Interview Questions Research Articles

"It's all about setting the stage." The nurse facilitator trial: perceived outcomes and implementation issues. A qualitative study among ICU clinicians and nurse facilitators.

For the first time in France, a randomised controlled trial was conducted to evaluate the impact of a nurse facilitator on family psychological symptoms. We sought to explore the implementation of the intervention, how it was experienced by clinicians, as well as the barriers and facilitators to implementing the change. We conducted qualitative semi-structured interviews with intensive care unit (ICU) clinicians and facilitators involved in the trial. Interview questions focused on participants' perceptions of the intervention and its outcomes, including the effect of the intervention on patients, families and the health care team, and barriers and facilitators to its implementation. Interviews were conducted by two social science researchers, audio recorded, transcribed, and analyzed using thematic content analysis. Twenty-three clinicians were interviewed from the five participating ICUs. Three themes emerged, capturing clinicians' perspectives on implementing the intervention: (1) improved communication and enhanced care for families and the ICU team, albeit with some associated risks; (2) active listening and support, both for families and ICU clinicians but with certain limitations; (3) barriers to implementation including lack of organizational readiness, exclusion of under-represented groups, and facilitator challenges including role ambiguity and the need for role support. Participants believed the facilitator intervention potentially improved families' experience. However, they also highlighted emotional difficulties and tensions with some members of the participating teams, due to competing territories and ambiguous role definitions. Facilitators' failure to affect decision-making suggests their role in enhancing goal-concordant care was inadequate within the setting.

An implementation evaluation of a sports-based health intervention for underrepresented middle school youth in Philadelphia.

Multicomponent, community-based programs aiming to improve health behaviors in youth are needed but can be challenging to implement. Research is needed to better understand the factors that facilitate and inhibit effective implementation of these programs especially for youth at increased risk of health disparities. This study aimed to identify and explore the implementation determinants and outcomes of a multicomponent health intervention conducted from 2021 to 2022 for middle school students living in underserved communities in Philadelphia, PA, USA. Mixed methods approaches, including self-report surveys and semi-structured qualitative interviews, were administered to 18 members of the implementation staff at the end of the program, including coaches (n = 7), assistant coaches (n = 2), school champions (n = 6), administrative leaders (n = 2), and a school district administrator (n = 1). Survey and interview questions were guided by the Consolidated Framework for Implementation Research (CFIR), and interviews were thematically coded following transcription based on 26 CFIR constructs. Innovation source, evidence strength and quality, cosmopolitanism, and the personal attributes of individuals were key constructs associated with implementation effectiveness. Data revealed three multidimensional themes that highlighted broader challenges influencing implementation: (i) broad consensus, different interpretations, (ii) staffing challenges, and (iii) continuity is key. The need for the program was clearly recognized and overall belief in the purpose of the intervention was strong among key program staff and administration. However, issues including limited engagement with training, staffing turnover, and the rotational programming design hindered implementation. Future projects aiming to implement multicomponent after-school time interventions must ensure a consistent vision among partners and continuity in program delivery.

Deficits and opportunities, pivots and shifts for scaling-up voluntary medical male circumcision in Uganda: a qualitative reflexive thematic analysis study

Despite voluntary medical male circumcision (VMMC) being a cost-effective intervention for preventing HIV transmission, its scale-up has faced challenges. Several interventions to address these challenges in priority countries, including Uganda, have not yielded the desired results. This cross-sectional qualitative study aimed to explore the factors that affect the demand for VMMC and identify possible solutions. Semi-structured phone interviews were conducted with 29 males aged at least 18 and not more than 65 drawn randomly from a database representative of the general population maintained by an independent research organisation. Reflexive thematic analysis was conducted, and data analysis was done using NVivo version 12. The results were presented in narrative format with supporting quotes. The study received ethical and regulatory clearance to be conducted in Uganda. The average age of the respondents was 28 years. Almost all respondents had some education, and most lived in rural areas. Two themes were generated, namely, 1) deficits and opportunities for VMMC, which are issues that currently hinder the uptake of VMMC but, if addressed, would lead to better demand, and 2) pivots and shifts for VMMC, which are changes that need to be made to improve the uptake of VMMC. We found that several challenges, including myths, misconceptions, health system gaps, and uncertainties about the postoperative period, hindered the uptake of VMMC. Pivots and shifts for improving the uptake of VMMC include intensifying VMMC campaigns, addressing inequities, and addressing access barriers. We concluded that several challenges, including myths and misconceptions, health system-related gaps, and uncertainties in the post-circumcision period, persist and negatively impact the scale-up of VMMC in Uganda. VMMC beneficiaries have plausible proposals for addressing challenges. The Uganda Ministry of Health should address the myths, misconceptions, health system-related gaps, and uncertainties about the postoperative period and should involve VMMC beneficiaries in reviewing interventions to address gaps.

Disciplinary digital capabilities of professionals

This paper is concerned with the digital practices of professionals, and the ways in which educators can support higher education (HE) students with successfully transitioning into professional life by developing relevant digital capabilities according to their disciplines. Digital capabilities have received significant attention in recent years, with various attempts made to develop digital frameworks to support curriculum design in HE. However, few studies have articulated these generic capabilities in terms of specific disciplines. This paper addresses the gap of disciplinary conceptualisations of digital capabilities by exploring how they are planned in HE curricula in two professional disciplines, engineering and management. Originality of the study is achieved in part through a conceptual framework that weaves together Shulman’s notion of signature pedagogies with JISC’s Digital Capability Framework (DigiCap). The study employed a multiple-case study methodology with each discipline as a case, and four undergraduate/postgraduate modules as the units of analysis, drawing on documentary sources, and academic, professional and student perspectives via interviews and focus groups. The research design section presents a practical manifestation of this conceptual framework in the form interview questions, which is one main outcome of this study. The study offers insight into the digital capabilities in engineering and management education, as well as the digital practices of engineers and managers. Findings report on which digital capability elements are prioritised, and how, in the two professions, followed by a discussion of their most distinct, 'signature digital capabilities'. These indicate that the development of digital capabilities is aligned with the respective discipline’s signature pedagogies. In engineering, digital problem-solving and collaboration/communication, followed by data and information literacy, appear to be most prominent. In management, data and information literacy overlap with problem-solving, and, together with digital content communication, form its prominent digital capabilities. The study also identifies management’s overarching signature digital capability. The paper argues that simply just using a descriptive, typological framework (e.g. DigiCap) is not sufficient to identify signature digital capabilities of a subject without tending to their disciplinary aspects. It is the combination of a typological digital capability framework through the lens of signature pedagogies, which can be effective in identifying disciplinary digital capabilities.

Sensitivity and specificity of Aboriginal-developed items to supplement the adapted PHQ-9 screening measure for depression: results from the Getting it Right study.

To determine the psychometric properties of an Aboriginal and Torres Strait Islander-developed depressive symptom screening scale. Prospective diagnostic accuracy study. Ten primary health care services or residential alcohol and other drug rehabilitation services in Australia that predominantly serve Aboriginal and Torres Strait Islander peoples. 500 adults (18 years or older) who identified as Aboriginal and/or Torres Strait Islander and were able to communicate sufficiently to respond to questionnaire and interview questions. Recruitment occurred between 25 March 2015 and 2 November 2016. Criterion validity of seven Aboriginal and Torres Strait Islander-developed items, using the adapted Patient Health Questionnaire 9 (aPHQ-9) and depression module of the Mini International Neuropsychiatric Interview (MINI) 6.0.0 as the criterion standards. The seven-item scale had good internal consistency (α=0.83) and correlated highly with the aPHQ-9 (ρ=0.76). All items were significantly associated with diagnosis of a current major depressive episode. Discriminant function and decision tree analysis identified three items forming a summed scale that classified 85% of participants correctly. These three items showed equivalent sensitivity and specificity to the aPHQ-9 when compared with the MINI-identified diagnosis of a current major depressive episode. Three items developed by and for Aboriginal and Torres Strait Islander people may provide effective, efficient and culturally appropriate screening for depression in Aboriginal and Torres Strait Islander health care contexts.

Parental views on prospective consent: Experience from a pilot randomised trial recruiting extremely preterm infants during the perinatal period.

To explore parental perceptions of the consenting process and understanding of the study in a pilot randomised controlled trial wherein extremely premature infants (<29 weeks' gestation) were recruited either antenatally or by 4 h of life. We prospectively surveyed parents who had consented, declined consent or were eligible infants in the Positioning Preterm Infants for Neuroprotection study, a low-risk intervention study in the first 72 h of life. Structured interview questions explored the process and acceptability of the consenting approach by the parents and their knowledge of the study. Additional comments made by the parents were transcribed verbatim. Sixty-two parents participated in the surveys; of those, 41 had provided their consent, 8 declined consent and 13 were parents of missed eligible infants. Overall, most parents reported they understood the study well before providing their consent and approaching them for consenting did not create a burden for them. A verbal explanation of the study by the study team, especially by the medical practitioners, was viewed as beneficial. Where consent was obtained in the birthing unit (imminent births and within 4 h of birthing), it was suggested that the 4-h period for obtaining post-natal consent may be too short. A deferred consent with a follow-up opportunity for obtaining informed consent could be a suitable alternative. Parents found the consenting process acceptable and indicated they had sufficient understanding of the study to provide an informed consent. Deferred consent should be explored for future, low-risk intervention studies as an alternative to prospective consent where extremely preterm infants need to be recruited in the immediate neonatal period.

Generative AI: Is Authentic Qualitative Research Data Collection Possible?

With the advent of readily accessible generative artificial intelligence (GAI), a concern exists within the academic community that research data collected in the context of conducting doctoral dissertation research is authentic. The purpose of the present study was to explore the role of GAI in the production of new research paying particular attention to the use of GAI in collecting new data for a doctoral dissertation. This study employed qualitative methodology examining how GAI, specifically ChatGPT, responded to interview questions from a previously published article by the researchers to determine how closely chatbots mimic responses from the actual study participants. The researchers found that data integrity in qualitative research may be at risk if higher education institutions do not set clear policies and specific parameters for how doctoral research data is obtained and validated in light of GAI.

Encountering Bias: Examining Biases and Stereotypes in the Evaluation Process Among Expert Psychologists During Specialization Exams.

The study of cognitive biases in job interviews has garnered significant attention due to its far-reaching implications for the economy and society. However, little research has focused on the biases exhibited by expert psychologists serving on psychology specialization examination committees. As such, this study has conducted a comprehensive examination of biases within the specialization exam in Israel. One additional objective of the research is to assess the levels of distress experienced by examinees following the examination. Questionnaires were administered to 418 psychologists participating in the clinical and educational psychology specialization exams. The findings unveiled several noteworthy outcomes. Firstly, several biases were identified, including ethnic stereotypes, biases stemming from cognitive load, and more. Secondly, examinees who presented a cognitive-behavioral therapy (CBT) case experienced a higher failure rate. Thirdly, a positive association was found between exam failure and personal distress and this effect was stronger for educational examinees compared to clinical examinees. The most intriguing discovery was that all biases, without exception, occurred among clinical psychologists, whereas educational psychologists displayed no biases. This outcome contrasted with initial expectations. Consequently, the present study aims to expand the existing knowledge about psychological biases and stereotypes by elucidate the reasons behind this discrepancy between the two disciplines while considering the advantages and disadvantages associated with a sense of "expertise" in the realm of adult diagnostics.

A qualitative analysis of opportunities to strengthen pharmacy technician career pathways across practice settings.

In an effort to expedite the publication of articles, AJHP is posting manuscripts online as soon as possible after acceptance. Accepted manuscripts have been peer-reviewed and copyedited, but are posted online before technical formatting and author proofing. These manuscripts are not the final version of record and will be replaced with the final article (formatted per AJHP style and proofed by the authors) at a later time. To identify pharmacy technician career pathways across pharmacy practice settings and opportunities to strengthen and expand these pathways. Interviews were conducted with 17 participants from national pharmacy organizations, community pharmacies, health systems, and academia from March to May 2023. Interview questions were designed to elicit participants' perceptions of factors influencing entry into, recruitment and retention of, and advancement of the pharmacy technician workforce. Interview notes were analyzed using a rapid thematic analysis approach. Seven themes were identified, including 3 themes related to entry: (1) healthcare interest and prior exposure facilitate pharmacy technician career discovery; (2) variation in and quantity of entry-level requirements can impede entry into pharmacy technician careers; and (3) proactive promotion of pharmacy technician careers needed. Two themes were related to recruitment and retention: (4) pharmacy technician compensation not aligned with job demands and (5) career ladders or lattices create advancement opportunities. Two themes were related to professional advancement: (6) pharmacy technician advancement limited by weak professional identity and (7) scope-of-practice policies can facilitate pharmacy technician advancement. This study highlights the challenges pharmacy technicians face in their careers. Key findings stress cultivating a professional identity for pharmacy technicians, establishing career ladders or lattices, and advocating for policies that facilitate pharmacy technician professional advancement. These efforts are vital for sustaining the pharmacy technician workforce and ensuring quality patient care amidst the changing landscape of the pharmacy profession.

Qualitative Assessment of Barriers to Buprenorphine Access: The Role of Pharmacies

Background Patients continue to face challenges accessing medication for opioid use disorder (MOUD) despite attempts to loosen prescribing restrictions and streamline service provision. Past research has mainly focused on potential barriers surrounding prescribing practices for buprenorphine, but has had limited investigation into the role of pharmacies. Objective This study investigates the role of both pharmacists and pharmacies in creating or circumventing barriers to accessing buprenorphine for individuals in Georgia seeking medication for opioid use disorder (MOUD). Methods Semi-structured interviews of pharmacists across 12 access and no access pharmacies were used to create a codebook of 179 discreet statements. The (N = 12) 20–35-minute phone interviews included questions addressing substance use, pharmacy practices, treatment, harm reduction, and psychoeducation. Results Pharmacists widely agreed that opioid use has caused negative effects on community members (N = 11), that buprenorphine formulation stocking decisions are made based on patient needs (N = 11), and that buprenorphine is relatively easy to stock (N = 10). Additionally, respondents generally stated that buprenorphine is a helpful tool for treating opioid use disorder (OUD) (N = 12) but some reported positive experiences while others reported challenging or negative experiences with patients receiving buprenorphine (N = 7). Finally, few (N = 4) pharmacists agreed that they could benefit from extra training despite many asserting that training is important to inform their own practice (N = 8). Conclusion Results from respondents generally show that training may be beneficial for pharmacists to develop an enhanced understanding of addiction and treatment. Enhanced effort to stock different formulations or dosages of buprenorphine and develop relationships with prescribers may increase community access.

Pharmacy Student Perceptions of Using AI-Based Interview Software (Big Interview) for Career Preparation

ObjectiveThe goal of this project was to understand the use of artificial intelligence–based interview software (Big Interview) for job interview preparation and its impact on pharmacy students’ self-confidence and interview preparedness. MethodsTwo classes of third-year pharmacy students (n = 234) enrolled in Professional Development Seminar were assigned to use Big Interview after attending lectures regarding interview best practices. After the activity, students were assigned to reflect on their experience using the software. Those responses were deidentified and retrospectively reviewed for analysis. ResultsOf the 234 students, 229 completed the activity, and 55.0% indicated they had increased self-confidence after the experience, 79.9% thought the activity increased their preparedness for interviews, and 34.5% and 38.9% had high or moderate self-confidence in their ability to earn a second interview or job offer, respectively. Thematic analysis identified positive themes of self-awareness and preparation for future interviews, whereas negative themes included lack of authenticity and lack of job descriptions. ConclusionThe data suggest that the use of Big Interview increases student confidence and preparedness for future interviews.

"When You're in It, It Feels Like It's Everything": Medical Students' Experience of Failure and Remediation in the United States and the Netherlands.

Medical training institutions worldwide must be prepared to remediate struggling learners, but there is little empirical evidence around learners' perspectives on remediation efforts. Research shows that emotion has a significant effect on learning, but it has not been well studied in remediation in medical education. Given the high stakes of remediation, understanding more about learners' emotional experience could lead to improvements in remediation programs. This study aimed to explore medical students' emotional experience of failure and remediation to offer opportunities to improve remediation. This study is a thematic analysis of data collected from July to September 2022 from one-to-one interviews with students from 4 institutions (2 in the United States and 2 in the Netherlands) who had not met expectations on 1 or more medical school assessment(s). Interview questions explored students' experiences with learning of and responding to a performance that was below expected standards, with probes around any mentions of emotions. Fourteen students participated: 9 from schools in the United States and 5 from schools in the Netherlands. The students perceived the failure and remediation event to be highly significant, reflecting negatively on their suitability for a career as a physician. We identified 5 themes: (1) shame was pervasive and only retrospectively perceived as unwarranted; (2) self-doubt was common and weighty; (3) resentment, blame, and other external-facing emotions were present but softened over time; (4) worry and stress related to perceived career effect differed across countries; and (5) students had mixed emotional reactions to the remediation process. Medical students have strong emotional responses to failure and remediation. Expecting and considering emotions such as shame, self-doubt, and anger could help educators design better remediation programs. Differences across countries may be at least partially explained by different degrees of time variability and flexibility within the curricula.

Perioperative pathways for children with neurodevelopmental conditions and behaviours that challenge: An evaluation of parent experiences for service improvement.

To elicit experiences of parents of children with neurodevelopmental conditions using a new perioperative pathway. Parents of children accessing an adapted perioperative clinical pathway in a tertiary children's hospital between July 2019 and December 2020 were invited to participate. A mixed method study was conducted comprising a short survey questionnaire followed by telephonic interviews. From 67 postal surveys sent out, 20 were completed. Six out of 20 parents participated in phone interviews and one parent submitted written prose. Parents were positive about their experiences. Six themes emerged: Negative past experiences (highlighting the need for adapted perioperative pathways); Reasonable adjustments (improving child and parent's hospital journey); Facilitating communication, convenience and collaboration; Parent's satisfaction and relief; Barriers to overcome and Areas in need of improvement were discussed. Parents of children with neurodevelopmental conditions report great satisfaction and relief from their experiences of a more efficient, streamlined and stress-free way for their child to have tests or procedures done. Parents report improved communication, convenience and collaboration with staff resulted in timely, safe and high-quality care.

THE EFL STUDENTS' PERCEPTION OF USING WHATSAPP APP GROUP DURING THE PANDEMIC SITUATION

WhatsApp is a mobile phone application and web-based social network that integrates various features used to communicate with other users, including education, business, and entertainment. This study aimed to investigate EFL students' perspectives on WhatsApp as a medium for teaching and learning during the pandemic. The qualitative descriptive method was used in this study. A total of 30 students from the seventh grade in SMP 13 Jember were included in this study. The questionnaire was designed with both closed-ended and open-ended questions. The Guttman Scale is the format for a closed-ended questionnaire. The open-ended questions allowed participants to freely communicate and express their views and opinions, but there were no possibilities for using WhatsApp in English classrooms during the COVID-19 pandemic. During the COVID-19 epidemic, students' attitudes toward the WhatsApp application in English classes were tested using closed-ended and open-ended questionnaires. The information was gathered using a questionnaire and a phone interview. Following the completion of the research, we will learn how EFL students perceive WhatsApp as an online teaching-learning media during a pandemic. Furthermore, the results of this study that gauged participants' perception of the use of WhatsApp in learning vocabulary show that, generally, participants have positive attitudes towards learning new vocabulary items via WhatsApp. Implications for teaching and future research are discussed.

Processing Pronouns of Address in a Job Interview in French and German

Abstract Does it matter whether applicants are addressed with formal or informal pronouns in online job interviews? This study shows that it does indeed, at least for speakers of French and German. Both French (n = 171) and German (n = 198) participants were more positive about a recruiter who addressed them with formal pronouns. The use of informal pronouns led to negative ratings of that recruiter by French participants, and to lower ratings of the recruiter, the company, and lower salary expectations by German participants. German men were found to be more sensitive than women to the use of formal pronouns, which had positive effects on their attitudes towards the job, company, and their salary expectations. Despite a general trend towards more use of informal pronouns in German workplaces, our study shows that using them in an online job interview has negative outcomes for companies. French participants react even more negatively to the use of informal pronouns, but these mainly have negative effects on their judgment of the recruiter rather than the company for which the recruiter is acting.

Traditional taboos: informal and invisible protection of remaining patches of forest in Vhembe District in Limpopo, South Africa

IntroductionSince 1990, there has been a global decline in forest areas. Between 2010 and 2020, the greatest annual net loss of forests was on the African continent. Despite South African indigenous forests and trees being protected under the National Forests Act of 1998 (Act No. 84 of 1998), the country has also shown an increased annual net loss of forests. Although the Vhembe District Municipality in South Africa has lost forest owing to human-induced deforestation and other land use activities, sacred forests have not been affected. According to traditional beliefs, exploitation of such indigenous patches of sacred forests is taboo. This study aims to explore the role of taboos in the protection of the remaining patches of sacred forest.MethodsThe study relies on data collected between December 2022 and December 2023. Semi-structured interviews were conducted with key informants (n = 61) and local communities in Tshidzivhe and Duthuni villages (n = 60). Observations were used as a further data collection tool. The interview questions were prepared to assess the role of taboos in the protection and management of sacred forests. Data collected through interviews were analysed using thematic content analysis, while field observations helped to corroborate the results from the interviews. Results and discussionThe study identified two main taboos – one that restricts entry into the sacred forests (i.e. preventing entry into the sacred forests, and harvesting, hunting and hiking in these areas), and another that prohibits noise or activities that disrespect sacred forests. The study found that believers and non-believers alike, for fear of retribution by the spirits, still obey these taboos and their related myths. This has allowed these areas to develop dense stands of closed-canopy evergreen forest that support more diverse flora and fauna than found in surrounding areas. Although sacred forests are not meant for biodiversity conservation, they offer opportunities to be integrated into global conservation targets of “30x30” and “Half-Earth” by 2030. They also offer the opportunity of serving as carbon sinks which is key to climate change mitigation. Recommendations for protecting sacred forests and associated taboos are drawn up based on these results.

Policy, Practice, and Perceptions of K-12 Social-Emotional Learning

The purpose of this study was to investigate the perceptions of K-12 school staff who participate in social-emotional learning (SEL). Since the global pandemic, several school districts have included SEL as part of the school curriculum. Teachers, counselors, social workers, school psychologists, and school administrators participate in SEL instruction and/or practices. Classroom teachers instruct students in SEL instruction and other school staff practice the SEL components of self-awareness, self-management, decision-making, social awareness, and relationship skills through their daily interactions with students. This study was conducted in various schools throughout the Los Angeles area using open-ended interview questions that utilized focus groups and individual interviews according to their school positions. The schools were invited to participate in purposeful sampling. The participants were invited and selected to include the diversity of student population, size, location, and SEL programs. Interview questions examined the participants’ perceptions of the SEL program, practices, and school policy. Data collection involved note-taking and/or voice recordings.

Interviews on masculinities in post-conflict contexts as a process of three translations

ABSTRACT This paper disentangles the complexity of using interviews to explore masculinities in post-conflict contexts. Deploying a practice-theoretic ontology, we see interviews as sites of multiple translations, each tied to one of the three stages of the interview process: preparing, conducting, and interpreting interviews. First, when preparing interviews, the abstract concept of masculinities must be translated into concrete issues. Second, when conducting interviews, these issues must be translated into interview questions. Third, interpreting interviews necessitates translating respondents’ statements into practices. By disentangling this complex process, we provide strategies for successfully asking difficult, context-sensitive questions and reach an increased understanding of the asynchronous and unsteady ways in which masculinities change or persist during peacebuilding processes in politically and societally polarised contexts.

Proposed Instructional Model for Using Mobile Learning in Universities of Jordan

This study aimed to develop a proposed instructional model for the use of mobile learning in jordanian universities. The study followed the qualitative curriculum as required by the nature of the study, the number of study members for the qualitative aspect (19) faculty members for the academic year (2023-2024), the interview questions were built to explore the facts about the standard levels to be available in the instructional model. The results of the study revealed the stages of the proposed instructional model, and showed that the educational design obtained the highest percentage of standard levels to be available in the proposed instructional model. The study also concluded with a number of recommendations, the most important of which are: studying the effectiveness of the proposed instructional model using mobile learning among jordanian university students, and conducting a study similar to the current study of public and private schools.

Short-term mobility in low-energy pelvic ring fractures after conservative treatment

BackgroundThe growing population of elderly people is leading to a rising number of pelvic ring fractures. These often involve combinations of pubic branch and sacrum fractures, as seen in lateral compression type 1 (LC1) and 2 (LC2) fractures or more precisely classified as fragility fractures of the pelvis (FFP). The combined impact on the anterior and posterior ring brings the risk of prolonged pain, resulting in decreased mobility and increased complications. Given the higher multimorbidity of this population, surgical treatment poses a greater risk of intra- and post-operative complications. Hence, the management and treatment of this particular type of fracture remain challenging. MethodsA retrospective data analysis of 41 patients (F/M; 27/14) treated conservatively for low-energy LC1 or LC2 fractures was performed between 2017 and 2020. The fractures were classified using Rommens’ FFP classification. The primary outcome was mobility at 2 and 6 weeks, assessed through chart analysis and phone interviews. To determine factors influencing patient outcomes fracture consolidation was assessed via X-ray analysis. As a secondary outcome logistic regression and decision tree analyzes were conducted. ResultsThe mean age at the time of fracture was 79.8 ± 12.5 (SD) years. Thirty-two patients regained mobility (F/M; 25/7) after 2 weeks. Another 7 patients were mobile after 6 weeks (F/M; 2/5). Two male patients did not regain mobility. Male sex emerged as the sole independent predictor of non-mobility at 2 weeks (p = 0.0037). Age, BMI, pubic branch fracture dislocation >5 mm, analgesic use of opiates, corticosteroid therapy, alcohol and smoking showed no association with mobility recovery. Fracture consolidation was observed in 73.2 % of patients (F/M; 21/9), while one female had no consolidation. Ten patients (F/M; 5/5) were lost to follow-up. ConclusionsOur study shows that LC1 (FFP IIb, IIc) and LC2 (FFP IIIc, IVb) fractures can be effectively treated conservatively, with successful remobilization within 6 weeks. The only independent negative predictor of early mobilization was male sex. Pubic branch displacement >5 mm did not affect the outcome. Therefore, conservative management proves to be a viable option for low-energy LC1 or LC2 fractures.Level of Evidence: IV (retrospective study).