Descriptions of Sampling Practices Within Five Approaches to Qualitative Research in Education and the Health Sciences

Although recommendations exist for determining qualitative sample sizes, the literature appears to contain few instances of research on the topic. Practical guidance is needed for determining sample sizes to conduct rigorous qualitative research, to develop proposals, and to budget resources. The purpose of this article is to describe qualitative sample size and sampling practices within published studies in education and the health sciences by research design: case study, ethnography, grounded theory methodology, narrative inquiry, and phenomenology. I analyzed the 51 most highly cited studies using predetermined content categories and noteworthy sampling characteristics that emerged. In brief, the findings revealed a mean sample size of 87. Less than half of the studies identified a sampling strategy. I include a description of findings by approach and recommendations for sampling to assist methodologists, reviewers, program officers, graduate students, and other qualitative researchers in understanding qualitative sampling practices in recent studies

Evaluability Assessment: Clarifying Organizational Support and Data Availability

Evaluability assessment (EA) emerged in the 1970s as a way to ensure a program was ready for summative evaluation.  The primary purpose was assessing the presence of measureable program objectives (Trevisan, 2007), yet evaluators conducting EA encountered difficulty with unclear, ambiguous methods (Smith, 2005).  To address this concern, the purpose of this study was to clarify two aspects of EA, organizational support and data availability.  In practice, organizational stakeholders must support the evaluation project to ensure it is pursued to completion.  In addition, the availability of operational data facilitates analysis of the evaluand effect.  This qualitative study consisted of interviews with evaluators, organizational stakeholders, and technology personnel followed by thematic analysis.  The findings indicate the importance of specific organizational and data related considerations that affect evaluability. The researchers recommend considerations that elaborate upon the existing EA framework.  The recommended evaluability considerations assist evaluators in identifying ill-advised evaluations and enhancing the likelihood of success in ongoing studies

The Role of Leadership and Culture in Creating Meaningful Assessment: A Mixed Methods Case Study

With increased demands for institutional accountability and improved student learning, involvement in assessment has become a fundamental role of higher education faculty (Rhodes, 2010). However, faculty members and administrators often question whether assessment efforts do indeed improve student learning (Hutchings, 2010). This mixed methods case study of a faculty inquiry project explored how factors linked to organizational context (Kezar, 2013) are related to commitment to assessment and to use of assessment data by faculty members. Results indicated key best practices, such as developing faculty leaders and communities of practice to exchange ideas. The study provides insights for institutional administrators and faculty members seeking to develop a culture of assessment

A Mixed Methods Study of Teachers’ Perceptions of Communicative Language Teaching in Iranian High Schools

This mixed methods research study explored Iranian high school English teachers' perceptions of the CLT approach and the problems that may hinder teachers from implementing CLT in classes. In addition, this study investigated the relationships between teachers' backgrounds and their beliefs towards CLT approach. In the quantitative phase of the study, 70 teachers responded to the Attitudes toward Communicative Approach Scale and the Perceived Difficulties of Communicative Language Teaching Implementation Questionnaire. In the qualitative phase of the study, six teachers, three inexperienced and three experienced, participated in semi-structured interviews concerning their beliefs about CLT approach and their perceptions of barriers in implementing CLT in the Iranian EFL setting. The quantitative results of the first questionnaire indicated that teachers had favorable attitudes towards CLT in general and group/pair work in particular. The results of the second questionnaire showed that teachers considered the problems created by educational system as the major hindrance in applying CLT in classes. Pearson Product-Moment Correlation analyses revealed a significant and positive correlation between teachers' CLT scores and their professional training but no significant relationship was found between teachers' CLT scores and their teaching experience. The qualitative results indicated that selected teachers yielded a better understanding of teachers' beliefs towards CLT

Understanding why child welfare clinic attendance and growth of children in the nutrition surveillance programme is below target: lessons learnt from a mixed methods study in Ghana

Background: Growth monitoring and promotion (GMP) programmes promote not only child health but serve as a service delivery strategy to enhance coverage for other crucial nutrition-specific interventions. This study compared community-based and facility-based GMP programme with respect to attendance rates, children’s nutritional status, caregivers’ satisfaction with services received and perceptions of service providers and users on factors influencing utilization. Methods: Explanatory sequential mixed methods study conducted in Ga West municipality, Ghana. It comprised 12-month secondary data analysis using growth monitoring registers of 220 infants aged 0–3 months enrolled in two community-based (CB = 104) and two facility-based (FB = 116) child welfare clinics; cross-sectional survey (exit interview) of 232 caregiver-child pairs accessing CB (n = 104) and FB services (n = 116); and in-depth interviews with 10 health workers and 15 mothers. Quantitative data were analyzed through Fisher’s exact, unpaired t-tests, and logistic regression at 95% confidence interval (CI) using SPSS version 20. Qualitative data were analyzed by thematic content analysis using ATLAS.ti 7.0. Results: Mean annual attendance to both programmes was similar with an average of six visits per year. Only 13.6% of caregiver-child pairs attained more than nine visits in the 12-months period. At least 60% of children in both programs had improved weight-for-age z-scores (WAZ) scores during participation. Predictors for improved WAZ were being underweight at baseline (AOR:11.1, 95%CI:4.0–31.0), annual attendance of at least six visits (AOR:2.2, 95%CI:1.1–4.1) and meeting the Ghana Health Service target of nine visits (AOR:4.65, 95%CI:1.4–15.1). Compared to 31.5% CB users, significant proportion of FB caregivers (57.4%) were visited at home. Half were dissatisfied with services received (CB:55.6% vs. FB:62.0%, p = 0.437) citing long waiting times, negative staff attitude and extortions of money. Regarding perceptions on factors hindering service utilization, emerged themes included extremes of maternal age, high parity, postpartum socio-cultural beliefs and practices, financial commitments, undue delays, unprofessional staff behaviours, high premium on vaccination and general misconceptions about the programme. Conclusion: The association of increased attendance with improved growth reaffirms the need to strengthen primary healthcare systems to improve service delivery; sensitize caregivers on contribution of growth monitoring and promotion to early child development; and increase contacts through home visits

Do You Think Your Group Thinks?

“Do You Think Your Group Thinks?” An Examination of the Relationship between Groupthink and Small Group Type The intent of our research was to analyize the six main groups in our culture and to determine which group, if any, suffers from groupthink more than the others. Groupthink is defined as “a strong concurrence-seeking tendency among members within a group that leads to a deterioration in the decision making process.” There are six main types of groups, primary groups, social groups, educational/theraputic groups, decision making/problem solving groups, work groups and mediated communication groups. A literature review was conducted on previous studies about various aspects of small group and groupthink research. In 1972, Irving L. Janis studied political disasters and developed “groupthink theory”. Eight symptoms were developed to assess group think. We determined that surveys were the best, and most efficient way to calculate these queries. Entitled, “Group Interaction Survey” our group composed a survey which consists of twelve close-ended (yes or no) questions. Each question was designed to detect one of the eight symptoms of groupthink Janis outlined. The purpose of asking these surveys was to gauge what groups are more susceptible to groupthink. Twenty surveys were passed out to each group totalling 120 surveys. According to our research, determined by the survey, primary groups had the highest amount of groupthink. Of the people we surveyed 55% of the answers indicated group think. Problem solving groups had the lowest amount of accumulated groupthink with an outcome of only 40% of the answers indicating groupthink. There are other ways the study could have been conducted, several other factors that could have been considered such as a wider variety of ages, greater number of surveys, or wider geographical area covered. Other methods could have been used as well to evaluate each individaul symptom

The Pandemic Leadership Model: A Study of Medical Student Values During COVID-19

Background: Leadership training in medical school continues to grow. Little information exists to guide leadership program development. Concurrently, the COVID-19 pandemic provides a real-world crucible of leadership, allowing insight into qualities and characteristics medical students value. We aim to determine what students value in leadership during a pandemic and the implicit framework students use. Methods: We conducted a cross-sectional, qualitative study using a five-item novel survey instrument developed by a consensus group of experts from family medicine, leadership development, medical education, and survey research to elicit student perceptions of effective and ineffective leadership qualities and examples during the COVID-19 pandemic at the University of Michigan Medical School. We used thematic analysis to identify overarching themes to build a model of leadership integrated with existing theory. Results: 162 students participated across all years of medical school. We identified themes of Communication, Other-Orientation, Personal Characteristics, Decisive Action, and Use of Information. These five themes were then built into the model of Pandemic Leadership within the context of complexity leadership theory and collective leadership theory. This model represents qualities and characteristics students value in good leaders during a crisis. Conclusion: This study is unique in its focus on student perceptions of leadership qualities during a real-world laboratory for leadership. We hope that this information, along with the pandemic leadership model, can serve as the first step toward relevant leadership training programs in medical education. Leadership training programs in medical education would likely benefit from grounding in the student values identified by this study

Needs and preferences among patients with high‐grade glioma and their caregivers – A longitudinal mixed methods study

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/142983/1/ecc12806_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/142983/2/ecc12806.pd

Medical Students\u27 Experiences and Outcomes Using a Virtual Human Simulation to Improve Communication Skills: Mixed Methods Study

Background: Attending to the wide range of communication behaviors that convey empathy is an important but often underemphasized concept to reduce errors in care, improve patient satisfaction, and improve cancer patient outcomes. A virtual human (VH)–based simulation, MPathic-VR, was developed to train health care providers in empathic communication with patients and in interprofessional settings and evaluated through a randomized controlled trial. Objective: This mixed methods study aimed to investigate the differential effects of a VH-based simulation developed to train health care providers in empathic patient-provider and interprofessional communication. Methods: We employed a mixed methods intervention design, involving a comparison of 2 quantitative measures—MPathic-VR–calculated scores and the objective structured clinical exam (OSCE) scores—with qualitative reflections by medical students about their experiences. This paper is a secondary, focused analysis of intervention arm data from the larger trial. Students at 3 medical schools in the United States (n=206) received simulation to improve empathic communication skills. We conducted analysis of variance, thematic text analysis, and merging mixed methods analysis. Results: OSCE scores were significantly improved for learners in the intervention group (mean 0.806, SD 0.201) compared with the control group (mean 0.752, SD 0.198; F1,414=6.09; P=.01). Qualitative analysis revealed 3 major positive themes for the MPathic-VR group learners: gaining useful communication skills, learning awareness of nonverbal skills in addition to verbal skills, and feeling motivated to learn more about communication. Finally, the results of the mixed methods analysis indicated that most of the variation between high, middle, and lower performers was noted about nonverbal behaviors. Medium and high OSCE scorers most often commented on the importance of nonverbal communication. Themes of motivation to learn about communication were only present in middle and high scorers. Conclusions: VHs are a promising strategy for improving empathic communication in health care. Higher performers seemed most engaged to learn, particularly nonverbal skills