Interview Protocol Research Articles

Barriers and challenges to telemedicine usage among the elderly population in Israel

Abstract Background Despite the challenges to its adoption, telemedicine is becoming more and more popular for helping elderly people preserve their independence and continue to live in their own homes. Aims We investigated the challenges and barriers experienced by the elderly population when using telemedicine services in Israel. Methods Fourteen elderly people were recruited for the study and interviewed in person using a semi structured interview protocol, using a qualitative technique. Participants’ replies were evaluated and analyzed thematically. The participants were questioned regarding their usage of telehealth services, the benefits they perceive in them, any potential difficulties to use, and suggestions they had for making these services more readily available and simpler to use for the elderly. Results Most participants recognized the advantages of telehealth services, particularly for the elderly population during pandemics and normal times. However, most of them also expressed various challenges that face the elderly population in using these services. Many participants were concerned that the quality of telemedicine sessions may not be good enough compared to in-person sessions, and expressed a lack of confidence in telemedicine services, and frustration from the absence of in person interaction. Many participants highlighted the technological challenges in the use of computers and applications in general and in the context of healthcare, in particular, in addition to physiological and literacy difficulties. Finally, the participants suggested several ways to increase the accessibility and usage of telemedicine solutions by elderly people. Conclusions A proactive approach to identifying and resolving telehealth barriers can maximize virtual interactions for the older population and alleviate care inequities. There is a need to increase awareness of the availability, benefits, and uses of each telehealth service in comparison to in-person consultations. Key messages • A proactive approach to identifying and resolving telehealth barriers can maximize virtual interactions for the older population and alleviate care inequities. • There is a need to increase awareness of the availability, benefits, and uses of each telehealth service in comparison to in-person consultations.

Examining the Views of School Counselors on the Solution Focused Counseling

This study investigates school counselors' perspectives on the implementation of solution-focused counseling within educational settings. The research involved ten school counselors (six female and four male) employed across various educational levels—primary, middle, and high schools—in Izmir. A qualitative phenomenological approach was utilized for this study, and participants were selected through a snowball sampling technique. Data were collected using a semi-structured interview protocol developed by the researchers. Analysis of the interview transcripts revealed two main categories: theoretical and practical. Within the theoretical category, the identified themes included problem areas, strengths, and limitations of solution-focused counseling. The practical category encompassed themes such as functional use, techniques, and application preferences. The counselors reported employing solution-focused counseling in their schools and deemed it effective. They also highlighted the challenges posed by large caseloads and substantial workloads, noting that the solution-focused approach significantly aids in addressing these issues. The results are discussed in relation to existing literature on solution-focused counseling and its application in school settings.

Exploring Parent Perspectives on Autonomy Supportive Environments: A Qualitative Recreational Therapy Approach

The purpose of this study was to explore the ways par-ents provide autonomy supportive environments to their child with type 1 diabetes. Self-determination theory (SDT) is focused on interplay between extrinsic forces acting on persons and the intrinsic motive and needs of human beings. This study adopted SDT as its theoreti-cal framework, with emphasis on autonomy supportive environments. Interview questions were formulated and prepared according to components within the SDT. Between January 2023 and March 2023, seven parents consented and participated in interviews via Zoom. In-terviews followed a pre-constructed interview protocol which included 10 questions centered on the fostering of competence, relatedness, autonomy, choice provision, ra-tional provision, perspective taking, and advocacy. While it is known that parenting children with type 1 diabetes poses many challenges, our findings support giving a child autonomy to lead to more effective diabetes management. Also, findings indi-cated the importance of involvement in social groups, such as parent groups and medi-cal specialty camps. Recreational therapist (RT) professionals can measure outcomes as well as additional insight into parent perspective through camp involvement. This further supports RT using the self-determination theory within the practice of diabetes camps to improve health. Authors provide suggestions for future studies and practice implications for parental camp involvement.

Navigating Survival: The Role of Information in the Lives of Trans adults in South Carolina

This community-based action research dissertation interrogates how trans people in South Carolina use information to survive. I am conducting 25 semi-structured interviews with trans people across the state to ask what information they need to survive, what barriers to information access they encounter, and how they overcome those barriers. I am working with an advisory board of five trans people to bring community input into my research. The board has pilot tested the interview protocol and given their feedback. In a practical part of the research, we are identifying a challenge trans people experience in their daily lives. The board collectively chose the lack of resources for trans people as the problem we will address. Together we are building an informational resource to fill those gaps and ease information seeking. Early themes from the interviews indicate that trans people rely on their peers for information over experts. However, trans people do not always have access to trans community, and it can be dangerous to ask friends and family, leaving their information needs unfilled. Overall, participants found a lack of resources related to transness. In response to this lack, participants created their own information resources for themselves and their communities.

Voices of Families of Color: Navigating White Spaces in Gifted Education

Even when achievement outcomes are equal, some students of color still do not participate in advanced academic or gifted education programs. To better understand this phenomenon, researchers engaged in a research-practice partnership within the local community to explore the experiences of families of color and assess their needs pertaining to advanced learning opportunities for their children. Data were collected during two family outreach events using a semi-structured interview protocol with focus groups. Focus-group interviews were independently coded and analyzed using thematic analysis. Findings revealed challenges and barriers related to accessing enrichment and advanced academic learning opportunities. Some families discussed their personal experiences of racism, bias, and deficit thinking. Overall, themes illustrated how families of color believed they were perceived by educational practitioners and their desire for a sense of belonging and equitable access to high-quality academic programming for their children.

Analyses of Pre-Service Teachers’ Errors in Solving Algebraic Tasks in Ghana.

This study analyzed prospective basic education teachers’ errors in solving algebraic tasks using Newman’s Error Analysis (NEA). The study employed an interpretivist philosophical paradigm with a qualitative case study design. Data were collected from 250 prospective mathematics teachers randomly selected from four colleges of education in the eastern region of Ghana using super item tests and unstructured interview protocols. Thematic analysis was employed to analyze the qualitative data. The study findings revealed that transformation and encoding errors among prospective mathematics teachers are the most prevalent errors. Other error types encountered included comprehension errors and process skills errors. In order to reduce aspiring mathematics teachers’ errors, the study emphasizes the necessity of focused interventions and professional development programs to address transformation and comprehension errors in algebraic concepts.

Exploration of patients’ and healthcare professionals’ perspectives on kidney failure risk and the use of the kidney failure risk equation in MULTIPle lOng-term condItions aNd frailTy (MULTIPOINT) study: a qualitative interview and focus group study protocol

IntroductionClinical guidelines recommend the use of the kidney failure risk equation (KFRE) to guide the referral of individuals with chronic kidney disease (CKD) to secondary kidney care services. People living...

'So Let's Go On Like This?'-Shared Decision-Making and the Use of Outcome Information in Routine Care Management for People With Multiple Sclerosis.

This study aimed to investigate how shared decision-making (SDM) and the use of different types of outcome information are applied in routine care management for people with multiple sclerosis (MS) in an academic outpatient clinic. This qualitative study used the following: (a) observations of clinical encounters (N = 23) between patients and healthcare professionals (HCPs), (b) interviews with those patients (N = 17)and (c) interviews with those HCPs (N = 7). HCPs were not trained in SDM before the study. Audio recordings were transcribed literally. Transcriptions were analysed using qualitative thematic analysis. Outcome information was hardly discussed with patients, apart from clinical outcome information at an individual level, such as MRI or lab results. This use of clinical outcome information did not automatically lead to a process of SDM. HCPs tended to implicitly present choices to patientsafter signalling and discussing 'problems'. In the interviews, patients indicated that they tended to consent to the advice given by HCPs and to prefer not too much change in treatment plans. However, they also emphasized the importance of being informed about available options with benefits and harms. We observed multiple discussions about patients'preferences, especially related to patients'experiences and priorities. Overall, SDM and the use of different types of outcome information did not seem to be enacted in routine care management for people with MS, mostly because choices werenot explicitly mentioned or discussed. However, discussions about patients'experiences and priorities did take place. Training HCPs further and developing patient information seem reasonable steps to proceed. People with MS contributed as research participantsand provided us with their experiences in interviews. Furthermore, representatives of two patient organizations contributed to the study by reviewing the interview protocol for people with MS.

The Effects of Restorative Practice Curriculum on Student Behavior at A Disciplinary Alternative Secondary Campus

This mixed-methods, sequential explanatory case study was designed to assess the effects of a Restorative practices intervention curriculum on student behavior at a disciplinary alternative secondary campus, and to assess the effects of this curriculum on teacher and administrator decisions regarding student discipline, through the lenses of Social Justice Theory. There is currently no data available on the effects of Restorative practices among students who are already receiving the impact of exclusionary discipline in schools in the United States. Quantitative data was extrapolated using campus disciplinary data over the course of two academic school years. Qualitative data was extrapolated through a 42-question survey protocol and an eight-question interview protocol. The results assert Restorative practices curricula appear to have a positive impact on student’s behavior, teacher’s classroom management decisions, and administrator’s disciplinary decisions at the disciplinary alternative school.

Arabic within culture forensic interviews: Arabic native speaking lay-observer truth and lie accuracy, confidence, and verbal cue selection.

Cross cultural differences in behavioral and verbal norms and expectations can undermine credibility, often triggering a lie bias which can result in false convictions. However, current understanding is heavily North American and Western European centric, hence how individuals from non-western cultures infer veracity is not well understood. We report novel research investigating native Arabic speakers' truth and lie judgments having observed a matched native language forensic interview with a mock person of interest. 217 observers viewed a truthful or a deceptive interview and were directed to attend to detailedness as a veracity cue or given no direction. Overall, a truth bias (66% accuracy) emerged, but observers were more accurate (79%) in the truth condition with the truthful interviewee rated as more plausible and more believable than the deceptive interviewee. However, observer accuracy dropped to just 23% when instructed to use the detailedness cue when judging veracity. Verbal veracity cues attended too were constant across veracity conditions with 'corrections' emerging as an important veracity cue. Some results deviate from the findings of research with English speaking western participants in cross- and matched-culture forensic interview contexts, but others are constant. Nonetheless, this research raises questions for research to practice in forensic contexts centred on the robustness of western centric psychological understanding for non-western within culture interviews centred on interview protocols for amplifying veracity cues and the instruction to note detailedness of verbal accounts which significantly hindered Arabic speaker's performance. Findings again highlight the challenges of pancultural assumptions for real-world practices.

“I was always on the outside, watching quietly”: Autistic women reflect on school experiences

Voices of autistic women and girls have historically been absent from research. Even now, there is limited knowledge about the experiences of autistic girls and women, particularly in the school setting. To address this gap, this phenomenological study explored a broad range of school experiences for autistic women, from kindergarten through college. Interviews of 6 participants were conducted through a pilot study to inform the development of the interview protocol and process. A total of 14 autistic women participated in the full study, which also included the initial 6 from the pilot. Interviews were audio recorded and transcribed. Two researchers independently analyzed the data to identify themes using thematic analysis. Six themes were identified: (1) Accuracy of diagnosis matters; (2) Details matter; (3) Meaning of sensory and emotional experiences; (4) Invisibility/Not belonging; (5) Relationship and friendship challenges; (6) Layers of vulnerability. We identify recommendations for educators, administrators, counselors, and school social workers.

"Life as We Knew It": Continued Challenges in Getting Up-to-Date COVID-19 Vaccinations Amongst Black and Latinx Michigan Residents.

Minority communities are disproportionately impacted by COVID-19. In Michigan in 2024, 59% of Latinx residents, 46% of Black residents, and 57% of White residents have received at least one dose of the vaccine. However, just 7% of Black residents and 6% of Latinx residents report being up-to-date per CDC definition, versus 13% of White residents. Drawing from protection motivation theory, we aimed to identify barriers to COVID-19 vaccination. Interviews with 24 Black and 10 Latinx Michigan residents self-reported as not up-to-date (n = 15) or up-to-date (n = 19) on COVID-19 vaccines were conducted in 2022-2023. We used a community-based participatory approach in collaboration with 16 leaders from 15 organizations to develop research questions, interview protocols, and methods for data collection and analysis. Thematic coding of interviews was conducted. Findings indicate participants' lack of confidence in the COVID-19 vaccine's efficacy, with those not up-to-date expressing greater doubt. Participants were also concerned about vaccine benefits versus risks, safety, and side effects. Distrust in medicine, confusion about public health guidelines, and conspiracy theories were often reported. Younger unvaccinated individuals cited low health risk as reason to remain unvaccinated. Many participants felt that health education, especially through medical professionals, was beneficial. There is great need for more data to make informed decisions given ongoing lack of understanding of the public health benefits of COVID-19 vaccination. Identifying drivers of vaccine uptake, particularly boosters, in communities of color and developing age-appropriate and culturally responsive interventions to increase vaccination rates are of utmost importance.

Five days per month? A remote/hybrid work policy

Research methodology The main data used to develop this case were remote, synchronous interviews with the three characters in the case. The authors conducted two interviews with the main character in the case, Geoff Brown, specifically: (1) an initial 30 min interview to determine the fit and focus of the case and to help create the interview protocol for the full case interview (this initial interview was conducted on March 12, 2024); and (2) an hour-long interview to ask targeted questions to fully develop the case narrative (this interview was conducted on March 28, 2024). Geoff Brown was also involved in reviewing drafts of the case, approving the final version of the case and reviewing the assignment questions in this instructors’ manual (IM).

The development of a cognitive screening protocol for Aboriginal and/or Torres Strait Islander peoples: the Guddi Way screen.

Background Many Aboriginal and/or Torres Strait Islander peoples are exposed to risk factors for cognitive impairment. However, culturally appropriate methods for identifying potential cognitive impairment are lacking. This paper reports on the development of a screen and interview protocol designed to flag possible cognitive impairments and psychosocial disability in Aboriginal and/or Torres Strait Islander adults over the age of 16years. Methods The Guddi Way screen includes items relating to cognition and mental functions across multiple cognitive domains. The screen is straightforward, brief, and able to be administered by non-clinicians with training. Results Early results suggest the Guddi Way screen is reliable and culturally acceptable, and correctly flags cognitive dysfunction among Aboriginal and/or Torres Strait Islander adults. Conclusions The screen shows promise as a culturally appropriate and culturally developed method to identify the possibility of cognitive impairments and psychosocial disability in Aboriginal and/or Torres Strait Islander adults. A flag on the Guddi Way screen indicates the need for referral to an experienced neuropsychologist or neuropsychiatrist for further assessment and can also assist in guiding support services.

EXPLORING THE IMPACT OF MENTORS OBSERVATION FEEDBACK ON POSTGRADUATE PRESERVICE TEACHERS’ DEVELOPMENT

The purpose of this study was to explore the impact of mentors observation feedback on postgraduate certificate in education (PGCE) pre-service teachers’ development of the necessary competencies. The study which was qualitative in nature generated its data from 32 PGCE pre-service teachers using semi-structured interview protocol and this was analysed thematically. The findings of the study revealed that, the application of Hagger and Mclntyre’s theory of modelling, practice and feedback highlighted the positive impact of mentor-teacher observation feedback on PGCE pre-service teachers development of the necessary competencies required of a professional educator. The competencies revealed include lesson preparation and planning, pedagogical and content delivery techniques, classroom management promotion of inclusivity in the classroom, and grounding in disciplinary content knowledge among others. It was concluded that mentor-teacher observation feedback has the potential to improve and impact on pre-service teachers’ development of the necessary competencies required of a professional educator.

Lessons learned from remote, early-literacy instruction

The COVID-19 pandemic rapidly shifted primary-grade literacy instruction which had rarely been implemented online before the pandemic. Remote early literacy instruction is thus an emerging field of research, and research is needed to understand the affordances and limitations of this crisis-driven instruction and how it may inform early literacy instruction moving forward, both in remote and traditional settings. This mixed methods case study examined how 106 novice primary-grade teachers in the United States implemented literacy instruction in the remote platform during the COVID-19 pandemic with a desire to understand both successful and challenging literacy practices. The main data sources entailed 106 teacher interviews conducted using a semi-structured interview protocol and teacher self-ratings of their implementation of evidence-based literacy practices. Qualitative analyses of teachers’ perspectives yielded findings that remote early literacy instruction increased the involvement of families, required teachers to navigate multiple boundaries to implement literacy instruction, remote instruction was most conducive to teacher-led literacy instruction, and resulted in teachers’ difficulty knowing and addressing children’s literacy needs. Quantitative data analysis of Likert-scale questions about teachers’ early literacy instructional practices revealed teachers reported their highest quality literacy instructional practices as read alouds, collaboration with children’s families, and building an effective learning community for remote literacy instruction. Teachers rated their remote implementation of writing instruction, literacy assessment processes, and differentiation of literacy instruction as lower quality. The findings add to the literature by providing an in-depth understanding of remote early literacy instruction, successes and challenges reported by teachers providing literacy instruction to primary-aged children, and implications for post-pandemic instruction.

Teachers’ Perceptions towards English Language Teaching Pedagogy in Secondary Schools of Nepal

Recently research on English language teaching pedagogy has been receiving increased attention throughout the world, with a primary focus on classroom teaching strategies. This qualitative research study aims to explore the narratives of English language teachers about the use of English language teaching pedagogy in secondary schools in Nepal. The participants purposively selected for this study were four English language teachers teaching at the secondary level in public schools of Kanchanpur district. The researcher used narrative inquiry as a research method in which interview protocols with open-ended questions were employed as research tools to obtain information. The findings of the study showed that secondary English teachers have been shifting their classroom pedagogy from traditional teacher-centred approaches to modern innovative student-centred approaches. The study further revealed that teachers keep the knowledge of both teacher-centred and student-centred methods and techniques but practise them in the classrooms in their ways due to the limitations of prescribed methods. The study also revealed students’ level of English as the main barrier to their learning progress. The implication of the study is that the teachers should create more learning opportunities and environments inside and outside the classroom to increase students’ maximum time engagement in English learning-based activities that provide them with more exposure to English and enhances their learning.

Novice teachers reflexively explicate their internal moral dialogues linked with their practical experiences in Dutch primary schools

This article discusses the personal stories of Dutch novice teachers, explicating their internal moral dialogues about their daily work in primary schools. Aside from their didactical work, novices must address sociocultural frictions in school, which seems too little or not developed in teachers' initial education. Using an interview protocol at the Dialogical Self Theory and ethics intersection, novice teachers are challenged to discuss moral involvement with their work. The study reports findings regarding the moral themes that novices discussed when asked about coping with the destabilising aspects and how novice teachers express their reflexivity in narrating the disbalances generated by unexpected experiences during their induction. Results show that novices can handle the contradictory fluctuations in the daily routines and problem-solving issues they were taught about in their initial education by alternating involvement and distanciation of practice. However, they show more discomfort about the interplexity of the cooperation with colleague professionals, forcing them to make tradeoffs between the different perspectives and possibilities that do not always fit their ideas of good work. The conclusion is that a change in perspective on induction from trained problem-solving towards reflexive problem-finding makes novices embrace the uncertainty and move it from dread to the gift for professional development. Conclusive remarks show that teacher education should educate students more consciously about the different results of problem-solving versus problem-finding strategies. Novices should gain more critical thinking skills that facilitate their reflexive practice.

Midwifery experiences in rural Southern Aotearoa New Zealand: insights into pre-eclampsia management

aim: This study investigated the experiences of rural midwives in the Southern region of Aotearoa New Zealand, focussing on practices and challenges in caring for pregnant individuals displaying signs of pre-eclampsia (PE). method: Conducted as part of the University of Otago’s Trainee Intern Healthcare Evaluation Project, investigating the efficacy of the soluble FMS-like tyrosine kinase 1 (sFlt-1)/placental growth factor (PlGF) ratio test, this exploratory study employed qualitative research methods. Twenty-three midwives from nine locations across the Southern region were interviewed by trainee intern doctors (TIs) using a semi-structured interview protocol. Thematic analysis was applied to the data. results: The study highlighted the challenging context of rural midwifery, emphasising diverse working conditions, geographic complexities and the impact of the midwifery shortage. Midwives’ decision making about PE depended on location, experience, scientific evidence, holistic model of care and the constant concern about PE. A model illustrating midwifery decision making in PE management was developed. conclusion: Rural midwives in Aotearoa New Zealand’s Southern region managing PE cases face complex challenges. The model derived from this study illustrates the delicate balance that rural midwives navigate, emphasising the need for strategies to support their practice and preserve Aotearoa New Zealand’s distinctive maternity care model.

Leaders' Perspectives on Approaches and Challenges in Enacting Faculty Vitality in the Contemporary Landscape of Academic Medicine: A Deductive Thematic Analysis.

Continual changes in organizational structures within medical schools have contributed to the expanded scope and the centralization of faculty affairs offices, which support faculty administration and supportive functions. Using qualitative interviews, we investigated the perspectives of academic medicine faculty affairs leaders regarding their offices' priorities in sustaining faculty vitality in the face of current and anticipated challenges. A semi-structured interview protocol based on the researchers' practical knowledge, informed by the study's research inquiries, and pertinent academic literature guided the interviews. Deductive thematic analysis approach was used to identify the patterns and themes across the interviews. Our analysis revealed a central theme: the pivotal nature of the leader's role in strengthening faculty identity. Additionally, three sub-themes emerged concerning the leader's role in nurturing faculty well-being within today's academic medicine context: redefining faculty role, acknowledging and appreciating faculty contributions, and maintaining faculty engagement through a whole-person approach. Faculty affairs leaders describe widening roles with an emerging focus on a whole-person approach valuing the diverse contributions of faculty across the academic mission, supporting professional development, reflecting the individual motivations of faculty, and championing institutional processes that holistically evaluate and recognize faculty contributions.