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

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.

Download Full-text

Ageism on Campus: Opportunities to Include Age in Diversity and Inclusion Efforts

Innovation in Aging ◽

10.1093/geroni/igaa057.021 ◽

2020 ◽

Vol 4 (Supplement_1) ◽

pp. 7-7

Author(s):

Cassandra Barragan ◽

Stephanie Wladkowski

Keyword(s):

Older Adults ◽

Older Students ◽

Leadership Positions ◽

Older Learners ◽

University Campuses ◽

Diversity And Inclusion ◽

Midwestern University ◽

Barriers And Opportunities ◽

The Many ◽

The University

Abstract Diversity and inclusion are essential perspectives on university campuses. In recent years, there has been a nationwide decline in admissions resulting in changes to traditionally FTIAC driven college campuses. An environmental scan was completed at a mid-sized midwestern university to explore age-inclusive barriers and opportunities for change. In-depth interviews were held with 28 EMU stakeholders representing a wide variety of ages in leadership positions across campus. Students aged 40 and above (N=248) were also surveyed about their experiences on campus. Qualitative analysis revealed ageist attitudes about older adults and older students from at all levels of the university. Results demonstrate that initial responses to ‘age-friendly’ focused on stereotypes of older adults, but attitudes adjusted when reframed as older learners and further refined when older learners were defined as 40 and above. Additionally, there was a distinct disconnect between ageist perceptions towards older adults and older students which highlights the importance of intergenerational opportunities as an approach to combat ageist attitudes on campus. While these barriers require long-term and complicated solutions, participants described the many benefits that older learners bring to enrich the campus. Results of this research revealed opportunities to reframe aging in the context of diversity and inclusion efforts on campus. Adopting diversity efforts to include age can benefit universities in not only admissions, classroom experiences, and connections to surrounding communities.

Download Full-text

Emergency Medicine Resident Physicians’ Perceptions of Electronic Documentation and Workflow

Applied Clinical Informatics ◽

10.4338/aci-2014-08-ra-0065 ◽

2015 ◽

Vol 06 (01) ◽

pp. 27-41 ◽

Cited By ~ 18

Author(s):

P.M. Neri ◽

L. Redden ◽

S. Poole ◽

C.N. Pozner ◽

J. Horsky ◽

...

Keyword(s):

Emergency Medicine ◽

Mixed Methods ◽

Comparative Method ◽

Mixed Methods Study ◽

Standardized Patient ◽

Electronic Documentation ◽

Patient Acuity ◽

Emergency Medicine Resident ◽

Medicine Resident ◽

Resident Physicians

SummaryObjective: To understand emergency department (ED) physicians’ use of electronic documentation in order to identify usability and workflow considerations for the design of future ED information system (EDIS) physician documentation modules.Methods: We invited emergency medicine resident physicians to participate in a mixed methods study using task analysis and qualitative interviews. Participants completed a simulated, standardized patient encounter in a medical simulation center while documenting in the test environment of a currently used EDIS. We recorded the time on task, type and sequence of tasks performed by the participants (including tasks performed in parallel). We then conducted semi-structured interviews with each participant. We analyzed these qualitative data using the constant comparative method to generate themes.Results: Eight resident physicians participated. The simulation session averaged 17 minutes and participants spent 11 minutes on average on tasks that included electronic documentation. Participants performed tasks in parallel, such as history taking and electronic documentation. Five of the 8 participants performed a similar workflow sequence during the first part of the session while the remaining three used different workflows. Three themes characterize electronic documentation: (1) physicians report that location and timing of documentation varies based on patient acuity and workload, (2) physicians report a need for features that support improved efficiency; and (3) physicians like viewing available patient data but struggle with integration of the EDIS with other information sources.Conclusion: We confirmed that physicians spend much of their time on documentation (65%) during an ED patient visit. Further, we found that resident physicians did not all use the same work-flow and approach even when presented with an identical standardized patient scenario. Future EHR design should consider these varied workflows while trying to optimize efficiency, such as improving integration of clinical data. These findings should be tested quantitatively in a larger, representative study.Citation: Neri PM, Redden L, Poole S, Pozner CN, Horsky J, Raja AS, Poon E, Schiff G, Landman A. Emergency medicine resident physicians’ perceptions of electronic documentation and workflow – a mixed methods study. Appl Clin Inf 2015; 6: 27–41http://dx.doi.org/10.4338/ACI-2014-08-RA-0065

Download Full-text

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

10.21203/rs.3.rs-55479/v1 ◽

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.

Download Full-text

An environmental scan to examine stakeholder perspectives on human papillomavirus vaccination: A mixed methods study

Vaccine ◽

10.1016/j.vaccine.2018.06.073 ◽

2019 ◽

Vol 37 (1) ◽

pp. 187-194 ◽

Cited By ~ 1

Author(s):

Paige Lake ◽

Monica L. Kasting ◽

Teri Malo ◽

Anna R. Giuliano ◽

Susan T. Vadaparampil

Keyword(s):

Human Papillomavirus ◽

Mixed Methods ◽

Mixed Methods Study ◽

Human Papillomavirus Vaccination ◽

Environmental Scan ◽

Stakeholder Perspectives

Download Full-text

Support for LGBT diversity and inclusion in sport: a mixed methods study of Australian cricket

Sport Management Review ◽

10.1080/14413523.2021.1991675 ◽

2021 ◽

pp. 1-25

Author(s):

Ryan Storr ◽

Grant O’Sullivan ◽

Ramón Spaaij ◽

Caroline Symons

Keyword(s):

Mixed Methods ◽

Mixed Methods Study ◽

Diversity And Inclusion

Download Full-text

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

MedEdPublish ◽

10.15694/mep.2015.006.0004 ◽

2015 ◽

Author(s):

Daniel Ojuka Kinyuru ◽

Joyce M Olenja ◽

Yang B Eunbae ◽

Mwangombe J Nimrod

Keyword(s):

Mixed Methods ◽

Mixed Methods Study ◽

The University

Download Full-text

Characterising and describing postpartum haemorrhage emergency kits in context: a protocol for a mixed-methods study

BMJ Open ◽

10.1136/bmjopen-2020-044310 ◽

2021 ◽

Vol 11 (4) ◽

pp. e044310

Author(s):

Matthew Woodward ◽

Akbar Ansari ◽

Tim Draycott ◽

Cathy Winter ◽

Sonja Marjanovic ◽

...

Keyword(s):

Mixed Methods ◽

Economies Of Scale ◽

Postpartum Haemorrhage ◽

Comparative Method ◽

Mixed Methods Study ◽

Second Phase ◽

Missed Opportunities ◽

Development Platform ◽

Study Results ◽

The Uk

IntroductionPostpartum haemorrhage (PPH) is an obstetric emergency requiring prompt and accurate response. PPH emergency kits containing equipment and medications can facilitate this kind of intervention, but their design and contents vary, potentially introducing risk of confusion or delay. Designs may be suboptimal, and relying on localised kit contents may result in supply chain costs, increased waste and missed opportunities for economies of scale. This study aims to characterise contextual influences on current practice in relation to PPH kits and to describe the range of kits currently employed in UK maternity units.Methods and analysisThis mixed-methods study comprises two phases. The first will use field observations and semistructured interviews to research PPH kits in a small number (3–5) of maternity units that will be selected to represent diversity. Analysis will be conducted both using an established human factors and ergonomics framework and using the constant comparative method for qualitative data analysis. The second phase will use a research and development platform (Thiscovery) to conduct a crowdsourced photography-based audit of PPH kits currently in use in the UK. Participants will tag images to indicate which objects have been photographed. Quantitative analysis will report the frequency of inclusion of each item in kits and the content differences between kit and unit types. All maternity units in the UK will be invited to take part, with additional targeted recruitment strategies used, if necessary, to ensure that the final sample includes different maternity unit types, sizes and PPH kit types. Study results will inform future work to develop consensus on effective PPH kit designs.Ethics and disseminationApproval has been received from the UK Health Research Authority (project ID 274147). Study results will be reported through the research institute’s website, presented at conferences and published in peer-reviewed journals.

Download Full-text

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

F1000Research ◽

10.12688/f1000research.27293.1 ◽

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.

Download Full-text

Trends in training progression: response to the study by Silkens et al

BJPsych Open ◽

10.1192/bjo.2021.1034 ◽

2021 ◽

Vol 7 (6) ◽

Author(s):

Vivienne Curtis ◽

Kate Lovett

Keyword(s):

Mixed Methods ◽

Mixed Methods Study ◽

Recruitment And Retention ◽

Diversity And Inclusion ◽

Speciality Training ◽

Workforce Capacity ◽

Training Programmes

Recruitment and retention are of major concern to all in medicine. Improvement in recruitment to UK speciality training programmes does not directly translate into senior workforce capacity, which remains dependent on trainee progression. In 2021, Silkens et al undertook a mixed-methods study to investigate this and described a trainee-driven shift away from conventional training pathways and expectations. These findings suggest a need for a broad change in approach to careers, underpinned by commitment to reducing differential attainment, acknowledgment that trainees may have a range of unique needs, and development of a culture of equality, diversity and inclusion.

Download Full-text

The Intersection of Older Students and Disability: How Age-Friendly Universities Can Boost Visibility and Accessibility

Innovation in Aging ◽

10.1093/geroni/igab046.2011 ◽

2021 ◽

Vol 5 (Supplement_1) ◽

pp. 525-525

Author(s):

Cassandra Barragan ◽

Sarah Walsh

Keyword(s):

Older Students ◽

Test Analysis ◽

Older Learners ◽

Web Based ◽

Campus Environment ◽

Barriers To Education ◽

Diversity And Inclusion ◽

The Hours ◽

Barriers And Challenges ◽

The University

Abstract The needs of older learners differ from traditional students, and many services and resources available at higher education institutions are geared towards students aged 18-25 (Silverstein, Choi, & Bulot, 2001). Age Friendly University (AFU) principles highlight the need to consider older learners at a university. Older learners face various barriers to education including balancing schoolwork with responsibilities and accessibility of campus resources (Silverstein et al., 2001). This study examined how an AFU designated university is working to better understand their older students. Methods A web-based pilot survey of older learners (N=248) asked all students ages 40 and older a series of questions regarding motivation to attend school, barriers and supports, campus environment, and connection with AFU principles. Analysis: A t-test analysis explored differences in motivation, barriers and challenges, and connection to campus between students who identified as having a disability and those who did not. Findings: We found there were significant differences between the groups in how health impacted their education (p=.001), being able to physically access campus (p=.014), the availability of online classes (p=.047), and the hours of operation of student support services (p=.045). There were also differences between groups in how connected they felt to campus based on feeling welcomed by faculty (p = .033) and feeling satisfied with their level of engagement at the university (p = .002). Discussion Our results demonstrate the need to fully engage older learners with a disability as part of diversity and inclusion efforts to facilitate connection to the campus community.

Download Full-text