scholarly journals Keep, lose, change: Prompts for the re-design of product concepts in a focus group setting

CoDesign ◽  
2014 ◽  
Vol 10 (2) ◽  
pp. 80-95 ◽  
Author(s):  
David M. Frohlich ◽  
Christopher Sze Chong Lim ◽  
Amr Ahmed
Keyword(s):  
Focus Group ◽  
Group Setting ◽  
Product Concepts

Development of a Formative Assessment Rubric for Peer Evaluation of Teaching (FARPET) and Pilot Use in Veterinary Online Teaching

2021 ◽  
pp. e20210015
Author(s):  
Stacey A. Fox-Alvarez ◽  
Laura D. Hostnik ◽  
Bobbi Conner ◽  
J.S. Watson
Keyword(s):  
Focus Group ◽  
Online Teaching ◽  
Cognitive Engagement ◽  
Peer Evaluation ◽  
Group Setting ◽  
Flexible Tool ◽  
Content Organization ◽  
Evaluation Of Teaching ◽  
Frame Of Reference Training ◽  
Instructions For Use

Peer evaluation of teaching (PET) serves an important role as a component of faculty development in the medical education field. With the emergence of COVID-19, the authors recognized the need for a flexible tool that could be used for a variety of lecture formats, including virtual instruction, and that could provide a framework for consistent and meaningful PET feedback. This teaching tip describes the creation and pilot use of a PET rubric, which includes six fixed core items (lesson structure, content organization, audiovisual facilitation, concept development, enthusiasm, and relevance) and items to be assessed separately for asynchronous lectures (cognitive engagement—asynchronous) and synchronous lectures (cognitive engagement—synchronous, discourse quality, collaborative learning, and check for understanding). The instrument packet comprises the rubric, instructions for use, definitions, and examples of each item, plus three training videos for users to compare with authors’ consensus training scores; these serve as frame-of-reference training. The instrument was piloted among veterinary educators, and feedback was sought in a focus group setting. The instrument was well received, and training and use required a minimum time commitment. Inter-rater reliability within 1 Likert scale point (adjacent agreement) was assessed for each of the training videos, and consistency of scoring was demonstrated between focus group members using percent agreement (0.82, 0.85, 0.88) and between focus members and the authors’ consensus training scores (all videos: 0.91). This instrument may serve as a helpful resource for institutions looking for a framework for PET. We intend to continually adjust the instrument in response to feedback from wider use.

Bringing Real World Context into the Focus Group Setting

Focus Groups ◽  
2010 ◽  
pp. 129-136
Author(s):  
Peter Coughlan ◽  
Aaron Sklar
Keyword(s):  
Focus Group ◽  
Real World ◽  
Group Setting

scholarly journals Graduate Student Perspectives of Interdisciplinary and Disciplinary Programming for Teaching Development

2017 ◽  
Vol 8 (3) ◽  
Author(s):  
Katherine E. Bishop-Williams ◽  
Kaitlin Roke ◽  
Erin Aspenlieder ◽  
Meagan Troop
Keyword(s):  
Graduate Students ◽  
Focus Group ◽  
Graduate Student ◽  
Empirical Studies ◽  
Perceived Benefits ◽  
Group Setting ◽  
Teaching Development ◽  
Group Data ◽  
Focus Group Data ◽  
Groupes De Discussion

Interdisciplinary (i.e., university-wide programming) and disciplinary (i.e., programming open to participants from one college or department) teaching development programs for graduate students have been used for many years in higher education. Currently, research on the benefits of these teaching models remains scant in terms of a contextualized understanding, and empirical studies are needed. The purpose of this study was to determine graduate students’ perspectives related to interdisciplinary and disciplinary teaching and learning experiences. Two online surveys were used: a quantitative survey and a qualitative follow-up survey. Three participatory focus groups were also conducted to allow for further in-depth exploration in both an interdisciplinary and disciplinary group setting that represented seven distinct colleges. Statistical and thematic analyses were conducted with survey responses, and thematic analyses were conducted on focus group data. Similar themes emerged from the survey and focus group data identifying perceived benefits of participation in either interdisciplinary or disciplinary teaching development. Respondents’ perceived benefits were related to: (a) becoming a better teacher; (b) social learning; and (c) that while the perceived benefits of the models vary, the outcomes of both experiences are shared. The lived experiences of these graduate students expand the characterization of interdisciplinary and disciplinary programming. This study points to the need for graduate student programs—specifically teaching development offered by educational development units—to provide both interdisciplinary and disciplinary teaching development opportunities that achieve a blend of benefits for learners. Les programmes interdisciplinaires (c’est-à-dire les programmes offerts à l’échelle de l’université) et disciplinaires (c’est-à-dire ceux qui sont ouverts aux participants d’un collège ou d’un département) de perfectionnement de l’enseignement pour étudiants de cycle supérieur existent depuis de nombreuses années en enseignement supérieur. À l’heure actuelle, la recherche sur les avantages de ces modèles d’enseignement reste très incomplète en matière de compréhension contextualisée et il y a grand besoin de mener des études empiriques. Le but de cette étude était de déterminer les perspectives des étudiants de cycle supérieur liées aux expériences d’enseignement et d’apprentissage interdisciplinaires et disciplinaires. Deux sondages en ligne ont été employés : un sondage quantitatif et un sondage de suivi qualitatif. Également, trois groupes de discussion participatifs ont été organisés afin d’explorer plus profondément les contextes des groupes interdisciplinaires et disciplinaires qui représentaient sept collèges distincts. Des analyses statistiques et thématiques ont été effectuées avec les réponses aux sondages et des analyses thématiques ont été effectuées sur les données recueillies des groupes de discussion. Des thèmes semblables se sont dégagés des sondages et des données recueillies des groupes de discussion. Ces thèmes identifiaient les avantages perçus de la participation dans le perfectionnement de l’enseignement tant interdisciplinaire que disciplinaire. Les répondants ont perçu les avantages suivants : (a) possibilité de devenir de meilleurs enseignants; (b) apprentissage social; et (c) bien que les avantages perçus de chaque modèle varient, les résultats des deux expériences sont semblables. Les expériences vécues de ces étudiants de cycle supérieur élargissent la caractérisation des programmes interdisciplinaires et disciplinaires. Cette étude souligne la nécessité que les programmes pour étudiants de cycle supérieur – spécifiquement les programmes de perfectionnement de l’enseignement offerts dans le cadre d’unités de pédagogie – doivent offrir des occasions de perfectionnement de l’enseignement à la fois interdisciplinaires et disciplinaires pour que les apprenants tirent des deux modèles un mélange d’avantages.

The challenges of conducting focus-group research among Asian older adults

2011 ◽  
Vol 31 (3) ◽  
pp. 408-421 ◽  
Author(s):  
KALYANI K. MEHTA
Keyword(s):  
Focus Group ◽  
Focus Groups ◽  
Ethical Issues ◽  
Empirical Studies ◽  
Group Setting ◽  
Large Cities ◽  
Personal Learning ◽  
Focus Group Research ◽  
Group Context ◽  
Conducting Research

ABSTRACTThe paper demonstrates the particular value of focus groups as a data collection method in studies of older people with particular reference to those living in large cities in Asia. The strengths and limitations of focus groups as a modality of qualitative research are discussed and a case study is presented. Some of the method's strengths derive from the synergy of the interactions among elders with a shared history and lived experiences. Focus-group exchanges have the potential for inter-personal learning and reminiscence benefits. One difficulty with the method, however, is that many Asian people are inhibited about sharing personal problems in a group context. Drawing from a number of empirical studies based in Singapore, the challenges of conducting focus groups with older participants are detailed and appropriate ways of addressing them considered. The article elaborates on the author's use of software such as NVivo to expedite the analysis of large volumes of transcribed data, and on the retrieval of relevant quotes. Software is useful in extracting themes from codes, as well as allowing the researcher to appreciate the links between codes. Ethical issues such as confidentiality, cultural sensitivities such as language and respect for religion and tradition, and lessons learnt from conducting research using the group setting are discussed. Culturally relevant responses to these challenges are offered which could be useful for future researchers conducting focus groups in Asia.

scholarly journals What narrative devices do people with systemic sclerosis use to describe the experience of pain from digital ulcers: a multicentre focus group study at UK scleroderma centres

BMJ Open ◽  
2020 ◽  
Vol 10 (6) ◽  
pp. e037568
Author(s):  
Jennifer Jones ◽  
Michael Hughes ◽  
John Pauling ◽  
Rachael Gooberman-Hill ◽  
Andrew J Moore
Keyword(s):  
Systemic Sclerosis ◽  
Focus Group ◽  
Focus Groups ◽  
Patient Experience ◽  
Patient Reported Outcome ◽  
Digital Ulcers ◽  
Group Setting ◽  
Focus Group Study ◽  
Psychological Reactions ◽  
Patient Reported

ObjectivesDigital ulcers (DUs) are a common complication in systemic sclerosis (SSc). No existing studies have specifically reported on the qualitative patient experience of DU pain, and our current patient-reported outcome measure (PROM) does not capture the multifaceted painful experience of SSc-DU. Our aim was to examine the patient experience of SSc-DU pain.DesignFocus groups with people diagnosed with SSc who had experienced DUs were conducted using a topic guide developed by people with SSc, experts in SSc and experienced qualitative researchers. Focus groups were continued until data saturation had been reached. The focus groups were audio recorded, transcribed verbatim, anonymised and analysed using inductive thematic analysis. Our current study is an integration of the data from these focus groups to specifically examine the patient experience of DU pain.SettingThree specialist scleroderma units across the UK (Bath, Manchester and London).ParticipantsFour focus groups were undertaken; 29 adults (20 women, 9 men) with SSc and a spectrum of historical DUs participated. We included participants with a diverse demographic (including ethnic) background and disease-related characteristics.ResultsFive narrative devices were identified, which encompass how people describe the pain from SSc-DUs: ‘Words to express DU-associated pain’, ‘Descriptions of physical and psychological reactions to pain’, ‘Comparisons with other painful events’, ‘Descriptions of factors that exacerbate pain’ and ‘Descriptions of strategies for coping with the pain’.ConclusionThe experience of SSc-DU pain leads to the use of graphic language and rich description by participants in the focus group setting. Existing SSc-DU outcomes do not adequately capture the patient experiences of SSc-DU pain. Our findings further highlight the multifaceted nature of SSc-DUs and will hopefully support the development of a novel PROM to assess the severity and impact of SSc-DUs.

scholarly journals The indirect effect of a focus group for psoriatic patients on their caregivers

2021 ◽  
Vol 24 (1) ◽  
Author(s):  
Antonella Demma ◽  
Caterina Suitner ◽  
Emilia Ferruzza ◽  
Chiara Nicolini ◽  
Massimo Donini
Keyword(s):  
Quality Of Life ◽  
Focus Group ◽  
Family Caregivers ◽  
Negative Impact ◽  
Depression Scale ◽  
Well Being ◽  
Group Setting ◽  
The Impact ◽  
Over Time

Psoriasis is a chronic skin disease involving not only epidermic damages but also psychological distress for patients and their family caregivers. Little is known about the effects of a psychological support for psoriatic patients on their caregivers’ well-being. The goal of the present study was to investigate the indirect effects of the participation in a dynamic focus group reserved for psoriatic patients on their caregivers in terms of quality of life. The study involved 52 psoriatic patients and 41 family caregivers. Patients’ wellbeing was assessed using the dermatology quality of life index, hospital anxiety and depression scale. The impact of the disease on caregivers was assessed using the family dermatology life quality index (FDLQI). Data were analyzed with linear mixed models. The caregivers of psoriatic patients involved in the psychodynamic focus group reported levels of FDLQI that decreased over time, therefore showing an improvement in their quality of life in relation to the pathology of their relatives; the caregivers of patients who did not participate in the psychodynamic focus group, instead, had levels of FDLQI that were stable over time. The results provide preliminary evidence that the group setting of the Psychodynamic Focus Group may alleviate the negative impact of psychosomatic disease on the caregivers.

Bringing Real World Context into the Focus Group Setting

Focus Groups ◽  
2002 ◽  
pp. 129-135
Author(s):  
Aaron Sklar ◽  
Peter Coughlan
Keyword(s):  
Focus Group ◽  
Real World ◽  
Group Setting

scholarly journals Unmoderated Focus Groups as a Tool for Inquiry

2020 ◽  
Author(s):  
Martha Canipe
Keyword(s):  
Qualitative Research ◽  
Focus Group ◽  
Focus Groups ◽  
Research Study ◽  
Direct Influence ◽  
Group Setting ◽  
Focus Group Methodology

Focus groups are a commonly used methodology to explore ideas in a group setting with a researcher acting as moderator. However, in some contexts the presence of a moderator may unduly influence the responses of focus group participants. I report on the use of unmoderated focus groups, a modification of the traditional focus group methodology. Unmoderated focus groups are made up solely of participants in the research study and as such remove the direct influence of the researcher. I found that this methodology uncovered richer identity stories than interviews did alone. In this article, I present the methodology as well as potential constraints for its use in qualitative research.

scholarly journals SME productivity stakeholders: getting in the right orbit

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Oliver William Jones ◽  
Jeff Gold ◽  
David Devins
Keyword(s):  
Focus Group ◽  
Narrative Analysis ◽  
Empirical Work ◽  
Further Education ◽  
Social Implications ◽  
Depth Of Field ◽  
Stakeholder Salience ◽  
Group Setting ◽  
Productivity Improvement ◽  
Content Type

PurposeThe purpose of this paper is to explore who small and medium-sized enterprise (SME) owner–managers consider as key stakeholders for their business for helping increase productivity and the nature of the stakeholders' impact.Design/methodology/approachThe study uses the Lego Serious Play methodology and narrative analysis in a focus group setting.FindingsThe analysis revealed a narrow depth of field of productivity stakeholders and identified critical narratives, involving close stakeholders which could constrain productivity. Lack of information on current and/or future productivity states, and a social brake due to the potential impact on employees are two at the forefront of owner–manager perspectives. The study also identified the importance of internal and external champions to improve productivity and re-enforced the significance of skills gaps, the role of Further Education providers and other infrastructure assets.Research limitations/implicationsThe purposiveness sample of the single focus group setting results in a lack of generalizability, but provides potential for replication and transposability based on the generic type of stakeholders discussed. The work highlights the potential to further enhance the constituent attributes of stakeholder salience.Practical implicationsThere is a potential for different network agents to increase their collaboration to create a more coherent narrative for individual productivity investment opportunities and for policy makers to consider how to leverage this.Social implicationsThe findings suggest that the implications of deskilling and job loss are major factors to be considered in the policy discourse. SMEs are less likely to pursue productivity improvements in a low growth setting because of their local social implications.Originality/valueThe study is innovative in using Lego to elucidate narratives in relation to both stakeholder identification and their contributions to productivity improvement impact in a UK SME context. The study introduces an innovative stakeholder orbital map and further develops the stakeholder salience concept; both useful for the future conceptual and empirical work.

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