Development of the Feedback Quality Instrument: a guide for health professional educators in fostering learner-centred discussions

Abstract Background Face-to-face feedback plays an important role in health professionals’ workplace learning. The literature describes guiding principles regarding effective feedback but it is not clear how to enact these. We aimed to create a Feedback Quality Instrument (FQI), underpinned by a social constructivist perspective, to assist educators in collaborating with learners to support learner-centred feedback interactions. In earlier research, we developed a set of observable educator behaviours designed to promote beneficial learner outcomes, supported by published research and expert consensus. This research focused on analysing and refining this provisional instrument, to create the FQI ready-to-use. Methods We collected videos of authentic face-to-face feedback discussions, involving educators (senior clinicians) and learners (clinicians or students), during routine clinical practice across a major metropolitan hospital network. Quantitative and qualitative analyses of the video data were used to refine the provisional instrument. Raters administered the provisional instrument to systematically analyse educators’ feedback practice seen in the videos. This enabled usability testing and resulted in ratings data for psychometric analysis involving multifaceted Rasch model analysis and exploratory factor analysis. Parallel qualitative research of the video transcripts focused on two under-researched areas, psychological safety and evaluative judgement, to provide practical insights for item refinement. The provisional instrument was revised, using an iterative process, incorporating findings from usability testing, psychometric testing and parallel qualitative research and foundational research. Results Thirty-six videos involved diverse health professionals across medicine, nursing and physiotherapy. Administering the provisional instrument generated 174 data sets. Following refinements, the FQI contained 25 items, clustered into five domains characterising core concepts underpinning quality feedback: set the scene, analyse performance, plan improvements, foster learner agency, and foster psychological safety. Conclusions The FQI describes practical, empirically-informed ways for educators to foster quality, learner-centred feedback discussions. The explicit descriptions offer guidance for educators and provide a foundation for the systematic analysis of the influence of specific educator behaviours on learner outcomes.

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Toward Theory and Technique for Online Focus Groups

Handbook of Research on Digital Information Technologies ◽

10.4018/978-1-59904-970-0.ch014 ◽

2011 ◽

pp. 193-213 ◽

Cited By ~ 4

Author(s):

Albino Claudio Bosio ◽

Guendaline Graffigna ◽

Edoardo Lozza

Keyword(s):

Qualitative Research ◽

Young Adults ◽

Focus Group ◽

Focus Groups ◽

Discussion Groups ◽

Systematic Analysis ◽

Face To Face ◽

Online Focus Groups ◽

Health Related ◽

Different Levels

Starting from a review of current dominant points of view about online focus groups, the authors outline the results of a research project in which they compared face-to-face discussion groups with different formats of online focus groups (forum; chat; forum plus chat) in order to identify their methodological specificities. The comparison was conducted with young adults on three health-related topics with different levels of social sensitivity. Systematic analysis of the conversational and thematic characteristics of all discussion transcripts revealed interesting characteristics of the four focus group techniques considered. The results corroborate the view that the research setting influences the findings production process in qualitative research, and might be the basis for a theory of online focus group techniques that can orient the researcher in choosing the online focus group technique best suited to his or her study aims and topics.

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Understanding the principles of ethics in health care: a systematic analysis of qualitative information

International Journal of Community Medicine and Public Health ◽

10.18203/2394-6040.ijcmph20180738 ◽

2018 ◽

Vol 5 (3) ◽

pp. 822

Author(s):

Vanishree M. Kemparaj ◽

Umashankar G. Kadalur

Keyword(s):

Health Care ◽

Decision Making ◽

Qualitative Research ◽

Health Professional ◽

Health Professionals ◽

Ethical Issues ◽

Ethical Principles ◽

Qualitative Information ◽

Systematic Analysis ◽

Ethical Knowledge

Despite incorporating ethical teaching in medical curricula there is paucity in knowledge of ethics among our practitioners. To improve the ethical knowledge it is important to understand the ethical issues or challenges encountered in the present scenario. The issues encountered by the health professionals helps to understand how the ethical principles are in day to today practice. Empirical researches have shown that qualitative research brings research closer to decision making. Hence data obtained from peer-reviewed qualitative articles were used for assessing ethical principles in every day practice by health professional. The studies have shown that autonomy, beneficence, justices are some of the principles health professionals consider before taking the decisions in health care.

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Māori Research(er) in Three Poems

The Ethnographic Edge ◽

10.15663/tee.v2i1.35 ◽

2018 ◽

Vol 2 (1) ◽

pp. 35

Author(s):

Jacquie Kidd

Keyword(s):

Palliative Care ◽

Health Literacy ◽

Cultural Identity ◽

Focus Groups ◽

Health Professionals ◽

Bell Hooks ◽

Face To Face ◽

The Third ◽

Ruth Behar ◽

Seeking Help

These three poems re-present the findings from a research project that took place in 2013 (Kidd et al. 2018, Kidd et al. 2014). The research explored what health literacy meant for Māori patients and whānau when they accessed palliative care. Through face-to-face interviews and focus groups we engaged with 81 people including patients, whānau, bereaved loved ones, support workers and health professionals. The poems are composite, written to bring some of our themes to life. The first poem is titled Aue. This is a Māori lament that aligns to English words such as ‘oh no’, or ‘arrgh’, or ‘awww’. Each stanza of the poem re-presents some of the stories we heard throughout the research. The second poem is called Tikanga. This is a Māori concept that encompasses customs, traditions and protocols. There are tikanga rituals and processes that guide all aspects of life, death, and relationships. This poem was inspired by an elderly man who explained that he would avoid seeking help from a hospice because ‘they leave tikanga at the door at those places’. His choice was to bear his pain bravely, with pride, within his cultural identity. The third poem is called ‘People Like Me’. This is an autoethnographical reflection of what I experienced as a researcher which draws on the work of scholars such as bell hooks (1984), Laurel Richardson (1997) and Ruth Behar (1996). These and many other authors encourage researchers to use frustration and anger to inform our writing; to use our tears to fuel our need to publish our research.

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Toward an Understanding of What Works in Professional Development for Online Instructors: The Case of PBS Teacherline

Online Learning ◽

10.24059/olj.v16i2.216 ◽

2012 ◽

Vol 16 (2) ◽

Cited By ~ 1

Author(s):

Barbara C. Storandt ◽

Lia C. Dossin ◽

Anna Piacentini Lacher

Keyword(s):

Professional Development ◽

Development Model ◽

Online Faculty ◽

Faculty Professional Development ◽

Online Instructors ◽

Face To Face ◽

Learner Outcomes ◽

Professional Development Model ◽

Course Experience ◽

Instructor Satisfaction

Research conducted in various settings suggests that preparation and support for online instructors should be considered separately from efforts to prepare face-to-face instructors. However, very few studies outline the ways in which preparation to teach online should differ, and only a handful link these practices to measurable outcomes that help define what is meant by effective. PBS TeacherLine’s professional development model presents an opportunity to examine a comprehensive, well-established effort that has undergone regular refinements over the past 11 years. Results from the yearlong study presented in this paper showed that PBS TeacherLine’s professional development model contributes positively to instructor satisfaction, retention, high quality online instruction, increased instructor reflection, and learner outcomes such as an overall positive course experience. These findings reveal promising best practices for online faculty professional development that are specific to the online environment.

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Why Zumba?

SPORT AND SOCIETY ◽

10.36836/2020/1/9 ◽

2020 ◽

pp. 1-6

Author(s):

Yeşer Eroglu

Keyword(s):

Qualitative Research ◽

Data Analysis ◽

Sampling Method ◽

Leisure Activity ◽

Sports Management ◽

Future Planning ◽

Face To Face ◽

Coaching Education ◽

Convenience Sampling ◽

Consistency Rate

This study was conducted to determine the reasons behind the students’ preferring an activity that would teach them how to perform and teach Zumba effectively and safely as a leisure activity and to what extent the activity met their expectations. The Subjects:This qualitative research consisted of 22 face to face interviews with students of the Rumeli University Faculty of Sport Sciences, Coaching Education, Sports Management and Recreation departments. Materials and Method:The participants were selected with the convenience sampling method and consisted of 16 women and 6 men between the ages of 18-22 years. The Zumba event included 8 one hour Zumba classes given by a specialist in this area. The data was coded separately by two researchers and the consistency rate was found to be 75 percent. Descriptive and content analysis was used and transferred to NVIVO 10 software for data analysis. The themes of reasons for participating in and expectations of students from the Zumba classes that resulted from the interviews conducted prior to and following the event were collected and evaluated. Conclusions: As a result of the data analysis prior to the event, the desire to become a specialist, adding another dimension to their specialty, being ready to branch out, importance future planning, increased financial expectation and popularity of Zumbaemerged as the leading themes in choosing Zumba. The participant’s thoughts after the event were that their initial expectations were met and extra themes of health protection and entertainment were added as gains from the event.

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School Environment as a Determinant of Organizational Learning Support

Lifelong Learning ◽

10.11118/lifele2019090120 ◽

2019 ◽

Vol 9 (1) ◽

pp. 20-44

Author(s):

Valentína Šuťáková ◽

Janka Ferencová ◽

Martina Kosturková

Keyword(s):

Qualitative Research ◽

Organizational Change ◽

Organizational Learning ◽

School Environment ◽

Psychological Safety ◽

School Management ◽

Learning Support ◽

Open Communication ◽

New Ideas ◽

Learning Research

Organizational learning as a strategic tool for organizational change and stabilization of success has been discussed in a school environment since the 1990s. Its importance is increasing in the context of dynamic development of the society and the need to flexibly adapt to constant changes. Organizational learning research focuses on analyzing factors that are important to organizational learning and adaptability. The study aim was to examine a school environment as a determinant of organizational learning support. We chose a design of qualitative research, in which a group interview with 32 teachers from four schools was carried out. Based on the interviews we specified five categories of organizational learning support – psychological safety, open communication, cooperation, openness to new ideas, engagement and participation. Through an analysis of participants‘ responses, we identified the most significant barriers to organizational learning in the environment of selected schools. Their recognition has made it possible to formulate recommendations related to school management and to the promotion of organizational learning at schools.

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Online, Asynchronous Data Collection in Qualitative Research

The Oxford Handbook of Methods for Public Scholarship ◽

10.1093/oxfordhb/9780190274481.013.28 ◽

2019 ◽

pp. 442-467

Author(s):

Tracy Spencer ◽

Linnea Rademaker ◽

Peter Williams ◽

Cynthia Loubier

Keyword(s):

Qualitative Research ◽

Data Collection ◽

Face To Face ◽

Research Outcomes ◽

Data Collection Strategy ◽

Time Distance ◽

Privacy Issues

The authors discuss the use of online, asynchronous data collection in qualitative research. Online interviews can be a valuable way to increase access to marginalized participants, including those with time, distance, or privacy issues that prevent them from participating in face-to-face interviews. The resulting greater participant pool can increase the rigor and validity of research outcomes. The authors also address issues with conducting in-depth asynchronous interviews such as are needed in phenomenology. Advice from the field is provided for rigorous implementation of this data collection strategy. The authors include extensive excerpts from two studies using online, asynchronous data collection.

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Resilient Research in the Field: Insights and Lessons From Adapting Qualitative Research Projects During the COVID-19 Pandemic

International Journal of Qualitative Methods ◽

10.1177/16094069211016106 ◽

2021 ◽

Vol 20 ◽

pp. 160940692110161

Author(s):

Syahirah Abdul Rahman ◽

Lauren Tuckerman ◽

Tim Vorley ◽

Cristian Gherhes

Keyword(s):

Qualitative Research ◽

Social Interaction ◽

Research Methods ◽

Research Process ◽

Qualitative Research Methods ◽

Research Projects ◽

Social Distancing ◽

Face To Face ◽

Building Resilience ◽

Digital Methods

The onset of the COVID-19 pandemic has seen the implementation of unprecedented social distancing measures, restricting social interaction and with it the possibility for conducting face-to-face qualitative research. This paper provides lessons from a series of qualitative research projects that were adapted during the COVID-19 pandemic to ensure their continuation and completion. By reflecting on our experiences and discussing the opportunities and challenges presented by crises to the use of a number of qualitative research methods, we provide a series of insights and lessons for proactively building resilience into the qualitative research process. We show that reflexivity, responsiveness, adaptability, and flexibility ensured continuity in the research projects and highlighted distinct advantages to using digital methods, providing lessons beyond the COVID-19 context. The paper concludes with reflections on research resilience and adaptation during crises.

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Effects of self-management education programmes on self-efficacy for osteoarthritis of the knee: a systematic review of randomised controlled trials

BMC Musculoskeletal Disorders ◽

10.1186/s12891-021-04399-y ◽

2021 ◽

Vol 22 (1) ◽

Author(s):

Daisuke Uritani ◽

Hitoshi Koda ◽

Sho Sugita

Keyword(s):

Health Professionals ◽

Self Efficacy ◽

Randomised Controlled Trials ◽

Management Education ◽

Self Management ◽

Controlled Trials ◽

Face To Face ◽

Knee Oa ◽

Wide Range ◽

Randomised Controlled

Abstract Background Enhancing self-efficacy to manage symptoms and functions is an important aspect of self-management for patients with knee osteoarthritis (OA). Many reports have investigated the effects of self-management education programmes for arthritis patients. However, a study that exclusively focuses on patients with OA in the same joints is required to clarify the effects of self-management programmes because individuals with knee OA experience physical and psychological difficulties different from those experienced by individuals with other arthritis diseases. Furthermore, previous studies have reported a wide range of delivery styles of self-management education programmes. This systematic review aimed to evaluate the effects of group-based and face-to-face self-management education programmes conducted by health professionals targeting self-efficacy for knee OA exclusively. Methods The MEDLINE, CENTRAL, EMBASE, CINAHL, Web of Science, and PEDro databases were searched to identify quantitative measures used in randomised controlled trials (RCTs) to assess the effects of self-management education programmes targeting self-efficacy in patients with knee OA. We included studies in which medical professional-delivered self-management education programmes were conducted in a group-based and face-to-face manner in community or outpatient settings. Results Seven RCTs from five countries were included in this review. Our retrieved studies included various types of self-management education programmes such as cognitive behavioural counselling, pain management education, physical education, weight management education, and arthritis self-efficacy management education, and control arms. They assessed various aspects of self-efficacy, including pain, physical function, arthritis symptoms excluding pain, weight management, mobility, and self-regulation. The total score of the Arthritis Self-Efficacy Scale was also measured. Some studies have reported beneficial effects of group-based and face-to-face self-management education programmes on self-efficacy for management of pain and other symptoms and for self-regulatory, knee OA. However, the results of the included studies were varied and inconsistent. Conclusions The current review only included seven studies, and there was a wide range of clinical heterogeneity among these studies. Thus, the effects of group-based and face-to-face self-management education programmes conducted by health professionals on self-efficacy for knee OA exclusively are inconclusive to date. Therefore, high-quality studies are required to provide significant information on clinicians, patients, and healthcare professionals in the future.

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