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

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

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.

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.

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

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 PRAgmatic Clinical Trial Design of Integrative MediCinE (PRACTICE): A Focus Group Series and Systematic Review on Trials of Diabetes and Kidney Disease

2021 ◽  
Vol 8 ◽  
Author(s):  
Kam Wa Chan ◽  
Pak Wing Lee ◽  
Crystal Pui-sha Leung ◽  
Yee Kwan Law ◽  
Lucy Gao ◽  
...  
Keyword(s):  
Systematic Review ◽  
Kidney Disease ◽  
Focus Group ◽  
Adverse Events ◽  
Integrative Medicine ◽  
Real World ◽  
Trial Design ◽  
Pragmatic Trial ◽  
Risk Of Bias ◽  
Concomitant Drug

Background: Pragmatic trials inform clinical decision with better generalizability and can bridge different streams of medicine. This study collated the expectations regarding pragmatic trial design of integrative medicine (IM) for diabetes and kidney diseases among patients and physicians. Dissonance between users' perspective and existing pragmatic trial design was identified. The association between risk of bias and pragmatism of study design was assessed.Method: A 10-group semi-structured focus group interview series [21 patients, 14 conventional medicine (ConM) and 15 Chinese medicine (CM) physicians] were purposively sampled from private and public clinics in Hong Kong. Perspectives were qualitatively analyzed by constant comparative method. A systematic search of four databases was performed to identify existing IM pragmatic clinical trials in diabetes or kidney disease. Primary outcomes were the pragmatism, risk of bias, and rationale of the study design. Risk of bias and pragmatism were assessed based on Cochrane risk-of-bias tool and PRECIS-2, respectively. The correlation between risk of bias and pragmatism was assessed by regression models with sensitivity analyses.Results: The subtheme on the motivation to seek IM service was analyzed, covering the perceived limitation of ConM effect, perceived benefits of IM service, and assessment of IM effectiveness. Patients expected IM service to retard disease progression, stabilize concomitant drug dosage, and reduce potential side effects associated with ConM. In the systematic review, 25 studies from six countries were included covering CM, Korean medicine, Ayurvedic medicine, and western herbal medicine. Existing study designs did not include a detailed assessment of concomitant drug change and adverse events. Majority of studies either recruited a non-representative proportion of patients as traditional, complementary, and integrative medicine (TCIM) diagnosis was used as inclusion criteria, or not reflecting the real-world practice of TCIM by completely dropping TCIM diagnosis in the trial design. Consultation follow-up frequency is the least pragmatic domain. Increase in pragmatism did not associate with a higher risk of bias.Conclusion: Existing IM pragmatic trial design does not match the patients' expectation in the analysis of incident concomitant drug change and adverse events. A two-layer design incorporating TCIM diagnosis as a stratification factor maximizes the generalizability of evidence and real-world translation of both ConM and TCIM.

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.

Start-Up Sprint: Providing a Small Group Learning Experience in a Large Group Setting

2020 ◽  
pp. 105256292094892
Author(s):  
Rachel Hilliard
Keyword(s):  
Small Group ◽  
Large Class ◽  
Real World ◽  
Resource Constraints ◽  
Learning Experience ◽  
Small Group Teaching ◽  
Group Setting ◽  
Large Classes ◽  
Start Up ◽  
Faculty Time

Entrepreneurial education should reflect the real-world entrepreneurial process by providing for experiential learning. The challenge is reconciling this with the resource constraints that lead to large class settings, even in specialized postgraduate programs. This article offers practical suggestions for creating a highly interactive event as part of a largely lecture-based module. Students participate in a full-day Start-Up Sprint that uses real-world entrepreneurship tools and mimics the intense experience of a start-up event. This experiential exercise is designed to provide students in a large class with the experience and benefits of small group teaching, through a hands-on problem-based learning exercise that is supported by mentoring and live feedback. It provides entrepreneurship teachers of large classes with a way to mitigate the constraints of large classes, faculty time, and physical infrastructure and offer students a meaningful learning experience.

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