Group Interviews Research Articles

Academic internal medicine hospitalist professional identity development.

Academic hospitalists have major roles in medical education, clinical care, and other academic medical center missions. Their professional identity development has implications for vitality, burnout, retention, and patient safety. To characterize academic internal medicine hospitalist professional identity and its development. Ten focus group interviews were conducted with 31 hospitalists in early-, mid-, and late-career stages at three academic medical centers. Data were analyzed using thematic analysis. Academic hospitalist identity development was characterized by (1) constant core clinician identity, (2) navigating interfaces between different spheres of knowledge, influence, and activity (patients, systems, learners, and multiple medical and psychosocial issues), (3) expanding identities in the "extension zone" outside of patient care, (4) variable and ambiguous academic identity, (5) ongoing negotiation between extrinsic factors (resources, relationships, and validation), intrinsic factors (personal identities and professional values), and identity development, (6) diverse career trajectories, and (7) professional identity driving career decision-making. In contrast to a "deficit" view of generalists lacking focus on a specific disease or organ system, academic internal medicine hospitalist professional identity encompasses distinct roles and skills. While hospitalists individualize their activities outside the context of patient care, the core clinician identity remains a beacon guiding these activities. Hospitalists' varied and ambiguous concepts of what it means to be academic may contribute to lagging academic progress. Organizations should support hospitalists' unique professional identities, seek clarity around what it means to be academic, and foster ongoing professional identity development.

Pupils’ experiences of aquatic education as a meaningful activity in physical education

ABSTRACT This study aims to explore Norwegian pupils’ meaningful experiences of aquatic education in Physical Education (PE). Aquatic education has gained significant attention in Norway, leading to substantial changes in the curriculum in recent years. 27 lower secondary school pupils (ages 13–16) participated in a total of six group interviews reflecting on their experiences of aquatic activities in PE from Year 1 to the present day. The data material was analysed using reflexive thematic analysis and interpreted from the perspective of Meaningful PE and the work of Kretchmar. The analysis resulted in four themes: (1) Swimming is an essential skill to learn; (2) Aquatic education is an appreciated variation in everyday school life; (3) Indoor swimming separates practise and play and (4) Cold water sets emotions in motion. The analysis shows that aquatic education represents a positive variation from sedentary theoretical school life and regular PE activities pupils’ do more often. Swimming is promoted as an important skill to learn, both in school and at home, contributing to pupils’ feeling that aquatic education is personally relevant. Indoor swimming with a strong focus on skill development de-prioritises some facets significant to pupils’ experiences of meaning in PE in general. Outdoor swimming in cold water seems like a distinctive activity in PE because it offers strong bodily experiences of mastery regardless of pupils’ physical and motor skills. This study provides insight into pupils’ experiences of meaning in aquatic education from both the indoor and outdoor environment. Aquatic education emphasising what may appear to be the easiest and most effortless way to pupils’ meaning-making may not have the most valuable effects.

"They tossed me up like a ball": informal settlement residents' experiences in accessing healthcare in Kampala, Uganda.

Most urban dwellers (55%) in low- and middle-income countries (LMICs) live in informal settlements. Informal settlement dwellers have higher disease risk and poorer quality of life than residents of formal urban environments, yet they have less access to healthcare. Despite benefits of most international health aid delivered through Global Health Initiatives (GHIs) such as the WHO, USAID, and PEPFAR in rapidly addressing specific conditions such as HIV, TB, malaria, many GHI have created parallel structures to existing health systems. This paper examines the experiences residents of informal settlements have in trying to access basic healthcare in the context of global health aid. In this community-based study, we conducted focus group interviews (FGI) among 165 residents of six purposively selected informal settlements in Kampala, Central Uganda. Participants were purposively sampled to reflect participant demographics such as gender and age, with separate groups for males, females, youth and refugees. FGI asked residents about settlement formation, community challenges, governmental and non-governmental responsiveness, and health service delivery. Interviews were audio-recorded, transcribed verbatim and translated as needed. Inductive and deductive coding were used to merge codes into a final codebook, identifying emergent sub-themes and overarching themes summarized with supporting quotes. Residents described barriers to accessing three separate healthcare systems: the public health system (national and regional referral hospitals and district health centers), the private health system, and the international donor healthcare system. Dimensions of affordability and approachability limited healthcare access in both the public and private systems, while most residents were excluded from disease-specific international donor funded care. The focus group interviews indicated that private healthcare systems have created incentives to draw resources away from already depleted public healthcare systems, further decreasing access to the most vulnerable. Our study reveals important and substantial gaps in the current healthcare system in Uganda. The main perceived health system challenges were its affordability and 'approachability' among residents of informal settlements. GHIs drain resources from the national health system and neglect coverage for non-priority diseases. We call upon policymakers to re-prioritize and respond to these health system challenges.

Exploring needs, prevalence and experience with robotic-assisted surgery training among residents: a mixed method study.

Robotic-assisted surgery (RAS) is increasingly used in clinical practice, but training opportunities for residents vary widely. This multicenter, mixed-methods study assessed Dutch residents' exposure to RAS, identified their training needs, and explored their perspectives on the future of RAS through a survey (n = 148) and groups interviews (n = 20). Informed consent was obtained. While 69.6% of the residents had RAS experience, only 14.2% had operated as console surgeon. Despite robots being available in 75.7% of hospitals, hands-on training remained limited. Most residents (77.7%) expressed interest in a national RAS curriculum. Qualitative data revealed four major themes: needs and experiences, training requirements, the role of the OR team and industry, and assessment and feedback, with residents advocating for early exposure and holistic feedback. There is a clear need for a formalized RAS training program. Future research should focus on structured curricula, tailored to resident needs, including possible barriers and facilitators.

The Impact of Basic Education Curriculum Gaps on Meeting Tertiary Education Admission Criteria – A Case of South Africa

Access to higher education is often hindered by curriculum gaps in secondary education, where misalignment between school curricula and university admission requirements leaves many students underprepared and ineligible for their desired programs. This qualitative study set out to explore ways in which curriculum gaps negatively impact students’ ability to meet admission criteria, aiming to highlight systemic challenges and propose solutions to bridge the divide between secondary and higher education. 4 teachers, 2 university administration officers, and 4 learners who seek entry into the university from different high schools were purposively sampled for semi-structured interviews and focus group interviews, and the data were thematically analysed in this study. The Critical Social Theory served as the lens through which this whole discussion in this study was addressed. The study identified significant misalignment between high school subjects and the prerequisites for tertiary education programs, particularly in STEM and professional fields. The study revealed that a lack of guidance on subject selection and inadequate preparation for standardised assessments further compound the problem, leaving students ill-equipped to meet competitive admission criteria. It is recommended that stakeholders address curriculum gaps that require systemic reforms, including aligning secondary education content with university requirements, improving career guidance, and equipping schools with adequate resources. These measures will ensure that all students have equal opportunities to access higher education and pursue their career aspirations regardless of background. The study contributes to existing literature on improving equitable access to higher education opportunities by addressing this issue. Keywords: Curriculum Gaps, Higher Education Access, Admission Criteria, Educational Inequality

Fostering STEM Interest:

To address disparity issues in STEM fields, this study implemented a culturally relevant, hands-on learning program tailored for African American high school students from low-income areas in America’s Deep South. The program included a one-month summer academy followed by a four-month collaborative app development project using MIT App Inventor. A mixed-methods evaluation was conducted with twenty-two participants, utilizing focus group interviews, pre- and post-surveys, field notes, and process documents to assess the impact of the collaborative app development experience. The findings indicated significant improvements in participants’ technical skills, time management, and collaboration abilities, alongside a positive influence on their STEM identity and interest in computer science. However, some participants reported stress and uncertainty regarding pursuing future careers in CS, underscoring the need for ongoing and tailored support. These results suggest that culturally relevant, hands-on learning experiences could play a vital role in increasing African American students’ engagement and interest in STEM fields.

Indicators of the Image of the Iraqi Media Network Among the Baghdad Audience

The present research aims to explore the mental image of the Iraqi Media Network among the Baghdad audience and determine whether this image is negative or positive in nature. The study relied on a survey methodology, incorporating both quantitative and qualitative approaches, by developing a measurement tool and distributing it to a multi-stage sample representing all areas of Baghdad, comprising (400) respondents. Additionally, focus group interviews were conducted to identify the factors contributing to the formation of the network's image among the audience. The findings revealed that the overall image held by the Baghdad audience was somewhat unclear, with a slight tendency toward negativity in certain aspects. Furthermore, the audience was largely unaware of the media outlets affiliated with the network. Most respondents reported occasional exposure to the Iraqi Media Network, primarily because it serves as a political news outlet that largely aligns with the government in most of its content. Additionally, most of its programs were found not to meet their objectives or satisfy their desires as viewers. The results also confirmed that the network's media outlets played a significant role in promoting values of tolerance and diversity among the Iraqi population while rejecting sectarianism. Moreover, the news service provided by the network was noted for its credibility, as it sources its information from reliable official channels. However, the findings indicated that the network's radio and television programs did not expose financial and administrative corruption in the country, nor did most of its programs reflect the true reality of Iraq. Furthermore, they failed to provide in-depth analysis of the issues and events unfolding in Iraq.

Kanaka ʻŌiwi Leadership in Hawaiian-Focused Charter Schools: Advancing Cultural Revitalization and Educational Sovereignty

This study investigates the fundamental values, beliefs, and principles that guide the leadership of Native Hawaiian principals (poʻokumu) in Hawaiian-focused charter schools. Through an ethnographic case study approach, the lived experiences of seven poʻokumu/poʻokula (out of fourteen possible participants) were meticulously gathered via surveys and individual and group interviews and subjected to a thorough coding process. The research uncovered key themes in modern Kanaka ʻōiwi (Native Hawaiian) leadership. The study found that all participants prioritized the integration of ʻIke, ʻŌlelo, and Nohona Hawaiʻi (Hawaiian knowledge, language, and way of life) with academic content to educate their haumana (students). In addition, all principals emphasized haumana-centered learning, kaiāulu (community) collaboration and support, and transformational leadership. They highlighted the importance of developing kumu (teachers) to implement Hawaiian culture-based education. Furthermore, the principals underscored the concept of kuleana hana (sense of responsibility) as central to their leadership. These findings provide significant insights into Indigenous leadership and the role of culturally responsive education in Hawaiian-focused charter schools. The study's implications suggest that embracing Indigenous values and practices can enhance educational leadership and foster an environment that supports academic excellence, indigenous knowledge, and cultural preservation.

Rural health care aide training experiences in a Canadian tuition assistance program: a qualitative study.

Healthcare aides (HCAs) are vital in supporting Canada's growing aging population. Rural communities face unique but understudied challenges to HCA recruitment and retention, including limited training options and employment opportunities. To better understand and address these challenges, this qualitative study investigated HCAs' experiences of training and working in a rural Canadian town. This training was subsidized by a municipal tuition assistance program, which provided up to $5,000 towards tuition fees. In 2023, through a community-engaged research partnership with the town, we conducted three focus group interviews with 11 women studying to become certified HCAs, supported by the municipal tuition assistance program. Focus group interviews explored topics such as educational and work experiences, impacts of these experiences on their day-to-day lives, and their perceptions of high-quality employment. Qualitative data, including transcripts, fieldnotes, and reflexive notes, were analyzed using reflexive thematic analysis. Participants applied to the HCA program for various reasons, arriving with diverse personal and professional backgrounds. Most participants had no previous postsecondary education. We generated three themes: (1) fostering friendships and community; (2) inspiring confidence and pride in school, the workplace, and home; and (3) working to improve the profession. Participants considered their in-person (as opposed to online) education to be a key factor in increasing their confidence at work. Engaging in union activity and advocacy work represented a significant way participants exerted their confidence and skills. Participants' engagement with their union and collective bargaining resulted in improved working conditions for local HCAs and other healthcare workers. This study is one of few to explore rural HCA training and working in Canada and is the only one (to our knowledge) focusing on HCAs' experiences of accessing a tuition assistance program. This research also contributes to literature on improving HCA working conditions. Empowering HCAs to participate in decision-making about their work environments could lead to positive outcomes for workers and care recipients. Our findings underscore the importance of providing accessible, high-quality HCA programs in rural communities, particularly given the increasing demand for elder care in Canada.

Learning on patrol: Examining informal supervision in police education field training

ABSTRACT This study examines informal supervision’s role in police education field training and its contribution to future police officers’ professional development. While formal supervision in police education is structured and evaluation-based, informal supervision, characterized by spontaneous, situational interactions, remains underexamined despite its potential impact on learning outcomes. Using a qualitative research design, four focus group interviews were conducted with 13 field training officers (FTOs) and 11 police students (n = 24) in Norway to capture their perceptions and experiences. The thematic analysis highlighted three key themes emphasizing informal supervision’s significance: (1) immediate reflection on practice, (2) mental preparation and debriefing, and (3) a safe space. The patrol car was a pivotal setting for these interactions. These findings underscore the need for structured integration of informal supervision into police education to bridge the gap between classroom instruction and fieldwork realities, enhancing the professional development of future law enforcement officers.

Developing Standards for Rapid Evaluation and Appraisal Methods (STREAM): An e‐Delphi Consensus Study

ABSTRACTBackgroundTimeliness is key to influencing the utility of evaluation and research findings and has given rise to a range of rapid evaluation and appraisal approaches. However, issues in the design, implementation and transparency in their reporting has led to concerns around their rigour and validity. To address this, we have developed the Standards for Rapid Evaluation and Appraisal Methods (STREAM).MethodsWe followed a four‐stage consensus process, starting with a (1) steering group consultation; (2) three‐stage e‐Delphi study; (3) stakeholder consensus workshop; and (4) piloting exercise. The stakeholders invited to participate in the consensus process had experience in conducting, being part of, or commissioning rapid evaluations or appraisals.ResultsThirty‐eight standards were developed with the purpose of guiding the design and implementation of rapid evaluations and appraisals and supporting the reporting of methods used.ConclusionsRapid evaluations and appraisals can be useful in time and resource limited contexts and in the response to new or changing services, but close attention needs to be paid to their rigour and other factors that might influence the production of knowledge and validity of the findings.

“I Want to Enter”: Aspects That (De)Construct Transgender Individuals’ Access to and Experiences With Oral Health Services in Southern Brazil

ABSTRACT Transgender persons are those whose identity differs from the sex assigned to them at birth, and they are subject to inequities that affect social relationships, access to education, employment, and healthcare. This study investigated aspects involving access to and utilization of oral health services by transgender persons in a medium-sized city in Southern Brazil. This work is descriptive, qualitative, and cross-sectional. Data collection was conducted with 10 participants using focus groups and analyzed through content analysis. The participants included five trans men, two transgender women, one non-binary transgender woman, and two non-binary persons. Two topics emerged from the group interviews: factors that determine access to oral health services and factors that condition it. The determining factor for access was dental pain, while the conditioning factors were financial conditions, respect for chosen names, prior experiences with oral health services, and expectations regarding gender expression. The aspects involving access to oral health services by transgender people highlight the need for the guarantee of rights, employment and education opportunities, and support from healthcare services and society.

Teachers’ Understandings and Enactments of Academically Focused Curriculum for Students with an Intellectual Disability

ABSTRACT The proposed article intends to contribute to the debate about the instruction and curricular content for students with an intellectual disability, focusing on the micro level of schools and classrooms. In Sweden, considerable changes have occurred in the curriculum policies for students in an intellectual disability with a major shift in focus from functional skills and social care to academic skills. The aim of the study is to get a deeper understanding of how teachers at two schools for students with an intellectual disability enact the curriculum policies based on their views of purposes of schooling and purposes of instruction. Three focus group interviews with ten teachers were conducted and analysed using inductive qualitative analyses. The results revealed two positions to academically focused curriculum policy: holding oneself accountable for students’ achievement and expressing scepticism to the curriculum contents. These two positions are further illustrated with the help of video-observations of teachers’ instruction. The results of the study reveal how the intentions of the standards-based curriculum reform may be mediated by teachers’ interpretations of the purposes of schooling for students with an intellectual disability.

Domestic Students' Engagement in Internationalisation at Home: Devoloping Intercultural, Ethical, Personal, Social, Critical and Creative Thinking Capabilities in Australian Secondary Schools

ABSTRACTThis article explores domestic students' engagement in internationalisation, based on data collected from individual and focus group interviews as part of a longitudinal study across four secondary schools in Victoria, Australia. While the four capabilities, intercultural, ethical, personal and social, and critical and creative thinking, are integral to internationalising teaching and learning practices, little research has explored this connection in the context of domestic students' engagement with internationalisation in the school sector. This article addresses this critical gap in the literature. Using intersectionality as a theoretical framework to interpret domestic students' perspectives, this article focuses on the criterion of intercultural capability as delineated in the Victorian Foundation to Year 10 (F‐10) curriculum and identifies areas of overlap with the other capabilities (ethical, personal and social, critical and creative) present in the Australian national curriculum. Recognising the interrelatedness of capabilities is essential, as key skills often emerge at their intersections. These skills include the ability to recognise, accept, and negotiate differences and form better connections while interacting interculturally. The study found that although students engage in extensive discussions about worldwide issues, their critical thinking and literacy skills remain under‐developed. Additionally, barriers created by various structural and disciplinary power relationships in schools add to divisions between domestic and international students, preventing them from interacting in more meaningful ways. Based on the findings, the article discusses implications for fostering these interrelated capabilities and supporting innovative internationalisation in teaching and learning practices in secondary schools.

Interactive voice response surveys as a method for increasing the representativeness of rural respondents in a mortality mobile phone survey: Findings from Malawi.

Our study aims to (i) evaluate the yield and costs of a fully automated interactive voice response survey as a screening tool for identifying rural respondents for participation in a mortality mobile phone survey, and (ii) compare mortality survey call outcomes among interactive voice response pre-screened and unscreened numbers. In order to identify respondents living in rural areas, a short interactive voice response survey was conducted among 24,924 unique mobile phone numbers to determine place of residence (Rural vs. Other). We calculated the proportion of rural numbers derived from the interactive voice response survey among all numbers dialled. Mobile phone numbers screened with interactive voice response were then combined with those generated via random digit dialling and used in a national mortality mobile phone survey in Malawi. Final dispositions for each mobile number dialled were compared for both groups by testing the difference in proportions. Approximately half of all phone numbers dialled in the interactive voice response survey were answered, and among them, 33.9% indicated that they lived in a rural area. The cost per completed interactive voice response was US$8.75 and just under half of the numbers screened by interactive voice response later resulted in a completed mortality mobile phone survey, at a cost of US$17.4 per completed mortality survey. In comparison, less than a quarter of the numbers that were not screened through interactive voice response resulted in a completed mortality survey (45.3% vs. 22.3%, p <0.001). On average, 12 call attempts were required to complete a mortality survey interview in the unscreened group, compared to 6.3 call attempts among the interactive voice response pre-screened numbers. Interactive voice response surveys can be used to increase the representation of rural respondents in mobile phone surveys at an acceptable cost. Modifications to the interactive voice response survey process (e.g., survey timing and number of call attempts) should be explored further to increase engagement.

Why Do Nurses Carry Out Illegitimate Tasks? A Qualitative Study Through the Lens of Gender Theory and Nursing History.

To identify illegitimate tasks performed by registered nurses (RNs) in surgical care and explore why they perform them through the lens of gender theory and nursing history. A qualitative study guided by gender theory, nursing history and the Fundamentals of Care framework. RNs (n = 48) at three surgical wards attended a lecture on gender theory and a lecture on nursing history, each followed by focus group interviews (n = 12) with 6-8 participants. The analysis included two steps: (A) a content analysis of the interviews to identify illegitimate tasks and (B) a gender analysis using Connell's framework and nursing history. The RNs describe their work situation in clinical practice as fragmented by illegitimate tasks. The results show how this can be explained as induced by gender theory and nursing history, with the main theme RNs support overall patient care and work climate at the cost of nursing care-a behaviour explained by gender theory and nursing history, presented in four categories: (1) performing administrative tasks and information processing outside the nursing profession, (2) maintaining a pleasant workplace, (3) being constantly available, facilitating and compensating for physicians and (4) backing up nursing assistants. Contemporary RNs frequently utilise their resources to carry out a wide range of illegitimate tasks. The findings illustrate that RNs remain influenced by their history and still integrate traditionally female-associated tasks and behaviours into the workplace, often without conscious awareness. This knowledge can be used to understand why RNs perform illegitimate tasks without being asked to do so. Primarily, managers and also RNs must consider their complex situation from this perspective to implement systematic organisational changes that ensure patients receive the nursing care they need. There is a global shortage of registered nurses (RNs). Patients suffer from missed nursing care. RNs describe their work as fragmented, with frequent interruptions and illegitimate tasks they feel expected to prioritise, even if not prompted by routines or requests. RNs are influenced by nursing history, integrating traditionally female-associated tasks and behaviours into the workplace, often subconsciously. When nurse managers and RNs become aware of these problems, it can pave the way for change, which can free up nursing resources and improve patient care. By becoming aware of what constitutes illegitimate tasks and understanding why nurses perform them, organisational changes can be made to fully utilise RNs' competencies. The findings point to a systemic issue that calls for strategic leadership from managers to drive substantive change.

Cultural immersion: Embedding Torres Strait Islander (Melanesian) history, culture, diet and health in dietetics curricula.

To describe a Torres Strait (Melanesian) cultural immersion delivered to dietetics students at a large university in Australia and to understand whether cultural immersion supports the development of students' knowledge and skills in relation to specific Dietitians Australia performance criteria. The cultural immersion was co-designed, analysed, and reported through an iterative process with a Torres Strait immersion educator from the Eastern Islands, a First Nations researcher, and a dietetics academic. The cultural immersion included an opening ceremony, four station rotations of creation stories through weaving; food preparation; artefacts and cultural dance; and yarning about health, as well as a closing ceremony. A mixed methods approach was used. Data from pre- and post-surveys were analysed with Wilcoxon Signed Rank Test or paired t-test, and integrated with the thematic analysis of focus group interviews to provide context, depth and perspectives. Forty-eight students completed pre- and post-surveys, and 25 participated in focus groups. Through working at the knowledge interface, students' general knowledge on Torres Strait Islander history, culture, diet and health increased (all p < 0.001). The cultural immersion supported the development of competence through reframing the narrative and experiential learning, impacted their journey as dietitians by promoting reflection, and increased their perceived confidence in working with Torres Strait Islander populations in a health setting. This cultural immersion enriched dietetics students' understanding of Torres Strait Islander history, culture, diet, and health. Cultural immersion is one teaching method that can be used within an integrated suite of education strategies to support the development of Aboriginal and Torres Strait Islander health competencies.

The training needs of primary and secondary in-service school teachers engaging in virtual exchange

Advances in educational technology, including videoconferencing, have resulted in a rise in virtual exchange (VE). Researchers have touted the benefits of conducting VEs including developing learners’ intercultural awareness, intercultural competence, and digital skills (O’Dowd, 2018). Few studies have been conducted in secondary and primary school settings, however. To fill this gap, an online questionnaire was administered, and subsequent focus group interviews were conducted with primary and secondary teachers to understand their needs and the challenges which impact their ability to conduct VE projects. The findings of our needs analysis show that the majority of primary teachers reported a lack of technological training, including which tools and/or applications best support VEs, while secondary teachers reported lacking both technological and pedagogical training for VEs, such as how to integrate VE tasks into their curricula. To accommodate these needs and challenges, we advocate for a training space which provides experienced and novice teachers the opportunity to discuss VE in their teaching contexts and training materials to assist in designing, implementing, or adapting VE tasks.

Voices from the waterside: a sociolinguistic study of fish trade communication in itu

The linguistic dynamics and communication patterns of fish dealers in three important waterside communities: Obot Itu beach, Mbiabo bridge beach, and Oku Iboku water front are examined in this study. Using a sociolinguistic approach, the study examines the strategic use of language in the context of fish trading, emphasising the interaction of communication, culture, and commerce. To guarantee a thorough analysis, the study used a survey method in addition to focused group interviews, non-participant observation, and secondary data sources. Thirty informants in all were purposefully chosen from the previously stated locations. Speech Act Theory served as the analytical framework for the descriptive analysis of the data, allowing for the identification and interpretation of a variety of speech acts that define the transactional and interpersonal interactions among fish dealers, including directions, commissives, expressives, and assertives. The results show that the trading communities' socioeconomic realities and cultural values are reflected in the abundant use of indigenous linguistic resources, context-specific jargon, and practical techniques. In addition to providing insights into how language shapes social interaction in local marketplaces, this research advances our understanding of grassroots economic communication.

Towards grit and vision: expanding an instrument for group design exercises in problem-based learning

This study introduces the Design Process Reporting Tool (DPRT) and its extension, the Grit and Vision Reporting Tool (GVRT), designed to evaluate architectural engineering students' engagement and motivation during collaborative design exercises. The DPRT was initially developed to assess students' perceptions of control and task openness within the Architectural Engineering Design Quadrant framework. It used locus of control assessments, focus group interviews and surveys to gather insights into student experiences. However, to achieve a more comprehensive understanding of motivation, dimensions of grit (perseverance and resilience) and vision (strategic goal-setting and creative alignment) were incorporated. The GVRT was framed by the examiners' four motivational dimensions: control, openness, grit and vision. It integrates task-specific evaluations, such as perceived control and effort, openness and enjoyment, peer helpfulness and long-term goal orientation. This tool development addresses limitations in traditional assessment methods and broadens applicability beyond architectural engineering to Problem-Based Learning contexts.