scholarly journals Complementing or conflicting? How pharmacists and physicians position the community pharmacist

2020 ◽  
Vol 18 (3) ◽  
pp. 2078
Author(s):  
Hilde Rakvaag ◽  
Gunn E. Søreide ◽  
Eivind Meland ◽  
Reidun L. Kjome
Keyword(s):  
Focus Group ◽  
General Practitioners ◽  
Interprofessional Collaboration ◽  
Community Pharmacists ◽  
Active Role ◽  
Structured Interview ◽  
Study Data ◽  
Positioning Theory ◽  
Focus Group Interviews ◽  
Group Interviews

Background: Interprofessional collaboration between pharmacists and physicians in primary care has been linked to improved patient outcomes. How professionals position themselves and each other can shed light upon their relationship, and positioning theory can be used as a tool to better understand intergroup relations. Objectives: 1) To identify how community pharmacists position themselves, and how they are positioned by general practitioners. 2) To assess how well these positions correspond, how the positions align with a proactive position for the pharmacists, and discuss how the positions could potentially impact collaboration. Methods: In this qualitative study, data were collected through six focus group interviews held between June and October 2019, three with pharmacists and three with physicians. The focus group interviews were conducted using a semi-structured interview guide. Data were audio recorded, transcribed verbatim, and analyzed using the Systematic text condensation method. Positioning theory was used as a theoretical framework to identify the positions assigned to community pharmacists by the pharmacists themselves and by the physicians. Results: Twelve pharmacists and ten physicians participated. The pharmacists positioned themselves as the “last line of defense”, “bridge-builders”, “outsiders” – with responsibility, but with a lack of information and authority – and “practical problem solvers”. The physicians positioned pharmacists as “a useful checkpoint”, “non-clinicians” and “unknown”. Conclusions: The study revealed both commonalities and disagreements in how community pharmacists position themselves and are positioned by general practitioners. Few of the positions assigned to pharmacists by the physicians support an active role for the pharmacists, while the pharmacists´ positioning of themselves is more diverse. The physicians´ positioning of pharmacists as an unknown group represents a major challenge for collaboration. Increasing the two professions´ knowledge of each other may help produce new positions that are more coordinated, and thus more supportive towards collaboration.

scholarly journals Flipped Classroom in an Orthopaedic Assessment Course: Students' Perspective

2018 ◽  
Vol 13 (4) ◽  
pp. 324-331 ◽  
Author(s):  
Dana K. Bates
Keyword(s):  
Focus Group ◽  
Athletic Training ◽  
Undergraduate Students ◽  
Flipped Classroom ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
Physical Exam ◽  
Pedagogical Practice ◽  
Focus Group Interviews ◽  
Group Interviews

Context:The flipped classroom, moving lecture outside class time and homework to the classroom, has been researched widely across many disciplines. Athletic training education has little research investigating this pedagogical approach.Objective:To explore students' perceptions of a flipped orthopaedic assessment course.Design:Qualitative study using a phenomenological approach.Setting:Focus group interviews with undergraduate students enrolled in an orthopaedic assessment course.Patients or Other Participants:Students (N = 15) enrolled in either the Physical Exam of the Lower Extremities in Athletic Training or the Physical Exam of the Upper Extremities in Athletic Training course participated in a focus-group interview in January or April 2016.Main Outcome Measure(s):Focus group interviews were conducted with a structured interview protocol. Interview data were analyzed inductively to uncover dominant themes by first organizing the data, then summarizing it into codes, and finally interpreting. Credibility was secured through member checking, triangulation, and investigator triangulation.Results:Themes indicated that participants in a flipped classroom found that this pedagogical practice was helpful, allowed for repetition, initially created more work, and was self-paced.Conclusions:Evidence demonstrated that the flipped classroom for this orthopaedic assessment course was favorably received by the participants.

scholarly journals What do general practitioners think about an online self-regulation programme for health promotion? Focus group interviews

2015 ◽  
Vol 16 (1) ◽  
Author(s):  
Jolien Plaete ◽  
Geert Crombez ◽  
Ann DeSmet ◽  
Myriam Deveugele ◽  
Maïté Verloigne ◽  
...  
Keyword(s):  
Health Promotion ◽  
Focus Group ◽  
General Practitioners ◽  
Self Regulation ◽  
Focus Group Interviews ◽  
Promotion Focus ◽  
Group Interviews

scholarly journals Faculty and Preceptor Perceptions of Their Respective Roles in Athletic Training Student Development

2021 ◽  
Vol 16 (3) ◽  
pp. 208-218
Author(s):  
Julie M. Cavallario ◽  
Gary W. Cohen ◽  
Heather B. M. Wathen ◽  
Emily Lynn Nelson ◽  
Cailee E. Welch Bacon
Keyword(s):  
Focus Group ◽  
Athletic Training ◽  
Student Development ◽  
Effective Communication ◽  
Study Data ◽  
Role Development ◽  
Focus Group Interviews ◽  
Athletic Training Student ◽  
Group Interviews ◽  
Past Experiences

Context Health care professions use a unique learning pattern in which education occurs both didactically and clinically. Previous research has focused on preceptor selection and training, but there has been limited emphasis on the perceived roles of didactic and clinical educators. Identifying potential discrepancies in perceived roles in student development may help improve athletic training student education through a shared understanding of role delineation. Objective To understand the perceived roles of faculty and preceptors in athletic training student development. Design Consensual qualitative research. Setting Videoconference focus group interviews. Patients or Other Participants Eight faculty, 7 preceptors, and 7 dual-role faculty/preceptors representing professional athletic training programs participated in this study. Data saturation guided the number of focus groups conducted. Data Collection and Analysis Semistructured focus group interviews were conducted and transcribed verbatim. Four researchers used a consensus process to analyze data, identify emergent themes, and create a codebook independently. We created a consensual codebook using identified themes and subgroups. Trustworthiness was established with the use of multiple researchers and an external auditor. Results Three themes emerged from the data: (1) contributors to role achievement, (2) challenges to role achievement, and (3) perceived improvements. Factors contributing to role achievement included positive relationships, effective communication, role development, student development, and socialization. Challenges to role achievement included preparation for the role, student commitment, role strain, ineffective communication, authenticity of learning, and preceptor willingness. Suggestions for perceived improvements included concept integration and application, programmatic leadership, and culture. Conclusions Some participants identified ineffective communication as a challenge to role development. Others noted effective communication as a contributor to role development. Limited formal training exists for faculty and preceptors relative to their respective roles in student development, and many draw from their own past experiences to better fulfill those roles.

scholarly journals Perceptions from Athletic Training Students Involved in an Intentional Peer-Assisted Learning Pedagogy

2016 ◽  
Vol 11 (4) ◽  
pp. 181-188 ◽  
Author(s):  
Dana K. Bates
Keyword(s):  
Focus Group ◽  
Athletic Training ◽  
Educational Experiences ◽  
Structured Interview ◽  
Athletic Training Students ◽  
Peer Tutors ◽  
Focus Group Interviews ◽  
Peer Assisted Learning ◽  
Peer Tutor ◽  
Group Interviews

Context: Peer-assisted learning (PAL) has been shown to benefit students across educational levels. Current research has investigated perceptions of PAL, postgraduate impact, as well as prevalence. This study investigated athletic training students' perceptions of an intentional PAL pedagogy on both the peer-student and peer-tutor. In this study, the peer-tutors had training prior to implementation. Objective: To explore athletic training students' perceptions of an intentional PAL pedagogy. Design: Qualitative study using a phenomenological approach. Setting: Focus group interviews with professional undergraduate athletic training students. Patients or Other Participants: Eleven athletic training students from 1 accredited athletic training program volunteered for this study. Five students (4 females, 1 male) serving as peer-tutors and 6 (5 females, 1 male) peer-students participated in focus group interviews in spring term 2015. The peer-tutors completed training prior to tutoring the peer-students. Main Outcome Measure(s): Focus group interviews were conducted with a structured interview protocol. The peer-student and peer-tutor groups were asked separate questions. Interview data were analyzed inductively to uncover dominant themes, first by organizing the data, then summarizing into codes, and finally interpreting. Credibility was secured through member checking, triangulation, and investigator triangulation. Results: Themes indicated that both peer-students and peer-tutors perceived that, through PAL, they collaborated, built relationships, gained confidence, were exposed to varied techniques, and the PAL pedagogy served as a way to review and practice, which changed their clinical educational experiences. Peer-tutors developed skills in leadership and teaching through their PAL experience. Conclusions: Evidence demonstrated that PAL created a learning environment in the student's clinical educational experiences that involved collaboration, relationships, confidence building, and more time for review and practice.

scholarly journals How is defensive medicine understood and experienced in a primary care setting? A qualitative focus group study among Danish general practitioners

BMJ Open ◽  
2017 ◽  
Vol 7 (12) ◽  
pp. e019851 ◽  
Author(s):  
Elisabeth Assing Hvidt ◽  
Jesper Lykkegaard ◽  
Line Bjørnskov Pedersen ◽  
Kjeld Møller Pedersen ◽  
Anders Munck ◽  
...  
Keyword(s):  
Focus Group ◽  
General Practitioners ◽  
Qualitative Methodology ◽  
Progressive Increase ◽  
Risk Tolerance ◽  
Defensive Medicine ◽  
Focus Group Interviews ◽  
Focus Group Study ◽  
Hermeneutic Phenomenological ◽  
Group Interviews

ObjectivesRecent years have witnessed a progressive increase in defensive medicine (DM) in several Western welfare countries. In Danish primary and secondary care, documentation on the extent of DM is lacking. Before investigating the extent of DM, we wanted to explore how the phenomenon is understood and experienced in the context of general practice in Denmark. The objective of the study was to describe the phenomenon of DM as understood and experienced by Danish general practitioners (GPs).DesignA qualitative methodology was employed and data were generated through six focus group interviews with three to eight GPs per group (n=28) recruited from the Region of Southern Denmark. Data were analysed using a thematic content analysis inspired by a hermeneutic-phenomenological focus on understanding and meaning.ResultsDM is understood as unnecessary and meaningless medical actions, carried out mainly because of external demands that run counter to the GP’s professionalism. Several sources of pressure to act defensively were identified by the GPs: the system’s pressure to meet external regulations, demands from consumerist patients and a culture among GPs and peers of infallibility and zero-risk tolerance.ConclusionsGPs understand DM as unnecessary and meaningless actions driven by external demands instead of a focus on the patient’s problem. GPs consider defensive actions to be carried out as a result of succumbing to various sources of pressure deriving from the system, the patients, the GPs themselves and peers.

scholarly journals Students' perceptions of interprofessional collaboration on the care of diabetes: A qualitative study of focus-group interviews

2020 ◽  
Author(s):  
Sanna Pauliina Kangas ◽  
Pia Jaatinen ◽  
Saara Metso ◽  
Rintala Tuula-Maria
Keyword(s):  
Nursing Students ◽  
Focus Group ◽  
Qualitative Study ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Perceived Competence ◽  
Focus Group Interviews ◽  
Patient Centered ◽  
Before And After ◽  
Group Interviews

Abstract Background: Interprofessional education (IPE) can promote healthcare professionals’ competence to work in interprof­­essional collaboration (IPC), whi­­­­ch is essential for the quality and safety of care. An interprofessional approach is particularly important in complex, chronic diseases like diabetes. A number of studies have been published on IPE, but only a few with a qualitative approach.Methods: The objective of this qualitative study was to evaluate changes in medical and nursing students’ perceptions of IPC, induced by a novel IPE course on diabetes care. The data from focus-group interviews of 30 students before and after the course were analyzed by using an inductive and deductive content analysis.Findings: The students´ perceptions were illustrated as Elements of interprofessional care (e.g. Elements formulating care team and Quality of professional care relationship ) and Elements of IPC (e.g. Importance of communication and Valuation of collaboration ). The post-course interviews added one subcategory ( Need of resources ) to the pre-course perceptions, and there was improvement in ten areas of self-perceived competence in performing or understanding IPC on diabetes care.Conclusions: The IPE course piloted in this study increased the students’ self-perceived competence and confidence in performing IPC on the care of diabetes, and changed their understanding of IPC towards a more patient centered and holistic perspective. More research is needed to evaluate the generalizability and sustainability of these changes.

Management Strategy for Distributing Questionnaires and Interview Guidelines in the Research Data Collection Process

2018 ◽  
Vol 2 (2) ◽  
pp. 104-111
Author(s):  
Po. Abas Sunarya ◽  
George Iwan Marantika ◽  
Adam Faturahman
Keyword(s):  
Focus Group ◽  
Data Collection ◽  
Management Strategy ◽  
Research Data ◽  
Accurate Information ◽  
Focus Group Interviews ◽  
Good Management ◽  
Research Activities ◽  
Data Collection Process ◽  
Group Interviews

Writing can mean lowering or describing graphic symbols that describe a languageunderstood by someone. For a researcher, management of research preparation is a veryimportant step because this step greatly determines the success or failure of all researchactivities. Before a person starts with research activities, he must make a written plan commonlyreferred to as the management of research data collection. In the process of collecting researchdata, of course we can do the management of questionnaires as well as the preparation ofinterview guidelines to disseminate and obtain accurate information. With the arrangement ofplanning and conducting interviews: the ethics of conducting interviews, the advantages anddisadvantages of interviews, the formulation of interview questions, the schedule of interviews,group and focus group interviews, interviews using recording devices, and interview bias.making a questionnaire must be designed with very good management by giving to theinformation needed, in accordance with the problem and all that does not cause problems at thestage of analysis and interpretation.

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