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Evaluation of Broad Based Training: Trainee Views and Identity

This study evaluates Broad Based Training (BBT) and explores trainee views on their training and identity. Using a longitudinal, mixed methods approach, including Q methodology, we aim to understand how BBT prepares trainees for specialty training. Join our study as a comparator group and contribute your perspective.

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Evaluation of Broad Based Training: Trainee Views and Identity

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  1. Introduction to Q Methodology Alison Bullock, Esther Muddiman and Suzanne Phillips TASME Conference 8th May 2015, Nottingham.

  2. CUREMeDE http://www.cardiff.ac.uk/research/curemede/about https://twitter.com/CUREMeDE

  3. Our BBT Evaluation Project • Broad Based Training was introduced as a pilot in 2013 by the Academy of Royal Medical Colleges in seven LETBs in England. • Two year course following Foundation training providing 6-month placements in GP, CMT, Paediatrics and Psychiatry. • BBT aims to develop: practitioners adept at managing complex, patient-focussed care; specialty integration; and conviction in career choice. • Our study evaluates BBT and explores how it prepares trainees for specialty training. • Longitudinal, mixed methods approach – questionnaires, focus groups and Q methods - to understand trainee views on their training and their identity. • Comparator group – this is where you come in! • …as part of this we are using Q methods, and we have a bit of an ulterior motive (distribute info and consent forms)

  4. Q methods: introduction • Designed and developed by William Stephenson in the 1930s • Allows the ‘qualiquantological’ analysis of subjective matters, by revealing the key first-person viewpoints in any given group of participants. • Takes a holistic approach to understanding groups rather than individuals. • Four main stages: • Designing a Q set • Gathering of participant data (Q sorts) • Intercorrelation and factor analysis • Interpretation of emergent factors

  5. Q methods: design issues • (research questions and Q set design) • Q sorting (statements, items, photos) according to likes and dislikes along a continuum e.g. ‘most important to most unimportant’. • Research Questions: (a) the causes of something • (b) definitions/understandings of something • (c) outcomes/policies in response to something • Creating a Q set: capturing all possible views in response to the research question (usually 40-60 statements)

  6. Participants and sampling • N=20-40 is normal • Quality not quantity • Specific groups • Purposive sampling

  7. Ready to have a go?

  8. What happens next? • Analysis and interpretation • Completed Q sorts are intercorrelated and subjected to factor analysis • Range of dedicated software programmes including PQ Method (free!) and PCQ for Windows • A factor = a group that shares the same viewpoint • Each factor must be interpreted in relation to the additional information provided in the post-sort questionnaires.

  9. What happens next? Feeding back the results If you have supplied us with an email address we will send out the results of our analysis to you in due course. If you are interested in the BBT evaluation project you can check for updates on our newly created webpage: http://www.cardiff.ac.uk/research/curemede/bbt-trainees

  10. Any questions? We have prepared resource sheets that should provide further support for anyone thinking about doing their own Q sort project. You are also welcome to contact us for further support: Prof Alison BullocK: BullockAD@Cardiff.ac.uk Dr Esther Muddiman: MuddimanEK@Cardiff.ac.uk

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