scholarly journals Motivating HIV Providers in Vietnam to Learn: A Mixed-Methods Analysis of a Mobile Health Continuing Medical Education Intervention (Preprint)

2018 ◽  
Author(s):  
Anna Larson Williams ◽  
Andrew Hawkins ◽  
Lora Sabin ◽  
Nafisa Halim ◽  
Bao Le Ngoc ◽  
...  
Keyword(s):  
Medical Education ◽  
Focus Group ◽  
Continuing Medical Education ◽  
Health Belief ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Self Study ◽  
Study Behaviors ◽  
Belief Model ◽  
The Health Belief Model

BACKGROUND The Mobile Continuing Medical Education Project (mCME V.2.0) was a randomized controlled trial designed to test the efficacy of a text messaging (short message service [SMS])–based distance learning program in Vietnam that included daily quiz questions, links to readings and online courses, and performance feedback. The trial resulted in significant increases in self-study behaviors and higher examination scores for intervention versus control participants. OBJECTIVE The objective of this mixed-methods study was to conduct qualitative and quantitative investigations to understand participants’ views of the intervention. We also developed an explanatory framework for future trial replication. METHODS At the endline examination, all intervention participants completed a survey on their perspectives of mCME and self-study behaviors. We convened focus group discussions to assess their experiences with the intervention and attitudes toward continuing medical education. RESULTS A total of 48 HIV specialists in the intervention group completed the endline survey, and 30 participated in the focus group discussions. Survey and focus group data suggested that most clinicians liked the daily quizzes, citing them as convenient mechanisms to convey information in a relevant manner. A total of 43 of the 48 (90%) participants reported that the daily quizzes provided motivation to study for continuing medical education purposes. Additionally, 83% (40/48) of intervention participants expressed that they were better prepared to care for patients with HIV in their communities, compared with 67% (32/48) at baseline. Participation in the online coursework component was low (only 32/48, 67% of intervention participants ever accessed the courses), but most of those who did participate thought the lectures were engaging (26/32, 81%) and relevant (29/32, 91%). Focus group discussions revealed that various factors influenced the clinicians’ decision to engage in higher learning, or “lateral learning,” including the participant’s availability to study, professional relevance of the topic area, and feedback. These variables serve as modifying factors that fit within an adapted version of the health belief model, which can explain behavior change in this context. CONCLUSIONS Qualitative and quantitative endline data suggested that mCME V.2.0 was highly acceptable. Participant behaviors during the trial fit within the health belief model and can explain the intervention’s impact on improving self-study behaviors. The mCME platform is an evidence-based approach with the potential for adoption at a national scale as a method for promoting continuing medical education. CLINICALTRIAL ClinicalTrials.gov NCT02381743; https://clinicaltrials.gov/ct2/show/NCT02381743

scholarly journals Exploring Faculty and Staff PA Barriers at a Large University

2013 ◽  
Vol 11 (2) ◽  
pp. 61-72 ◽  
Author(s):  
Bhibha M. Das ◽  
Anna I. Rinaldi-Miles ◽  
Ellen M. Evans
Keyword(s):  
Physical Activity ◽  
Focus Group ◽  
Physical Inactivity ◽  
Nominal Group Technique ◽  
Health Belief ◽  
Nominal Group ◽  
Physically Active ◽  
University Employees ◽  
Belief Model ◽  
The Health Belief Model

Introduction: Physical inactivity is a leading cause of morbidity and mortality. Worksites provide an ideal environment for physical activity (PA) interventions. The aim was to use the Nominal Group Technique (NGT) to examine university employees’ perceptions of worksite PA barriers and benefits. Methods: A focus group using the NGT and the Health Belief Model was conducted to assess employees’ perceived susceptibility of physical inactivity, perceptions of barriers and benefits to PA, and cues to action. Results: Findings showed university employees experienced similar barriers to PA as employees in other sectors, including lack of time and knowledge. Participants reported unique benefits to being physical active, notably being physically active allowed them to maintain demanding professional and personal lifestyles. Discussion: Results imply university employees experienced benefits to PA consistent with other worksite populations; the surprising benefits of PA for this population are strong motivators and would provide an excellent basis for interventions. Results also indicate although university employees face similar barriers to PA as other worksites, the unique barriers for this worksite should be the focus for worksite programs for this population. Similarly to the benefits, the unique barriers of this population should influence development of interventions to promote PA on campuses.

scholarly journals Health Knowledge, Attitudes, Practices, and Beliefs of Lebanese and Palestinian School Children in Lebanon

2016 ◽  
Vol 6 (1) ◽  
pp. 227 ◽  
Author(s):  
Hanin Fuddah ◽  
Samar Zeitoun
Keyword(s):  
Focus Group ◽  
School Children ◽  
Scientific Reasoning ◽  
Health Knowledge ◽  
Health Belief ◽  
School Curriculum ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Reciprocal Effect ◽  
Mortality And Morbidity

The indicators for health risk factors among school children in Lebanon associated with increased mortality and morbidity were higher than the global percentage based on WHO (2014) statistics. Knowing that the Ministry of Education in Lebanon has been trying to include health education in the national school curriculum since the last reform in 1997, this qualitative exploratory study analyzed the students’ arguments resulting from focus group discussions to identify their level of knowledge, attitudes and perceptions and to provide suggestions for improving the national textbooks and teaching practices. Data were collected through focus group discussions with grade 5 students in 2 schools: Lebanese public school and UNRWA Palestinian School. The content analysis technique was used to perform the analysis and interpretation of data. Data was coded based on criteria from the Rational Model as well as the Health Belief Model. The study found, among other things, that students in both schools acquired the knowledge present in the textbooks about the benefits of balanced nutrition but they gave inaccurate and incomplete justifications with no scientific reasoning. Regarding attitudes, they show negative attitudes toward prefer unhealthy food over healthy ones. Some of their practices were healthy but unhealthy snacks, skipping breakfast, drinking big amounts of soft drinks were prevalent. The arguments of the students in both schools also showed some social related practices as related to the opinions, behavior, advice, and support of the people surrounding students influence their feelings and behavior, and the students have a reciprocal effect on those people.

AIDS-Risk among Street Children and Youth: Implications for Intervention

1995 ◽  
Vol 25 (1) ◽  
pp. 31-38 ◽  
Author(s):  
Linda M. Richter ◽  
Jill Swart-Kruger
Keyword(s):  
South African ◽  
Street Children ◽  
Health Belief ◽  
Street Youth ◽  
Children And Youth ◽  
Group Discussions ◽  
Negative Attitudes ◽  
Aids Risk ◽  
Belief Model ◽  
The Health Belief Model

With the co-operation of staff and volunteers from non-governmental programmes in nine South African cities, focus group discussions were held with 141 street children and youth, 79 of whom were enrolled in shelter programmes while 62 were still living independently on the streets. The group discussions focused on knowledge about transmission and prevention, attitudes towards AIDS and people with AIDS, and sexual and other behaviours related to AIDS risk. Both quantitative and qualitative information on the topics covered was extracted from the transcriptions of the discussions. The results indicated that, on a superficial level, South African street youth possessed relatively good knowledge about transmission and prevention. However, a more critical analysis showed that knowledge is obscured by moral imputations. In addition, street youth disclosed extremely negative attitudes to condoms and to people with AIDS. Accounts of sexual behaviour confirmed that street children and youth engage in a number of high-risk behaviours. The results are discussed in terms of their implications for intervention and, in particular, the inadequacies of the Health Belief Model and related theories, as the sole theoretical foundation for the design of intervention programmes.

scholarly journals Development of an Instructional Design Evaluation Survey for Postgraduate Medical E-Learning: Content Validation Study (Preprint)

2019 ◽  
Author(s):  
Robert Adrianus de Leeuw ◽  
Michiel Westerman ◽  
Kieran Walsh ◽  
Fedde Scheele
Keyword(s):  
Medical Education ◽  
Instructional Design ◽  
Focus Group ◽  
Group Discussion ◽  
Added Value ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Learning Modules ◽  
E Learning ◽  
Evaluation Survey

BACKGROUND E-Learning has taken a firm place in postgraduate medical education. Whereas 10 years ago it was promising, it now has a definite niche and is clearly here to stay. However, evaluating the effect of postgraduate medical e-learning (PGMeL) and improving upon it can be complicated. While the learning aims of e-learning are evaluated, there are no instruments to evaluate the instructional design of PGMeL. Such an evaluation instrument may be developed by following the Association for Medical Education in Europe (AMEE) 7-step process. The first 5 steps of this process were previously performed by literature reviews, focus group discussion, and an international Delphi study. OBJECTIVE This study will continue with steps 6 and 7 and answer the research question: Is a content-validated PGMeL evaluation survey useful, understandable, and of added value for creators of e-learning? METHODS There are five phases in this study: creating a survey from 37 items (phase A); testing readability and question interpretation (phase B); adjusting, rewriting, and translating surveys (phase C); gathering completed surveys from three PGMeL modules (phase D); and holding focus group discussions with the e-learning authors (phase E). Phase E was carried out by presenting the results of the evaluations from phase D, followed by a group discussion. There are four groups of participants in this study. Groups A and B are experienced end users of PGMeL and participated in phase B. Group C are users who undertook e-learning and were asked to complete the survey in phase D. Group D are the authors of the e-learning modules described above. RESULTS From a list of 36 items, we developed a postgraduate Medical E-Learning Evaluation Survey (MEES). Seven residents participated in the phase B group discussion: 4 items were interpreted differently, 3 were not readable, and 2 items were double. The items from phase B were rewritten and, after adjustment, understood correctly. The MEES was translated into Dutch and again pilot-tested. All items were clear and were understood correctly. The MEES version used for the evaluation contained 3 positive domains (motivation, learning enhancers, and real-world translation) and 2 negative domains (barriers and learning discouragers), with 36 items in those domains, 5 Likert scale questions of 1 to 10, and 5 open questions asking participants to give their own comments in each domain. Three e-learning modules were evaluated from July to November 2018. There were a total of 158 responses from a Dutch module, a European OB/GYN (obstetrics and gynecology) module, and a surgical module offered worldwide. Finally, 3 focus group discussions took place with a total of 10 participants. Usefulness was much appreciated, understandability was good, and added value was high. Four items needed additional explanation by the authors, and a Creators’ Manual was written at their request. CONCLUSIONS The MEES is the first survey to evaluate the instructional design of PGMeL and was constructed following all 7 steps of the AMEE. This study completes the design of the survey and shows its usefulness and added value to the authors. It finishes with a final, publicly available survey that includes a Creators’ Manual. We briefly discuss the number of responses needed and conclude that more is better; in the end, however, one has to work with what is available. The next steps would be to see whether improvement can be measured by using the MEES and continue to work on the end understandability in different languages and cultural groups.

scholarly journals Development of an Instructional Design Evaluation Survey for Postgraduate Medical E-Learning: Content Validation Study

10.2196/13921 ◽  
2019 ◽  
Vol 21 (8) ◽  
pp. e13921 ◽  
Author(s):  
Robert Adrianus de Leeuw ◽  
Michiel Westerman ◽  
Kieran Walsh ◽  
Fedde Scheele
Keyword(s):  
Medical Education ◽  
Instructional Design ◽  
Focus Group ◽  
Group Discussion ◽  
Added Value ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Learning Modules ◽  
E Learning ◽  
Evaluation Survey

Background E-Learning has taken a firm place in postgraduate medical education. Whereas 10 years ago it was promising, it now has a definite niche and is clearly here to stay. However, evaluating the effect of postgraduate medical e-learning (PGMeL) and improving upon it can be complicated. While the learning aims of e-learning are evaluated, there are no instruments to evaluate the instructional design of PGMeL. Such an evaluation instrument may be developed by following the Association for Medical Education in Europe (AMEE) 7-step process. The first 5 steps of this process were previously performed by literature reviews, focus group discussion, and an international Delphi study. Objective This study will continue with steps 6 and 7 and answer the research question: Is a content-validated PGMeL evaluation survey useful, understandable, and of added value for creators of e-learning? Methods There are five phases in this study: creating a survey from 37 items (phase A); testing readability and question interpretation (phase B); adjusting, rewriting, and translating surveys (phase C); gathering completed surveys from three PGMeL modules (phase D); and holding focus group discussions with the e-learning authors (phase E). Phase E was carried out by presenting the results of the evaluations from phase D, followed by a group discussion. There are four groups of participants in this study. Groups A and B are experienced end users of PGMeL and participated in phase B. Group C are users who undertook e-learning and were asked to complete the survey in phase D. Group D are the authors of the e-learning modules described above. Results From a list of 36 items, we developed a postgraduate Medical E-Learning Evaluation Survey (MEES). Seven residents participated in the phase B group discussion: 4 items were interpreted differently, 3 were not readable, and 2 items were double. The items from phase B were rewritten and, after adjustment, understood correctly. The MEES was translated into Dutch and again pilot-tested. All items were clear and were understood correctly. The MEES version used for the evaluation contained 3 positive domains (motivation, learning enhancers, and real-world translation) and 2 negative domains (barriers and learning discouragers), with 36 items in those domains, 5 Likert scale questions of 1 to 10, and 5 open questions asking participants to give their own comments in each domain. Three e-learning modules were evaluated from July to November 2018. There were a total of 158 responses from a Dutch module, a European OB/GYN (obstetrics and gynecology) module, and a surgical module offered worldwide. Finally, 3 focus group discussions took place with a total of 10 participants. Usefulness was much appreciated, understandability was good, and added value was high. Four items needed additional explanation by the authors, and a Creators’ Manual was written at their request. Conclusions The MEES is the first survey to evaluate the instructional design of PGMeL and was constructed following all 7 steps of the AMEE. This study completes the design of the survey and shows its usefulness and added value to the authors. It finishes with a final, publicly available survey that includes a Creators’ Manual. We briefly discuss the number of responses needed and conclude that more is better; in the end, however, one has to work with what is available. The next steps would be to see whether improvement can be measured by using the MEES and continue to work on the end understandability in different languages and cultural groups.

Dari Idealisme ke Pragmatisme: Pergeseran Paradigma dalam Pengembangan Hukum Ekonomi Syariah di Indonesia

2020 ◽  
Vol 14 (2) ◽  
pp. 191-210
Author(s):  
Addiarrahman Addiarrahman ◽  
Illy Yanti
Keyword(s):  
Focus Group ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Business World ◽  
Key Informants ◽  
The Public ◽  
Financial Products ◽  
Legal Consideration ◽  
Economic Law ◽  
Islamic Economic

This study seeks to understand the pragmatism of the development of sharia economic law, and its implications for Islamic financial products in Indonesia. The data comes from the results of interviews and focus group discussions with key informants from academics, practitioners, authorities, and the public. This research finds that pragmatism in the development of Islamic economic law is an approach that still dominates the DSN-MUI fatwas. The pragmatism style used is complex-eclectic pragmatism which is represented through makhārij al-fiqhiyyah, which is to choose a mild opinion by sticking to the strongest method or also called "taysīr al-manhajī". The use of this method is intended to ensure that the fatwa is truly able to answer the needs of the business world, as well as being in line with sharia principles. DSN-MUI also does not use maslahah as a legal consideration in a free or liberal way. Rather, it returns maslahah in consideration of the method, so that it is permissible to use the bay’ al-'inān contract only in a forced state (ḍarurah).

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