F2F Group Research Articles

Effectiveness of research training workshop taught by traditional and video-teleconference methods in a developing country

The developing countries are currently facing a double burden of communicable and non-communicable diseases. Physician-scientists, trained in patient care and research skills are crucial in performing cutting-edge clinical research in the developing countries. A major unmet challenge has been the lack of local expertise and the increasing problem of 'brain drain'. The current study was an effort to present and assess a model of research training to health-care professionals in Pakistan in order to increase the research skills. The objective of the current study was to assess the effectiveness of two different methods of research training. An epidemiologic research training workshop was offered to health-care professionals in Pakistan by face-to-face (F2F) and video-teleconferencing (VTC) methods. A total of 38 F2F and 18 VTC participants were included in the workshop which was conducted by research faculty from the University of Pittsburgh. To assess knowledge, pre- and post-test were done. Within each group, paired sample T-test showed significant improvement in scores after the completion of workshop (p<0.001 for F2F and VTC). In the F2F group, mean scores increased from 11.13 (pre-test) to 15.08 (post-test) and in the VTC group, scores increased from 10.67 (pre-test) to 13.22 (post-test). Two sample T-test was found statistically significant (p<0.001). We present a model for training physicians in public health by providing in-house research skills training which can be used to strengthen the local capacity and reduce increasing problems of brain drain.

Benefits and challenges experienced by professional facilitators of online support groups for cancer survivors

The primary aim of the study was to identify specific strengths and challenges of facilitating online cancer support groups relative to face-to-face groups through the use of deductive qualitative analysis. A secondary aim was to quantitatively validate the identified strengths and challenges. To better understand how facilitators' roles in online support groups (OSGs) might differ from face-to-face (F2F) support groups, we compared the professional experiences of facilitators from both F2F and OSGs at The Wellness Community. Transcripts from online supervision sessions among OSG facilitators were analyzed using deductive qualitative analysis. A pool of items was developed to measure the primary themes derived from the qualitative analysis and administered to a sample of both F2F and online cancer support group facilitators. Strengths and weaknesses of online support group leaders could be captured in three categories: group processes, structural elements, and facilitator roles. Positive perceptions of group processes, structural elements, and facilitator roles were significantly higher among F2F facilitators than OSG facilitators. OSG facilitators described their online groups as helpful to participants and identified some aspects of online groups that promoted more active processing of cancer experiences among group participants. Additionally, they reported that learning how to facilitate an online group strengthened their skills in facilitating face-to-face groups. However, OSGs do appear to present significant challenges to facilitation. These challenges are discussed with particular attention given to ways in which online facilitators have developed "work-arounds" for addressing shortcomings of the internet as a medium for delivering psychosocial services.

Ways to strengthen research capacity in developing countries: effectiveness of a research training workshop in Pakistan

Developing countries are currently facing the burden of both communicable and non-communicable diseases. Physician-scientists, trained in patient care and research skills, are crucial in performing cutting-edge clinical research in developing countries. A major, unmet challenge has been lack of local expertise and the increasing problem of 'brain drain'. The objective of this study was to present and assess a model of research training for healthcare professionals in Pakistan in order to increase research skills. A 9-day research training workshop was offered to healthcare professionals in Pakistan using face-to-face (F2F) and video-teleconferencing (VTC) methods. In total, 38 F2F and 18 VTC participants were included in the workshop, which was conducted by research faculty from the University of Pittsburgh. The study measured short- and long-term effectiveness of research training. The training included courses in basic epidemiology, biostatistics, genetic epidemiology and international health. A significant improvement in post-test scores was seen in both the F2F and VTC groups (P<0.001). In the F2F group, mean scores increased from 11.13 (pre-test) to 15.08 (post-test 1), and in the VTC group, mean scores increased from 10.67 (pre-test) to 13.22 (post-test 1). Two-sample t-tests indicated that these results were statistically significant (P<0.001). Two-way repeated measure analysis of variance in both groups showed significant changes in mean scores over time (P<0.001). This model for training physicians in public health by providing in-house research training can be used to strengthen local capacity and reduce increasing problems of 'brain drain'.

The Moderation Management programme in 2004: What type of drinker seeks controlled drinking?

Objective Moderation Management (MM) is a mutual aid support group that helps problem drinkers reduce drinking to non-harmful levels. This study describes member characteristics as part of an organisational evaluation. The results are compared to those of an earlier survey. Methods An anonymous survey was distributed to all members in the online and face-to-face MM groups. Respondents ( N = 272) reported demographic characteristics, drinking history, frequency/amount of drinking, alcohol dependence, life problems six months prior to MM, drinking goals upon programme entry, and pre-MM help sought. Data were analysed for the entire group and by programme delivery format: online-only (OL), face-to-face only (F2F), and both (Both). Results Members had a mean age of 44 years, and were 66% female, 98% White, 90% US residents, 80% employed, 54% married, 94% college educated; 77% had an annual income over $50,000; 54% had not sought prior help. The pre-MM mean number of drinks per week was 34 (S.D. 20, range 0–105), dependence score was 11 of a possible 39 (S.D. 5, range 0–24), and number of life problems was 1.9 (S.D. 1.4, range 0–6) of a possible 6. The OL group was younger than the other two groups. The F2F group had sought more prior help than the OL group and drank less than the Both group. Those using Both formats sought to move from abstinence to moderation more frequently than the OL group. Conclusions People participating in MM are largely White and upper middle class. Participation by women has increased since 1999; MM may be attracting members with a higher level of dependence than previously. As over 50% have not previously sought help, MM is an important addition to other treatment choices. It is an option problem drinkers want.

The effects of metacognitive instruction embedded within an asynchronous learning network on scientific inquiry skills

The study is aimed at investigating the effects of four learning methods on students’ scientific inquiry skills. The four learning methods are: (a) metacognitive‐guided inquiry within asynchronous learning networked technology (MINT); (b) an asynchronous learning network (ALN) with no metacognitive guidance; (c) metacognitive‐guided inquiry embedded within face‐to‐face (F2F) interaction; and (d) F2F interaction with no metacognitive guidance. The study examined general scientific ability and domain‐specific inquiry skills in microbiology. Participants were 407 10th‐grade students (15 years old). The MINT research group significantly outperformed all other research groups, and F2F (group d) acquired the lowest mean scores. No significant differences were found between research groups (b) and (c). MINT makes significant contributions to students’ achievements in designing experiments and drawing conclusions. The novel use of metacognitive training within an ALN environment demonstrates the advantage of enhancing the effects of ALN on students’ achievements in science.