Eliciting patient-important outcomes through group brainstorming: when is saturation reached?

LaNoue, Marianna; Gentsch, Alexzandra T.; Cunningham, Amy; Mills, Geoffrey; Doty, Amanda; Hollander, Judd E.; Carr, Brendan G.; Loebell, Larry; Weingarten, Gail; Rising, Kristin L.

doi:10.1186/s41687-019-0097-2

Cited by 4 publications

(3 citation statements)

References 10 publications

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“…We found that AL has a greater impact on students' cognitive proficiency, which is consistent with the results of previous investigators (Haukoos and Penick, 1983;Martin et al, 2007;Cordray et al, 2009;Jensen et al, 2015). Our study tried to respond to the concern of the medical faculty communities to redesign our courses into dynamic, student-centered learning domains that engage our students in researchbased learning, problem solving and enhanced personnel development (Wood, 2003;Ma and Lu, 2019;LaNoue et al, 2019).…”

Section: Discussionsupporting

confidence: 89%

Could the Hybrid form of Lecturing and Active Learning be used as a Curricular Tool for Medical Education of Immunology in Algeria?

Kerboua¹,

Djenouhat²

2019

American Journal of Immunology

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Lecturing has been the predominant mode of instruction since universities were founded in Western Europe over 900 y ago and still the sole method of instruction in the developing countries. However, claiming that adopting a specific new method will have reproducible results regardless the population's characteristics is simply not possible. In this study, we sought to demonstrate that hybrid form of lecturing and active learning could be used as a curricular tool for medical education, specifically for immunology, to enhance learning performance and promote development of test-taking and metacognitive skills among students from the faculty of medicine of Oran, West Algeria. One hundred fifty four 2nd year dental medicine students were analyzed for several parameters to assess classical and active learning methods. The median comparison showed a marked improvement of exam scores in groups taken Brainstorming (BS) and Problems-Based-Learning (PBLs) (p<0.00). BS was associated with the control of immunology learning (p = 0.044), students active participation (p = 0.023), practical knowledge (p = 0.011) and knowledge organization of the (p = 0.045). Herein, we confirm that the active learning is widely accepted by Algerian medical student as complementary tool to the lecturing. We propose that hybrid formula of these two approaches is needed to work cooperatively to solve problems and develop solutions.

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Section: Discussionsupporting

confidence: 89%

Could the Hybrid form of Lecturing and Active Learning be used as a Curricular Tool for Medical Education of Immunology in Algeria?

Kerboua¹,

Djenouhat²

2019

American Journal of Immunology

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“…The sample size was relatively small, and 13 out of 16 patients identified as female. However, concept saturation, 24 , 35 defined as the point at which no new important concepts are gleaned from the qualitative interviews, was reached, indicating the sample size was adequate for this purpose. Nevertheless, evaluation of the NFBrSI‐24's performance in a larger sample will be informative.…”

Section: Discussionmentioning

confidence: 99%

Understanding the patient experience and treatment benefits in patients with non–small‐cell lung cancer with brain metastasis

et al. 2023

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Background: Despite the high prevalence of brain metastases (BM) secondary to non-small-cell lung cancer (NSCLC) (NSCLC/BM), patients' experiences (symptoms and impacts) are not fully understood. This study sought to understand the patient experience with NSCLC/BM and identify a patient-reported outcome (PRO) measure fit to capture the most important NSCLC/BM symptoms and impacts.Methods: A targeted literature review was completed; the National Comprehensive Cancer Network (NCCN)/Functional Assessment of Cancer Therapy-Brain Symptom Index, 24-item version (NFBrSI-24) was identified as a relevant measure that assessed the core symptoms and impacts associated with NSCLC/BM. Qualitative interviews composed of concept elicitation and cognitive debriefing with oncologists (n = 3) and adult patients (n = 16) with NSCLC/ BM were conducted to confirm the content validity and evaluate the relevance and appropriateness of the NFBrSI-24 for this condition. Results:The NSCLC/BM symptoms and impacts identified in the literature and reported by oncologists and patients were consistent and captured in the NFBrSI-24. Study participants reported significant burden associated with the symptoms (commonly fatigue, headache) and impacts of NSCLC/BM.Participants indicated that the NFBrSI-24 captured their most salient experiences with NSCLC/BM and that symptom improvement or a delay in progression, as measured by the NFBrSI-24, would be meaningful. During the cognitive debriefing, participants generally indicated that the NFBrSI-24 was comprehensive and easy to understand/answer and that it assessed symptoms they considered most important to treat. Conclusions:These results suggest that the NFBrSI-24 adequately captures an appropriate measure of NSCLC/BM symptoms and impact.

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“…The entire study was conducted in close collaboration with our Patient Advocate and Key Stakeholders Advisory Board (PAKSAB). The study received institutional IRB approval [9, 10].…”

Section: Methodsmentioning

confidence: 99%

Patient experience and challenges in group concept mapping for clinical research

Mills

LaNoue

Gentsch

et al. 2019

J Patient Rep Outcomes

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Background and objective Group concept mapping (GCM) is a research method that engages stakeholders in generating, structuring and representing ideas around a specific topic or question. GCM has been used with patients to answer questions related to health and disease but little is known about the patient experience as a participant in the process. This paper explores the patient experience participating in GCM as assessed with direct observation and surveys of participants. Methods This is a secondary analysis performed within a larger study in which 3 GCM iterations were performed to engage patients in identifying patient-important outcomes for diabetes care. Researchers tracked the frequency and type of assistance required by each participant to complete the sorting and rating steps of GCM. In addition, a 17-question patient experience survey was administered over the telephone to the participants after they had completed the GCM process. Survey questions asked about the personal impact of participating in GCM and the ease of various steps of the GCM process. Results Researchers helped patients 92 times during the 3 GCM iterations, most commonly to address software and computer literacy issues, but also with the sorting phase itself. Of the 52 GCM participants, 40 completed the post-GCM survey. Respondents averaged 56 years of age, were 50% female and had an average hemoglobin A1c of 9.1%. Ninety-two percent ( n = 37) of respondents felt that they had contributed something important to this research project and 90% ( n = 36) agreed or strongly agreed that their efforts would help others with diabetes. Respondents reported that the brainstorming session was less difficult when compared with sorting and rating of statements. Discussion Our results suggest that patients find value in participating in GCM. Patients reported less comfort with the sorting step of GCM when compared with brainstorming, an observation that correlates with our observations from the GCM sessions. Researchers should consider using paper sorting methods and objective measures of sorting quality when using GCM in patient-engaged research to improve the patient experience and concept map quality.

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Eliciting patient-important outcomes through group brainstorming: when is saturation reached?

Cited by 4 publications

References 10 publications

Could the Hybrid form of Lecturing and Active Learning be used as a Curricular Tool for Medical Education of Immunology in Algeria?

Could the Hybrid form of Lecturing and Active Learning be used as a Curricular Tool for Medical Education of Immunology in Algeria?

Understanding the patient experience and treatment benefits in patients with non–small‐cell lung cancer with brain metastasis

Patient experience and challenges in group concept mapping for clinical research

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