Perceptions of Malaysian medical students from different academic years on primary care: a qualitative research

ObjectiveTo explore the perception of medical students from a private medical college in Perak, Malaysia, on primary care practice and induce the factors influencing their perception and willingness to consider primary care as a career pathway.DesignQualitative study using focus group discussions. Participants’ responses were audio recorded, transcribed, grouped under various domains and listed out and analysed.SettingA private medical college in Perak state, Malaysia.ParticipantsForty-six medical students from years 2 to 5 were included. Eight focus groups were formed with two focus groups from each academic year (six students each in seven groups and four students in one group). Students were informed through their respective student leader of each year and received a participant information sheet and an informed consent form which were completed and returned if they decided to participate in the focus group discussions.ResultsThe participants had different levels of understanding of primary care depending on their level of exposure to primary care. Senior students with more exposure had a better understanding about primary care and its services. Attractive factors towards choosing primary care as a career included short working hours with a more balanced family and social life, being able to treat patients as a whole with continuity of care and closer relationship with patients. Unattractive factors included routine, unchallenging and boring practice, poor salary, work overload and administrative work in government clinics, being less recognised by other specialties; and the poor perception by other doctors that those pursuing primary care were not ‘brilliant enough’ for more ‘sophisticated disciplines like surgery or paediatrics’.ConclusionThis study showed that the medical students’ level of exposure to primary care played a crucial role in determining their understanding of primary care practice and their choice of career in primary care. Issues to be addressed include remuneration, workload and the prejudice against primary care as a career pathway. Suggestions included introducing early exposure to fun and challenging primary care postings in the medical curriculum and producing well trained, skilled and enthusiastic role models.

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How do medical students utilize mobile handheld devices in learning?

10.7287/peerj.preprints.1118v1 ◽

2015 ◽

Author(s):

Ayad M Al-Moslih ◽

Erik Driessen

Keyword(s):

Medical Students ◽

Focus Group ◽

United Arab Emirates ◽

Handheld Devices ◽

Focus Group Discussions ◽

Group Discussions ◽

Handheld Device ◽

Medical College ◽

Survey Results ◽

Initial Survey

Introduction. The phenomenon of increased and ubiquitous use of mobile handheld devices by medical students triggered the interest to explore how these students utilize their devices while learning. Methods. This study was conducted at the Medical College of University of Sharjah in the United Arab Emirates during the period February to April 2012. A total of 463 students participated in the study. A mixed methodology was employed where an initial survey provided the necessary preliminary data and purposively sample the subjects, followed by two focus group discussions to explore this phenomenon in depth. Results. The survey results demonstrated that vast majority (95.9%) of students possess at least one type of mobile handheld device. Most of these students (90.1%) used their handheld device while learning. Students used these devices in different contexts, varying between Lectures, Problem-Based Learning (PBL) sessions, Hospitals and other contexts were identified (32.4%, 30.1%, 20% and 13% respectively). Majority of students (83.2%) use their handhelds when learning individually on their own time, whereas about half of them (48.3%) use it in learning with friends i.e. collaboratively. Focus group discussions revealed several aspects of how students utilized their mobile handheld devices while learning. Five themes were identified, which demonstrated the resources and accessed content, contexts of use, activities that involved learning, with whom students learned, and what made them learn or not learn while using these devices. Conclusion. Mobile handheld devices facilitated students learning “on-the-move” on and off-campus in different ways. Students utilized their devices mostly to complement and augment their learning in different contexts. Students believed that a huge gap exists between themselves and their teachers in terms of mobile learning.

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How do medical students utilize mobile handheld devices in learning?

10.7287/peerj.preprints.1118 ◽

2015 ◽

Author(s):

Ayad M Al-Moslih ◽

Erik Driessen

Keyword(s):

Medical Students ◽

Focus Group ◽

United Arab Emirates ◽

Handheld Devices ◽

Focus Group Discussions ◽

Group Discussions ◽

Handheld Device ◽

Medical College ◽

Survey Results ◽

Initial Survey

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Participatory development of the food literacy intervention “GUSTO” for older adults in Germany

European Journal of Public Health ◽

10.1093/eurpub/ckaa165.442 ◽

2020 ◽

Vol 30 (Supplement_5) ◽

Author(s):

F Zastrow ◽

K Neher ◽

H Hassel

Keyword(s):

Older Adults ◽

Focus Group ◽

Focus Groups ◽

Everyday Life ◽

Healthy Aging ◽

Participatory Approach ◽

Target Group ◽

Focus Group Discussions ◽

Group Discussions ◽

Food Literacy

Abstract Background Healthy aging is one of the major challenges currently faced by an aging population. Food literacy (FL) refers to the ability to apply knowledge and practical skills regarding healthy and sustainable nutrition into everyday life. The project “GUSTO” is sponsored by the Bavarian State Ministry of Health and Care and aims to contribute to enjoyable aging by developing the nutritional skills of people aged 65 and over. This community-based program comprises independent working groups of older adults guided by peer moderators. The FL intervention is developed in cooperation with the target group. Methods The nutritional situation of older adults was first established through a literature research. The results of this research were compared to the “self-perceived food literacy scale” by Poelman et al. (2018) and the “nutritional framework for literacy courses” by Johannsen et al. (2019). The resulting data provided a basis for focus group discussions carried out in six municipalities, supported by local practice partners. In six guided focus group discussions, a number of recurring themes were identified and summarized. Results The focus groups consisted of a total of 44 people between 62 and 88 years of age (average age: 73.1 ± 6.1 years). 22.7 % were men. The group discussions revealed resources used and barriers encountered in terms of FL and interests of older adults. It was evident that, due to the high density of information available, the participants found it difficult to identify reliable information and to implement it in their everyday life. At the request of the focus groups, topics such as the best before date and the use of food waste were added to the intervention. Conclusions Older adults find it challenging to identify reliable nutritional information and implement it in their everyday life. With the help of the participatory approach outlined in this study, target group-related issues can be identified and taken into account in the intervention. Key messages Older adults can be involved in the development of an FL intervention. A participatory approach allows target group-related issues and specific needs to be taken into account in the intervention.

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’I learned a lot about my classmates …’. Exploring focus group discussions as learning environment to raise controversial issues in geography and economic education

European Journal of Geography ◽

10.48088/ejg.c.hin.12.4.016.030 ◽

2021 ◽

Vol 12 (4) ◽

pp. 16-30

Author(s):

Christiane Hintermann ◽

◽

Heidrun Edlinger ◽

Matthias Fasching ◽

Thomas Jekel ◽

...

Keyword(s):

Focus Group ◽

Learning Environment ◽

Focus Groups ◽

Learning Environments ◽

Real World ◽

Economic Education ◽

Controversial Issues ◽

Active Citizenship ◽

Focus Group Discussions ◽

Group Discussions

Teachers of geography and economics address numerous topics in the classroom which are controversially discussed in society and/or affect pupils directly. How they deal with issues such as migration or identity depends not only on the respective curriculum but also on their disciplinary knowledge and pedagogic skills. This paper argues for the need to adapt learning environments depending on educational objectives, content, age and discusses focus groups as one possible way to work with students in secondary education on sensitive matters. Focus groups are seen as a tool to enable real-world complexity in the classroom, and to prepare students for participatory, active citizenship. The paper first discusses current theoretical thought regarding controversy in both society and the classroom. It then goes on to illustrate real-world classroom experiences of focus-group based learning on controversial issues and to discuss its benefits and challenges.

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Implementation of ultrasound after central venous catheter insertion: A qualitative study in early adopters

The Journal of Vascular Access ◽

10.1177/11297298211053447 ◽

2021 ◽

pp. 112972982110534

Author(s):

Enyo A Ablordeppey ◽

Shannon M Keating ◽

Katherine M Brown ◽

Daniel L Theodoro ◽

Richard T Griffey ◽

...

Keyword(s):

Focus Group ◽

Central Venous Catheter ◽

Qualitative Analysis ◽

Focus Groups ◽

Venous Catheter ◽

Barriers And Facilitators ◽

Central Venous ◽

Focus Group Discussions ◽

Group Discussions ◽

Post Procedure

Background: The adoption rate of point of care ultrasound (POCUS) for the confirmation of central venous catheter (CVC) positioning and exclusion of post procedure pneumothorax is low despite advantages in workflow compared to traditional chest X-ray (CXR). To explore why, we convened focus groups to address barriers and facilitators of implementation for POCUS guided CVC confirmation and de-implementation of post-procedure CXR. Methods: We conducted focus groups with emergency medicine and critical care providers to discuss current practices in POCUS for CVC confirmation. The semi-structured focus group interview guide was informed by the Consolidated Framework for Implementation Research (CFIR). We performed qualitative content analysis of the resulting transcripts using a consensual qualitative research approach (NVivo software), aiming to identify priority categories that describe the barriers and facilitators of POCUS guided CVC confirmation. Results: The coding dictionary of barriers and facilitators consisted of 21 codes from the focus group discussions. Our qualitative analysis revealed that 12 codes emerged spontaneously (inductively) within the focus group discussions and aligned directly to CFIR constructs. Common barriers included provider influences (e.g. knowledge and beliefs about POCUS for CVC confirmation), external network (e.g. societal guidelines, ancillary staff, and consultants), and inertia (habit or reflexive processes). Common facilitators included ultrasound protocol advantage and champions. Time and provider outcomes (cognitive offload, ownership, and independence) emerged as early barriers but late facilitators. Conclusion: Our qualitative analysis demonstrates real and perceived barriers against implementation of POCUS for CVC position confirmation and pneumothorax exclusion. Our findings discovered organizational and personal constructs that will inform development of multifaceted strategies toward implementation of POCUS after CVC insertion.

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The effective coping strategies against burnout: perceptions of Pakistani medical students.

Journal of the Pakistan Medical Association ◽

10.47391/jpma.1292 ◽

2021 ◽

pp. 1-16

Author(s):

Maryam Abbasi ◽

Mohammad Al Eraky ◽

Rahila Yasmeen ◽

Rabia Ashfaq ◽

Admin

Keyword(s):

Medical Students ◽

Focus Group ◽

Coping Strategies ◽

Maslach Burnout Inventory ◽

Stressful Events ◽

Main Role ◽

Focus Group Discussions ◽

Group Discussions ◽

Professional Efficacy ◽

Burn Out

Abstract Objective: To explore the effective coping strategies used by medical students against burnout. Method: The study was a mixed method study design. The Maslach burnout inventory (MBI) was used to identify burnout after which focus group discussions were carried out. Results: In our study, 56% of the students had high levels of Emotional Exhaustion, 23% had moderate and 21 % has low levels of EE, on the Cynicism scale 63% scored high,32% scored moderate while 5% scored low on cynicism scale. For professional efficacy 28% students scored low,50% scored moderate and 22% scored high on professional efficacy scale. Students with high scores on EE and Cynicism and low scores on Professional Efficacy were considered as burnt out. To determine coping strategies, focus group discussions and interviews with students with high burnout and low burnout were carried out. Seeking emotional support for coping was very common in the high burn out group. This involved getting moral support, sympathy and understanding. Parents played the main role in providing support to these students. Turning to religion, acceptance and venting were also seen as commonly used coping strategies. In the low burn out group, friends were the main source of support. Turning to religion was also found in this group. Doing extracurricular activities, positive reinterpretation and mental disengagement were also used to cope with stressful events. Conclusion: The results of this study can be used to promote positive coping strategies in students who are suffering from or at risk of developing burnout. Continuous...

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Care Across Campus: Athletic Training, Nursing, and Occupational Therapy Student Experiences in an Interprofessional Simulation

Athletic Training Education Journal ◽

10.4085/1304332 ◽

2018 ◽

Vol 13 (4) ◽

pp. 332-339 ◽

Cited By ~ 1

Author(s):

Briyana L. M. Morrell ◽

Alison M. Nichols ◽

Craig A. Voll ◽

Kathleen E. Hetzler ◽

Jane Toon ◽

...

Keyword(s):

Health Care ◽

Focus Group ◽

Occupational Therapy ◽

Focus Groups ◽

Athletic Training ◽

Interprofessional Education ◽

Focus Group Discussions ◽

Group Discussions ◽

Occupational Therapy Students ◽

Positive Attitudes

Context: This study explored health care students' experiences after participation in an interprofessional simulation. Interprofessional education incorporates students from several health care professions in a controlled, collaborative learning environment. Athletic training students are not well represented in interprofessional education literature. Objective: This study sought to explore the attitudes of athletic training, nursing, and occupational therapy students toward other professions after their participation in an interprofessional simulation. Design: This article describes the results of the qualitative portion of a mixed-methods study. Focus group discussions related to elements of the Interprofessional Attitude Scale to explore participants' attitudes toward other professions. Researchers analyzed transcribed focus group discussions for themes. Setting: This study occurred in a private midsized Midwestern university. Patients or Other Participants: Seventy-nine students, representing athletic training, nursing, and occupational therapy, participated in the simulation; a sample of 13 of these participated in the focus groups. Intervention(s): Students in all professions cared for or observed the care of a standardized patient from the time of a spinal cord injury on the football field through an ambulance ride and subsequent emergency and inpatient care. Students collaborated and communicated with one another. Faculty conducted debriefing after the simulation and before the focus groups. Main Outcome Measure(s): Focus groups included relevant questions from the Interprofessional Attitudes Scale, and themes were identified from participants' responses. Results: Researchers identified 4 themes from the focus group discussions: collaboration, respect, knowledge of other professions, and communication. These themes also mirror elements of the Interprofessional Education Collaborative's core competencies of interprofessional collaborative practice. Conclusions: After the simulation, students expressed positive attitudes toward other professions. This study suggests that athletic training, nursing, and occupational therapy students have positive attitudes toward each other's professions after an interprofessional simulation activity.

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