Faculty Focus Groups Research Articles

Involving Stakeholders in Shaping Educational Legislation and Policy in Ukraine

<p style="text-align:justify">The purpose of this research was to explore how effective the bottom-up approach to producing and shaping educational legislation is in Ukraine and to identify what observed changes take place in students if the bottom-up approach is simulated in the classroom. Qualitative instruments and observational data were used to yield the data. Those were a survey questionnaire, semi-structured interview questionnaire, and focus group discussion observation checklists and moderators’ and facilitators’ reports. The data were processed using IBM SPSS Statistics 25.0.0.1. Software. The results of the study suggest the bottom-up approach to shaping educational legislation can be considered an option or an alternative to the conventional law-making procedure, at least in the sphere of education, in Ukraine. The use of mock policymaking experience has proven to be an efficient teaching tool. The application of the simulation of the bottom-up approach in the courses entitled “Educational policy” and “National Education Policy” was found to have the potential to encourage students to participate in the processes of shaping education policy, legislation, and regulation. The approach accelerated the desire of the students to participate in the processes of shaping education policy, legislation, and regulation. It also brought a change to the students’ vision of the school structure, the content of education, and the way the teacher is motivated. The intervention also brought a positive change to the students’ behaviour as citizens and their motivation as teachers-to-be.</p>

P84 Perceived Healthfulness of Environment of Low-Income Communities by Community Extension Nutrition Educators

<h3>Background</h3> The environment in which people live affects food and physical activity decisions, but low-income communities often lack the resources to support more healthful choices. Understanding the perceived barriers and facilitators to engaging in healthful practices in communities is an important first step in developing targeted interventions to improve health. <h3>Objective</h3> To determine Extension nutrition educators' perceptions about the healthfulness of the environment in the communities they serve. <h3>Study Design, Setting, Participants</h3> Focus groups (n = 16) and in-depth interviews (n = 6) were conducted in English (n = 11) and Spanish (n = 5) with Extension nutrition educators (n = 84) working in low-income communities in Kansas, Florida, New Hampshire, Rhode Island, South Dakota, Tennessee, and West Virginia. Trained focus group moderators used a semi-structured script to ask questions about the healthfulness of the community environment in which they work. <h3>Measurable Outcome/Analysis</h3> Audio recorded focus groups and in-depth interviews were transcribed verbatim and content analyzed to identify themes. <h3>Results</h3> Across all states, participants described a healthy lifestyle as a multifaceted approach to wellness that promotes healthy eating, physical activity, and mental and spiritual health. Perceived barriers for English and Spanish participants included the lack of access to and availability of healthy food and public transportation; lack of nutrition education and nutrition resources; and limited mental health resources. Spanish participants emphasized the need for culturally and linguistically appropriate nutrition materials and suggested that participant attrition from education programs was due to the increased anxiety related to participants' immigration status. Perceived facilitators were limited but included access to trustworthy education resources and food banks/pantries. <h3>Conclusions</h3> Extension nutrition educators across several states listed similar barriers and facilitators to a healthy lifestyle for low-income individuals. Data will be used to develop focus group questions for low-income community residents with a long-range goal of developing a survey to measure perceived healthfulness of low-income communities.

Information Literacy Skills of Graduate Students: A Case of the Master’s of Information Studies Program in Kuwait

While information literacy in undergraduate programs has received considerable attention, few studies have explored graduate programs, with even fewer focusing specifically on library and information studies (LIS) programs. Accordingly, this study aims to assess the information literacy skills and knowledge of incoming students in an information studies graduate program at Kuwait University. By assessing students before and after they receive information literacy instruction, the study also aims to map a plan for developing graduate-level information literacy education. The study’s rationale is to provide empirical evidence of graduate students’ information literacy and research capabilities on commencing their studies, which are expected to be low, thereby encouraging educators and policymakers to engage in meaningful, informed discourse on investing in information literacy education. To collect data, the author administered a pre-test at the beginning of the semester, followed by a post-test at the end of the semester after students had attended a series of information literacy sessions. In addition, a faculty focus group was conducted to gain insight into their perceptions of students’ skills and their views and beliefs on information literacy education. Students’ overall mean score increased by almost 18% in the post-test. They performed better on questions related to knowledge of databases, search strategies, accessing sources, and some legal and ethical issues surrounding the information ecosystem. They also showed moderate improvement in critically evaluating information. However, they continued to perform poorly in defining an information need and understanding the nature and scope of the information paradigm. The findings informed the development of an information literacy education model. The study’s research design provides a format for other institutions interested in identifying students’ information and research needs with the aim of integrating information literacy instruction into graduate programs. The information literacy education model is dynamic and can be adapted to different learning environments.

Strategies Employed by Ohio Community Colleges to Improve Labor Market Outcomes for Older Students

ABSTRACT To remain competitive in the labor market, many middle-aged and older adults need to upgrade existing or learn new skills through occupational training and education. Furthermore, as compared with the past, employers now are more willing to hire older workers after completing a credential due to a low unemployment rate. Moreover, employers often collaborate with community colleges to provide workforce training for their employees. Community colleges are the preferred choice for older students due to affordability, open-access admission, a greater number of credential options including short-term credentials, and convenient locations. However, little is known about challenges and opportunities for improving labor market outcomes at community colleges for adults ages 40 and older. Based on thematic analysis of student and faculty focus groups and individual interviews with staff and administrators at 23 Ohio community colleges, this paper identifies strategies community colleges employ to improve labor market outcomes for middle-aged and older adults (age 40 and older) and to meet the needs of employers. Additionally, challenges faced by older community college students during training, retraining, and finding employment are discussed.

Information Literacy Beyond Librarians: A Data/Methods Triangulation Approach to Investigating Disciplinary IL Teaching Practices

Abstract&#x0D; Objective – While library literature contains many studies examining faculty perceptions of the value of librarian-led information literacy (IL)instruction, there is little evidence regarding IL instruction practices of disciplinary faculty independent of librarians. In a climate of uncertain budgets, increasing student enrollment, and increased conversation around the need for IL, media, and digital literacy skills, this study aimed to investigate a little-researched area of the IL instruction, learning, and development milieu.&#x0D; Methods – In collaboration with the institutional research office, a data and methods triangulation approach was used. A survey of disciplinary faculty was administered and disciplinary faculty focus groups were also conducted. Student outcomes and annual assessment reports, documents that describe teaching and assessment methods for courses across the university, were analyzed. Voyant, a text-mining tool, was also used to determine key phrases and terms related to IL in these documents.&#x0D; Results – Results revealed that disciplinary faculty highly value skills and understandings affiliated with IL competency. Faculty provide the majority of IL learning opportunities independent of librarians, although these learning opportunities are generally provided through implicit, rather than explicit, methods. Pedagogical methods that may enable explicit practices, such as the use of standards and competencies, are infrequently used.&#x0D; Conclusion – Evidence and findings from this study are being used to inform several initiatives to work with disciplinary faculty for IL instruction, including new services, resources, and instruction models to support IL development in students.

Knowledge, Attitudes, and Behaviors of Viral Hepatitis Among Recent African Immigrants in the United States: A Community Based Participatory Research Qualitative Study.

Background: In the United States, hepatocellular carcinoma is the ninth leading cause of cancer mortality. Hepatocellular carcinoma disproportionately affects individuals of African ancestry with the rates being higher amongst individuals of foreign-born African ancestry. This study explored knowledge, attitudes, and behaviors toward viral hepatitis transmission, screening, and vaccination among recent African immigrants in Minnesota and identify ways to improve early detection and screening methods.Methods: A community based participatory research (CBPR) team with minority researchers and community members sought to gain insight on persons of African Ancestry knowledge, attitudes, and behaviors related to viral hepatitis by conducting a qualitative research study. The CBPR team developed a focus group moderator's guide with semi-structured questions related to transmission, screening, and vaccination of viral hepatitis. We conducted seven focus groups using bilingual, bicultural moderators with participants from local Ethiopian, Liberian and Kenyan communities from August 10th, 2014 to October 11th, 2014. Focus groups were audio recorded and transcribed. The CBPR team categorized the data into themes and subthemes with consensus using traditional content analysis.Results: Community partners recruited 63 participants with a majority identifying as male (51%). Participants lacked knowledge of viral hepatitis screening, vaccination, and treatment. Participants were aware of some behaviors that increased risk of acquisition of hepatitis. Participants endorsed a strategy of developing and delivering educational materials for African immigrants. Moreover, access to care and cultural awareness were mentioned as pivotal for prevention and treatment of viral hepatitis.Conclusions: Findings from this pilot study provide insight on areas of research focus. Having a research team consisting of members from the community helped to increase trust and foster an understanding of shared community values. Information from this study provides evidence to support the development culturally appropriate strategies to address disparities in viral hepatitis in these communities.

Faculty Perspectives on Undergraduate Research Skills: Nine Core Skills for Research Success

In an effort to improve information literacy initiatives at Texas Christian University, we sought to understand faculty members’ expectations and perceptions of undergraduate student research skills. We conducted three faculty focus groups (n=21) and an online survey (n=100) of faculty members. This study reveals a set of nine core research skills that faculty members expect students to possess. The study compares faculty members’ expectations against their perceptions of student capability for each of these nine core skills. Furthermore, this study examines who (librarians, faculty, or both) should have responsibility for teaching which research skills. These findings will inform the library’s information literacy initiatives, as well as have a strong influence on the library’s marketing and reference services.

“Breaking” the Emergency Department: Does the Culture of Emergency Medicine Present a Barrier to Self-Care?

IntroductionOur goal was to critically examine emergency physician’s (EP) beliefs about taking breaks for self-care on shift. Our operational definition of a break for self-care included time not engaging in direct patient care, eating, drinking, using the bathroom, or leaving a clinical area for a mental break. Using focus groups, the study aimed to accomplish the following: 1) identify barriers to why residents and faculty at our academic center may not take breaks in the emergency department; 2) generate hypotheses for empirical testing; and 3) generate solutions to include in a departmental breaks initiative.MethodsWe convened eight focus groups comprised separately of resident and faculty physicians. Group discussion was guided by eight questions representing a priori themes. The groups were recorded for transcription and subjected to a “cut-and-sort” process. Six themes were identified by consensus after independent review by three of the co-authors, which were confirmed by participant validation.ResultsWe identified six themes that represented the pooled outcomes of both resident and faculty focus groups: 1) Physiological needs affect clinical performance, 2) EPs share beliefs around taking breaks that center on productivity, patient safety and the dichotomy of strength/weakness, 3) when taking breaks EPs fear worst-case scenarios, 4) breaking is a learned skill, 5) culture change is needed to allow EPs to engage in self-care; and 6) a flexible, individualized approach to breaking is necessary. Our central finding was that productivity and patient safety are of key importance to EPs when considering whether to take a break for self-care. We identified a dichotomy with the concept of strength related to productivity/patient safety, and the concept of weakness related to self-care.ConclusionThe current practice culture of emergency medicine and the organization of our unique work environment may present barriers to physicians attempting to engage in self-care.

The role of the admission phase in the Italian treatment setting: A research on individuating shared practices in psychotropic substance users’ communities

There are various and diversified ways of admission of a substance user into a therapeutic community. When these ways result from actions that are inconsistent with the general objective of the service, they may lead to adverse outcomes that substantially impact both therapeutic interventions efficacy and services efficiency. Consequences are multiple, concerning the substance user, other users of the service, professionals working at the service, and the center’s relationships with the service network to which the center belongs. This study aims to define and share major interactive and organizational problems concerning the admission process at CEAL accredited structures and to define and standardize a protocol of procedures aimed at managing and supervising the admission process, through specific and commonly agreed indicators. The research was carried out according to the focus group methodology and involved sixty directors of various health communities offering residential services for substance use treatment. The research was guided by a focus group moderator. The research has made it possible to identify the biases and errors in the admission process and selected those practices shared by the therapeutic communities and conducive to generating positive outcomes. The findings in the definition of a procedure, complete with precise indicators that are applicable across the therapeutic communities and to the shared activities that constitute and are conducive to the success of the admission process.

Plugging In: How One Graduate Program Shaped Doctoral Students’ Scholarly Identities as Interdisciplinary Scientists

Aim/Purpose: The purpose of this paper is to understand how one graduate program shaped doctoral students’ scholarly identities as interdisciplinary scientists. Background: Scholarly identity refers to the ways individuals see themselves as legitimate, contributing members of their academic community. However, much of the research on scholarly identity focuses on students and faculty within traditional, discipline-bound contexts. We therefore know little about how doctoral students develop scholarly identities that are interdisciplinary in nature. By interdisciplinary, we refer broadly to scholarly work that uses methods, concepts, frameworks, or perspectives from two or more academic fields or disciplines, or scholarly work aimed at addressing research problems that spans multiple academic fields or disciplines. Methodology: This qualitative, ethnographic case study focuses on the University of Maryland’s Language Science Center (LSC), which houses a National Science Foundation Research Traineeship (NRT) Program for doctoral students in the interdisciplinary language sciences, which includes fields such as linguistics, hearing and speech, computer science, and neuroscience. The LSC is nationally and internationally known for its interdisciplinary graduate training program and thus provides a platform for understanding the components of graduate training that contribute to students’ scholarly identity development as interdisciplinary scientists. We draw from four years of qualitative data collection, including student interviews, student and faculty focus groups, ethnographic observations, and document analysis. Contribution: Across the public and private sectors, there is a strong push for developing interdisciplinary solutions to society’s problems. However, many colleges and universities are not organized to encourage interdisciplinary collaboration and research. Focusing on the ways one graduate program facilitated interdisciplinary scholarly identity development for doctoral students therefore provides graduate programs with a potential roadmap for navigating the barriers that may block the development of students with interdisciplinary research interests. Findings: We found curricular and co-curricular NRT program activities contributed to students’ scholarly identity development as interdisciplinary scientists by connecting them (or “plugging them in”) to a pre-existing, interdisciplinary network of students and faculty; increasing doctoral student competence in the methods, cultures, and perspectives of other disciplines; encouraging doctoral students to find common ground with scholars from different disciplinary backgrounds; and broadening doctoral students’ views of the potential impact and application of their work. Recommendations for Practitioners: Graduate training programs in the interdisciplinary sciences should think strategically about the kinds of activities that help students develop a scholarly identity and the conditions and contexts in which scholarly identity development might be undermined. We offer multiple examples of the kinds of activities graduate programs can consider using to facilitate scholarly identity development and the underlying mechanisms that make such activities successful. Recommendation for Researchers: Developing a scholarly identity is an important component of doctoral student success and should be considered as a useful potential theory for individuals who study graduate education. Impact on Society: Graduate programs play a critical role in training not only the next generation of faculty, but also the next generation of scientists in government and industry. If more graduate programs can successfully train doctoral students to be interdisciplinary scientists, societal benefits could include more responsive and adaptive solutions to pressing social problems. Future Research: Future researchers should consider how different graduate training elements produce students with different types of interdisciplinary scholarly identities, how the scholarly identity of students trained in interdisciplinary graduate programs continues to evolve as they transition into both academic and non-academic careers, and the strategies and experiences of faculty members who mentor students from outside of their own disciplines.

Transitioning the Doctor of Nursing Practice Final Project Defense to Large Venue Poster Sessions

Accelerated growth in Doctor of Nursing Practice (DNP) programs has mandated the need for innovative strategies for doctoral students to defend their final scholarly work while protecting the integrity and rigor of the experience. A poster defense strategy was implemented and evaluated via a faculty focus group and a Likert-scale survey. Sessions highlighting eight projects each were scheduled at 75-minute intervals allowing for both informal poster viewing and formal audience questioning facilitated by a moderator. Evaluation of the event trended positive, with focus group members celebrating the energy around each session, noting the significant increase in audience size compared to past podium defenses. Evaluators who attended previous DNP project defenses all indicated that the large venue poster session approach was just as or more effective than previous methods. [J Nurs Educ. 2020;59(1):51-53.].

How Good Is our Place-Implementation of the Place Standard Tool in North Macedonia.

This study describes the implementation, in North Macedonia, of a “tool”, initially devised in Scotland, to generate community and stakeholder discussion about the places in which they live and notably a place’s capacity to generate health wellbeing and greater equity among citizens. In this study, the “place standard tool” (PST) is viewed from the perspective of creating places which can deliver a triple win of health and wellbeing, equity, and environmental sustainability. Skopje, North Macedonia’s capital, inevitably differs economically, culturally, and politically from Scotland, thus providing an opportunity to augment existing knowledge on adaptability of the tool in shaping agendas for policy and action. Тhe PST was tested through seminars with selected focus groups and an online questionnaire. Over 350 respondents were included. Information on priorities enabled the distillation of suggestions for improvement and was shared with the Mayor and municipal administration. Skopje citizens valued an approach which solicited their views in a meaningful way. Specific concerns were expressed relating to heavy traffic and related air and noise pollution, and care and maintenance of places and care services. Responses varied by geographic location. Application of the PST increased knowledge and confidence levels among citizens and enthusiasm for active involvement in decision making. Effective implementation relies heavily on: good governance and top-level support; excellent organization and good timing; careful training of interviewers and focus group moderators; and on prior knowledge of the participants/respondents.

Why Health Care Professionals Belong to an Intensive Care Virtual Community: Qualitative Study.

BackgroundClinical practice variation that results in poor patient outcomes remains a pressing problem for health care organizations. Some evidence suggests that a key factor may be ineffective internal and professional networks that limit knowledge exchange among health care professionals. Virtual communities have the potential to overcome professional and organizational barriers and facilitate knowledge flow.ObjectiveThis study aimed to explore why health care professionals belong to an exemplar virtual community, ICUConnect. The specific research objectives were to (1) understand why members join a virtual community and remain a member, (2) identify what purpose the virtual community serves in their professional lives, (3) identify how a member uses the virtual community, and (4) identify how members used the knowledge or resources shared on the virtual community.MethodsA qualitative design, underpinned by pragmatism, was used to collect data from 3 asynchronous online focus groups and 4 key informant interviews, with participants allocated to a group based on their posting behaviors during the previous two years—between September 1, 2012, and August 31, 2014: (1) frequent (>5 times), (2) low (≤5 times), and (3) nonposters. A novel approach to focus group moderation, based on the principles of traditional focus groups, and e-moderating was developed. Thematic analysis was undertaken, applying the Diffusion of Innovation theory as the theoretical lens. NCapture (QRS International) was used to extract data from the focus groups, and NVivo was used to manage all data. A research diary and audit trail were maintained.ResultsThere were 27 participants: 7 frequent posters, 13 low posters, and 7 nonposters. All participants displayed an external orientation, with the majority using other social media; however, listservs were perceived to be superior in terms of professional compatibility and complexity. The main theme was as follows: “Intensive care professionals are members of ICUConnect because by being a member of a broader community they have access to credible best-practice knowledge.” The virtual community facilitated access to all professionals caring for the critically ill and was characterized by a positive and collegial online culture. The knowledge found was credible because it was extensive and because the virtual community was moderated and sponsored by a government agency. This enabled members to benchmark and improve their unit practices and keep up to date.ConclusionsThis group of health care professionals made a strategic decision to be members of ICUConnect, as they understood that to provide up-to-date clinical practices, they needed to network with colleagues in other facilities. This demonstrated that a closed specialty-specific virtual community can create a broad heterogeneous professional network, overcoming current ineffective networks that may adversely impact knowledge exchange and creation in local practice settings. To address clinical practice variation, health care organizations can leverage low-cost social media technologies to improve interprofessional and interorganizational networks.

Novel (Multilevel) Focus Group Training for a Transdisciplinary Research Consortium.

Health researchers are increasingly turning to qualitative research for a nuanced understanding of complex health phenomena. The quality and rigor of qualitative research relies on individual data collector skills, yet few guidelines exist for training multidisciplinary, multi-institution qualitative research teams. Specific guidance is needed on qualitative research practices that ensure scientific rigor by optimizing diverse experience and expertise across research centers. We describe our systematic approach to training a cohort of 15 focus group moderators from seven universities in the Prevention of Lower Urinary Tract Symptoms (PLUS) Research Consortium's Study of Habits, Attitudes, Realities, and Experiences (SHARE). SHARE's aim was to explore women and girls' experiences, perceptions, beliefs, knowledge, and behaviors related to bladder health and function across the life course. Drawing on adult education and action-learning best practices, a three-phase curriculum was designed to maximize moderator proficiency and qualitative research expertise. The phases involved online, interactive web-based education, in-person didactic training with experiential components, and tailored supplemental online training. Evaluative feedback was collected before, during, and after the training. Feedback was used to identify emergent training needs. This training approach may be used by transdisciplinary research teams conducting multisite research to assure qualitative research credibility and trustworthiness.

Toward a precision behavioral medicine approach to addressing high-risk sun exposure: a qualitative analysis.

ObjectivesPrecision behavioral medicine techniques integrating wearable ultraviolet radiation (UVR) sensors may help individuals avoid sun exposure that places them at-risk for skin cancer. As a preliminary step in our patient-centered process of developing a just-in-time adaptive intervention, this study evaluated reactions and preferences to UVR sensors among melanoma survivors.Materials and MethodsEarly stage adult melanoma survivors were recruited for a focus group (n = 11) or 10-day observational study, which included daily wearing a UVR sensor and sun exposure surveys (n = 39). Both the focus group moderator guide and observational study exit interviews included questions on UVR sensing as a potential intervention strategy. These responses were transcribed and coded using an inductive strategy.ResultsMost observational study participants (84.6%) said they would find information provided by UVR sensors to be useful to help them learn about how specific conditions (eg, clouds, location) impact sun exposure and provide in-the-moment alerts. Focus group participants expressed enthusiasm for UVR information and identified preferred qualities of a UVR sensor, such as small size and integration with other devices. Participants in both studies indicated concern that UVR feedback may be difficult to interpret and some expressed that a UVR sensor may not be convenient or desirable to wear in daily life.DiscussionMelanoma survivors believe that personalized UVR exposure information could improve their sun protection and want this information delivered in a method that is meaningful and actionable.ConclusionUVR sensing is a promising component of a precision behavioral medicine strategy to reduce skin cancer risk.

Establishing Psychological Safety to Obtain Feedback for Training Programs: A Novel Cross-Specialty Focus Group Exchange.

Formative feedback from residents is essential to improve residency programs, and focus groups may provide rich information. However, residents may withhold information due to fear of retaliation or speak less candidly to please focus group moderators. We assessed participant perceptions and utility of feedback obtained from a confidential focus group exchange between 2 residency programs. Anesthesiology and pediatric programs at the same institution participated in 2017. Residents voluntarily provided program feedback during 1 of 2 confidential focus groups for each program. Each focus group was moderated by the program director (PD) of the other specialty. The PDs used thematic analysis to identify themes for use by the respective programs in improvement efforts. An anonymous survey was distributed after the focus groups to collect participant perceptions (quantitative and narrative) on this approach. Thirteen residents of 140 (9.3%) participated (7 anesthesiology, 6 pediatrics). Thematic feedback from focus groups was largely consistent with known issues, although novel information was also obtained (eg, pediatric interns wanted earlier one-on-one meetings with their PD). Survey data suggest that residents were able to share more meaningful feedback than they would otherwise, and they did not feel that having an external moderator (a PD who may have been unfamiliar with the specialty) was a barrier to discussion. The approach required 6 hours of time for each PD and approximately $200 for dinners. The focus group exchange required modest resources, was perceived as safe by residents, and generated robust, actionable feedback for the programs.

8. LEARNERS, TEACHING, & EDUCATION SYSTEMS FACTORS: PEDIATRIC FACULTY PERSPECTIVES OF IMPACT ON WELLBEING

Introduction Many pediatricians report burnout and low professional fulfillment. While it is assumed that academic pediatricians garner professional fulfillment from teaching, little is known about the perceived intersection of teaching and pediatrician wellbeing. Methods In June 2018, pediatric faculty focus groups were conducted at a university-based pediatrics department, addressing work-related factors with greatest impact on wellbeing. Focus groups were audio recorded, transcribed, and de-identified. All excerpts about learners and teaching were manually coded using the constant comparative method. Results Participants included 47 faculty in 8 focus groups, of whom 55% were female. A small number of comments described positive impact of teaching on wellbeing. “It's a great privilege to be around young learners that are energized to extract as much as they possibly can...[teaching] helps sustain most of us.” A larger subset described negative impact of teaching. Four themes emerged: (1) Perceived institutional devaluation of teaching as an academic pursuit, “If teaching doesn't get you promoted, I don't know what should... I know that it really stresses me out just thinking about it and having to come up with things to do that count because what I'm already doing, I don't think counts enough.” (2) Perceived decline in trainee work ethos, “The patients have to be cared for. You're the one answering [pages], and [the residents are] gone. Then they don't have the ownership that you may have had during your training.” (3) Perceived disparity in work hour protection and wellness support for faculty as compared to trainees, “I would love to have work-hour restrictions and all those sorts of things... I'm not angry or bitter at [trainees], but... everyone just makes the assumption that you're in charge and you've already figured out how to cope with your 80-hour work weeks.” (4) Perceived burdens of teaching, “There's fewer and fewer faculty involved with teaching because of a lack of rewards and more administrative [workload] when you do teach, like the 20-page evaluations of a medical student you spend an hour with.” Conclusion Teaching may be both protective and detrimental to pediatrician wellbeing. Future studies should further explore teaching-related factors that contribute to a sense of fulfillment and burnout to ensure faculty remain engaged and fulfilled in their work.

49. RETHINKING FACULTY EVALUATIONS: GIVING FACULTY WHAT THEY WANT

Background The ACGME requires programs to review faculty “commitment to teaching” and “teaching ability”. Research has demonstrated improvement in teaching with various new assessment tools based primarily on learner assessments. We found no studies in which authors explored how faculty perceived and used information provided by their evaluations. Objectives 1) Understand how faculty perceive the usefulness of their evaluations in their current state; 2) Understand how faculty apply recommendations from evaluations to improve their teaching; 3) Explore the elements of evaluations faculty feel will best help them meet their educational and professional goals. Methods As a LEAD qualitative educational project, we conducted faculty focus groups at our institution between November 2017 and January 2018. We employed a purposeful sampling approach to ensure a diversity of faculty experiences with evaluations. A semi-structured interview guide was utilized during each focus group. Focus groups were recorded and transcripts were analyzed and coded independently by three investigators. Coders re-grouped and determined common themes utilizing the methodologic approach of qualitative description, an inquiry approach that yields rich, low inference descriptions of a phenomenon as described by those who experience it. Results Six focus groups were held with a total of 35 faculty participants. 242 minutes of discussion were transcribed and analyzed. Three major themes emerged: Process problems, How evaluations are utilized, and Components of the ideal evaluation, with several thematic subsets. While faculty find feedback provided after specific didactic sessions useful and constructive, faculty do not find the current rotation evaluations to be helpful, nor do they use these to alter their teaching. Of the themes that emerged, the most generalizable among programs was a clear desire for a more “learner-centered” evaluation. Faculty want evaluations to judge their ability to assess their learners’ needs and to in turn meet those needs. Faculty are less interested in complimentary comments endorsed on evaluations (“approachable”, “respectful”). We will present further quotes supporting these themes. Conclusion/Implication We created a new evaluation form that better meets faculty priorities for professional growth and promotion that is more learner-centered in focus (will be shared with audience and posted on SHARE Warehouse).

The importance of engaging students on public assistance: New insights and recommendations for practice

Student engagement in institutions of higher education has become a central priority for educators and administrators. What “student engagement” means for a diverse student body is an important question for public institutions with justice-related missions. As social welfare policy shifts to allow more recipients of public assistance access to higher education, research regarding their engagement experiences remains scarce. To support a socioeconomically diverse student body, consistent with the Network of Schools of Public Policy, Affairs, and Administration (NASPAA) standards, this project explores the nature of engagement among student recipients of public assistance by asking the following research questions: what forms of engagement with students on public assistance take place? Why is engaging students on public assistance important? How can we foster greater engagement with students on public assistance? To answer these questions, student and faculty focus groups are conducted. From this analysis, we highlight normative implications of engaging a socioeconomically diverse student population and present recommendations for fostering greater engagement.

Using Resident and Faculty Focus Groups to Obtain Stakeholder Input during the ACGME Self-study.

The Accreditation Council for Graduate Medical Education describes steps to guide programs regarding self-study. The process relies heavily on obtaining stakeholder input to validate findings. Focus groups have been noted to provide input and data not elicited using other methods. Our objective was to show the value of focus groups in obtaining a clear picture of stakeholder priorities as they relate to program aims, opportunities, threats, areas for improvement, and sustainability of improvements. We conducted a series of focus groups in 2017-2018 at a pediatric residency program with residents and core faculty members. The first session for each group elicited input regarding program aims, opportunities, and threats. The second session focused on evaluating program progress over the past 10 years and identifying strengths and needed areas for improvement. We documented responses obtained during the focus groups and used inductive content analysis methods to identify major themes. We repeated the focus groups every 6 months. We identified 8 program aims and pinpointed opportunities and threats. Areas for improvement were selected and then presented back to the stakeholders who confirmed their appropriateness. Repetition of the focus groups every 6 months facilitated ongoing measurement of progress and promoted the development of multiple plan, do, study, act cycles for areas of improvement. Focus groups are an effective way to initiate the self-study process, examine the program aims, opportunities, and threats, and formulate a detailed improvement plan. They are also useful as part of continual evaluation during a dynamic change process.