Citizenship and Applied Human Sciences at the University of Huddersfield. He has a long standing interest in the use of qualitative methods in "real world" research, especially in community health and social care settings. His research interests include professional identities and interprofessional relations in community palliative care, psychological aspects of contact with nature and ethics in qualitative research.Nigel is well-known for his work on Template Analysis and, more recently, the development of a visual interview technique known as "Pictor".(ii) Relevant disciplines: AbstractIn this chapter, we introduce the reader to Template Analysis, a method of thematically organising and analysing qualitative data in social science research.We outline the basic principles of the method and describe the main procedural steps involved in undertaking Template Analysis. We then use an example from our own research (the qualitative evaluation of an end of life care service in the United Kingdom) to demonstrate how Template Analysis can be successfully applied in a real world research setting. Learning outcomesThe learning outcomes of this chapter are as follows:1. To understand the principles of the qualitative data analysis method, Template Analysis; 2. To be aware of the steps involved in using Template Analysis in real world research; 3. To understand the broad range of research setting in which Template Analysis might be usefully applied. 4Qualitative research in the social sciences often produces extensive raw data. To be able to move from this raw data to some understanding of experience, researchers need to select from a wide array of qualitative data analysis methods. The purpose of this chapter is to introduce readers to one particular approach to qualitative data analysis known as Template Analysis. We will introduce the method and outline its basic principles, then illustrate the main procedural steps involved in undertaking Template Analysis. We will then use an example from our own work to demonstrate how Template Analysis can be applied in a research context. What is Template Analysis?Template Analysis is a method of thematically organising and analysing qualitative data which has been applied in a broad range of research areas in the social sciences (King, 2012). Central to Template Analysis is the development of a coding template, which summarises themes identified by the researcher(s) as important in a data set, and organises them in a meaningful and useful manner. Themes are recurrent features of participants" accounts characterising particular perceptions and/ or experiences that the researcher sees as relevant to their research question.Coding is the process of identifying themes in accounts and attaching labels (codes) to index them. Once a researcher using Template Analysis has identified the themes or codes in their textual data, these are then organised by the researcher into their template, which is organised so that it usefully and meaningfully represents the relationship between different...

Context Among medical educators, there are concerns that the 2003 Accreditation Council for Graduate Medical Education (ACGME) duty hour rules (DHR) has encouraged the development of a “shift work” mentality among residents while eroding professionalism by forcing residents to either abandon patients when they hit 80 hours or lie about hours worked. In this qualitative study, we explore how medical and surgical residents perceive and respond to DHR by examining the ‘local’ organizational culture in which their work is embedded. Methods In 2008, we conducted three months of ethnographic observation of internal medicine and general surgery residents as they went about their everyday work in two hospitals affiliated with the same training program. We also conducted in-depth interviews with seventeen residents. Field notes and interview transcripts were analyzed for perceptions and behaviors surrounding coming and leaving work, reporting of duty hours, and resident opinion about DHR. Findings Our respondents did not exhibit a “shift work” mentality in relation to their work. We found that residents: 1) occasionally stay in the hospital in order to complete patient care tasks even when, according to the clock, they were required to leave because the organizational culture stressed performing work thoroughly, 2) do not blindly embrace noncompliance with DHR but are thoughtful about the tradeoffs inherent in the regulations, and 3) express nuanced and complex reasons for erroneously reporting duty hours that suggest that reporting hours worked is not a simple issue of lying or truth telling. Conclusions Concerns about DHR and the erosion of resident professionalism via the development of a “shift work” mentality are likely to have been over-stated. At the institution we examined, residents did not behave as automatons punching in and out at prescribed times. Rather, they are mindful of the consequences and meaning surrounding the decisions they make to stay or leave work. When work hour rules are broken, residents do not perceive this behavior to be deviant but rather as a reflection of the higher priority that they place on providing patient care than on complying strictly with DHR. The influence of DHR on professionalism is more complex than conventional wisdom suggests and requires additional assessment.

Background: Despite the growth of coaching in medical education, many questions remain about the process of becoming a coach for medical students. We sought to understand the process through which faculty acclimated to this new role, and what benefits and challenges they experienced. Methods: A multi-phase qualitative focus group study was conducted with 20 faculty at one medical school in the United States during the initial year coaching was implemented. Focus group transcripts were analyzed using the constant comparative approach to inductively identify themes from the data. Results: Four main benefits were reported by faculty: student guidance, identifying student issues early, helping students develop work-life balance, and fostering clinician connectivity, which was seen as benefitting both students and faculty. The two main challenges were uncertainty regarding how adaptive the coaching sessions should be, and difficulty engaging in some of the roles simultaneously, like mentoring and supervision. Conclusions: Schools that develop academic medical student coaching programs should design faculty support around coaching and recognize that the process of becoming a coach may not be or feel straightforward for faculty. Overall, faculty found coaching to be rewarding despite challenges they experienced.

Highlights COVID-19 challenges mechanisms of gynecologic cancer care delivery. COVID-19 complicates social support for cancer patients undergoing active treatment. Patient narratives of COVID-19 may offer targeted solutions to improve care delivery.