated in all groups, and a lower level of analytical thinking style (concepts and complex categories rather than narratives) was found in the hyperacusis sample. Additional analysis of the language indicated higher levels of sadness and anxiety in all groups and lower levels of anger, particularly for initial replies. These data support prior findings indicating higher levels of anxiety and depression in this patient population based on the actual words in blog posts and not from self-report questionnaires. Qualitative results identified 3 major themes from both the tinnitus and hyperacusis texts: suffering, negative emotional tone, and coping strategies. Conclusions Results from this study suggest support for the predominant clinical view that patients with tinnitus and hyperacusis have higher levels of anxiety and depression than the general population. The extent of the suffering described and patterns of coping strategies suggest clinical practice patterns and the need for research in implementing improved practice plans.

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