Dataset Information

Qualitative Coding Boot Camp: An Intensive Training and Overview for Clinicians, Educators, and Administrators.

ABSTRACT:

Introduction

Qualitative coding is a tool for analyzing data involving strings of meaningful words. While many schools and universities have staff who can assist faculty with quantitative data analysis, qualitative data analysis is interpretive and requires both content-specific knowledge and research methodology tools. In this qualitative coding boot camp, we introduce clinician-educators, staff, and administrators to a general overview of qualitative coding and analysis.

Methods

We designed and implemented an in-person training to help researchers who had limited exposure to qualitative research gain a general orientation to it. We provided an overview of qualitative data collection and qualitative coding and developed focused research questions related to sample interviews for participants to use in working together to develop a codebook. We concluded by discussing the iterative process of coding, how to work from codes to themes for a manuscript, and how to present and disseminate results.

Results

To examine participants' learning during the boot camp session, we used a series of nonparametric sign tests to compare pre- and postsession responses on our evaluation form. The results of these tests showed significant growth in participant comfort with undertaking qualitative analysis.

Discussion

Qualitative coding is an important skill for clinicians and their research teams to have, as it can help them to understand the experiences of those around them through an empirical lens. With this 2-hour training, we were able to increase participants' comfort level with the set of skills required to analyze qualitative data rigorously.

SUBMITTER: Childs E

PROVIDER: S-EPMC6342422 | biostudies-literature | 2018 Oct

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

Qualitative Coding Boot Camp: An Intensive Training and Overview for Clinicians, Educators, and Administrators.

Childs Ellen E Demers Lindsay B LB

MedEdPORTAL : the journal of teaching and learning resources 20181026

<h4>Introduction</h4>Qualitative coding is a tool for analyzing data involving strings of meaningful words. While many schools and universities have staff who can assist faculty with quantitative data analysis, qualitative data analysis is interpretive and requires both content-specific knowledge and research methodology tools. In this qualitative coding boot camp, we introduce clinician-educators, staff, and administrators to a general overview of qualitative coding and analysis.<h4>Methods</h4 ...[more]

PMID: 30800969

Similar Datasets

Project description:ObjectiveTo explore fourth-year medical students' experience with a virtual, near-peer facilitated pediatric boot camp through the lens of self-determination theory (SDT).MethodsWe developed a virtual pediatric boot camp elective for fourth-year medical students pursuing pediatric residency using Kern's six steps of curriculum development. The two-week virtual elective consisted of facilitated video conferences and small group discussions led by two senior pediatric residents. Semi-structured focus groups were conducted after elective completion. Using SDT as our conceptual framework, we explored participants' experience with the near-peer facilitation of the boot camp. Focus group recordings were transcribed and thematically analyzed using deductive coding for SDT, with inductive coding for themes outside the theory's scope. Saturation was reached after three focus groups. The codebook was iteratively revised through peer debriefing between coders and reviewed by other authors. Credibility was established through member checking.ResultsNinety-two percent of eligible medical students (n = 23/25) participated in the boot camp with attendance ranging from 18-21 students per session. Twelve students (52%) participated in three focus groups. Qualitative analysis identified five major themes. Four themes consistent with SDT emerged: competence, autonomy, relatedness to near-peers, and relatedness to specialty/institution. The learning environment, including the virtual setting, emerged as an additional, non-SDT-related theme.ConclusionsMedical students' experience with our virtual boot camp closely aligned with SDT. Near-peer relatedness emerged as a unique theme which could be further investigated in other aspects of medical student education. Future research could evaluate higher-level learning outcomes from near-peer educational opportunities.Supplementary informationThe online version contains supplementary material available at 10.1007/s40670-021-01466-w.

Project description:BackgroundThe transfer of training to the workplace is the aim of training interventions. Three primary factors influence transfer: trainee characteristics, training design and work environment influences. Within medical education, the work environment factors influencing transfer of training remain underexplored. Burke and Hutchins' review of training transfer outlined five work environment influences: opportunity to perform, supervisor/peer support, strategic link, transfer climate and accountability. This study aimed to explore the ways in which work environment factors influence the transfer of training for medical trainees.MethodsInternal Medicine Training in Scotland includes a three-day boot camp involving simulation-based mastery learning of procedural skills, immersive simulation scenarios and communication workshops. Following ethical approval, trainees were invited to take part in interviews at least three months after following their boot camp. Interviews were semi-structured, anonymised, transcribed verbatim and analysed using template analysis. Member checking interviews were performed to verify findings.ResultsA total of 26 trainees took part in interviews between January 2020 and January 2021. Trainees reported a lack of opportunities to perform procedures in the workplace and challenges relating to the transfer climate, including a lack of appropriate equipment and resistance to change in the workplace. Trainees described a strong sense of personal responsibility to transfer and they felt empowered to change practice in response to the challenges faced.ConclusionsThis study highlights barriers to transfer of training within the clinical workplace including procedural opportunities, a transfer climate with challenging equipment availability and, at times, an unsupportive workplace culture. Trainees are driven by their own sense of personal responsibility; medical educators and healthcare leaders must harness this enthusiasm and take heed of the barriers to assist in the development of strategies to overcome them.

Project description:Background: Pulmonary and critical care medicine (PCCM) fellowship requires a high degree of medical knowledge and procedural competency. Gaps in fellowship readiness can result in significant trainee anxiety related to starting fellowship training.Objective: To improve fellowship readiness and alleviate anxiety for PCCM-bound trainees by improving confidence in procedural skills and cognitive domains.Methods: Medical educators within the American Thoracic Society developed a national resident boot camp (RBC) to provide an immersive, experiential training program for physicians entering PCCM fellowships. The RBC curriculum is a 2-day course designed to build procedural skills, medical knowledge, and clinical confidence through high-fidelity simulation and active learning methodology. Separate programs for adult and pediatric providers run concurrently to provide unique training objectives targeted to their learners' needs. Trainee assessments include multiple-choice pre- and post-RBC knowledge tests and confidence assessments, which are scored on a four-point Likert scale, for specific PCCM-related procedural and cognitive skills. Learners also evaluate course material and educator effectiveness, which guide modifications of future RBC programs and provide feedback for individual educators, respectively.Results: The American Thoracic Society RBC was implemented in 2014 and has grown annually to include 132 trainees and more than 100 faculty members. Mean knowledge test scores for participants in the 2019 RBC adult program increased from 55% (±14% SD) on the pretest to 72% (±11% SD; P < 0.001) after RBC completion. Similarly, mean pretest scores for pediatric course attendees increased from 54% (±13% SD) to 62% (±19% SD; P = 0.17). Specific content domains that improved by 10% or more between pre- and posttests included airway management, bronchoscopy, pulmonary function testing, and code management for adult course participants, and airway management, pulmonary function testing, and extracorporeal membrane oxygenation for pediatric course participants. Trainee confidence also significantly improved across all procedural and cognitive domains for adult trainees and in 10 of 11 domains for pediatric course attendees. Course content for the 2019 RBC was overwhelmingly rated as "on target" for the level of learner, with <4% of respondents indicating any specific session was "much too basic" or "much too advanced."Conclusion: RBC participation improved PCCM-bound trainee knowledge, procedural familiarity, and confidence. Refinement of the RBC curriculum over the past 7 years has been guided by educator and course evaluations, with the ongoing goal of meeting the evolving educational needs of rising PCCM trainees.

Dataset Information

Qualitative Coding Boot Camp: An Intensive Training and Overview for Clinicians, Educators, and Administrators.

Introduction

Methods

Results

Discussion

Publications

Qualitative Coding Boot Camp: An Intensive Training and Overview for Clinicians, Educators, and Administrators.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets