Table 1 COREQ (COnsolidated criteria for REporting Qualitative research) Checklist
From: Medical school curriculum in the digital age: perspectives of clinical educators and teachers
Topic | Guide Questions/Description |
|---|---|
Interviewer/facilitator | HZ |
Credentials | HZ [Ph.D.], XX [M.Soc.Sci], JT [MBBS, MMed (Internal Medicine), FAMS (Rheumatology), FRCP] and FKY [MBBS, MMed (Internal Medicine), FAMS (Internal Medicine, Rheumatology), FRCP] |
Occupation | HZ- Research Fellow, XX- Senior Research Manager, FKY and JT- Senior Consultant, Rheumatology and Immunology |
Gender | HZ- female, XX- female, JT- male, FKY- male |
Experience and training | HZ- Trained in qualitative research and methodology, educational background in Sociology. XX- educational background in Sociology. JT- educational background in Medicine. FKY- educational background in Medicine |
Relationship established | No |
Participant knowledge of the interviewer | Participants were informed about the study by the Principal Investigator through email. The research fellow of this study then contacted the participants to schedule for an interview |
Interviewer characteristics | No other characteristics were reported by the interviewer |
Methodological orientation and Theory | Coding frameworks and themes were developed iteratively using Braun and Clarke’s (2006) six-step process which include: (i) familiarizing ourselves with the data, (ii) generating initial codes, (iii) searching for themes, (iv) reviewing themes, (v) defining and naming the themes, and (vi) producing the report. With regard to the themes generated under part (iii), please refer to the section on ‘clarity of major themes’ and ‘clarity of minor themes’ in this table |
Sampling | Purposive sampling and snowballing |
Method of approach | Via email |
Sample size | 33 participants |
Non-participation | Not applicable |
Setting of data collection | 30 were done over Zoom (due to the physical and social restrictions brought about by the COVID-19 pandemic) and 3 were done in-person (due to interviewees’ preference) |
Presence of non-participants | None |
Description of sample | Male = 78.8%, female = 21.2%, clinical educator = 66.7%, clinical teacher = 33.3% |
Interview guide | Refer to Table 2 |
Repeat interviews | None |
Audio/visual recording | Zoom and audio recording |
Field notes | Yes, made after interview to jot down fieldwork impressions |
Duration | Approximately 40Â min each |
Data saturation | Yes |
Transcripts returned | No |
Number of data coders | Two |
Description of the coding tree | Yes. Under ‘Data Analysis’ in the manuscript |
Derivation of themes | Inductive, derived from the data |
Software | Nvivo 12 |
Participant checking | No |
Quotations presented | Yes |
Data and findings consistent | Yes |
Clarity of major themes | Yes. These include the types of digital competencies relevant to the digital age, improvements to be made to current curricular content, and benefits and concerns of imparting these skills for clinical practice and acumen |
Clarity of minor themes | Yes. These include interviewees’ perceptions of young doctors’ digital competencies, as well as role of professional bodies, healthcare institutions and healthcare system |