78 Chapter 3 During the focus groups and interviews, the elicitation technique ‘Complain and Cheer wall’ [27] was used. Adolescents were invited to write down things they did not like about living with a chronic condition, their treatment and the hospital care on the ‘Complain wall’ and things they did like on the ‘Cheer wall’. Thereafter, topics were discussed and grouped into themes by the adolescents and discussion leader following the Metaplan method (a workshop technique used to form a common understanding) [28]. In addition, adolescents were asked for their opinion regarding the development of a patient engagement card game. Data collection was continued until data saturation was reached. Data saturation was considered reached when no new themes emerged during the analyses of the focus groups. The result of these focus groups and interviews was a list of important themes for adolescents in health care and their preferences for an engagement game, which was used for the development of the first draft version of the game. Step 2: Evaluation of the draft version of the game In the second step, the first draft of the game was tested and evaluated with adolescents in a fictional context. Again, adolescents (12-18 years) with a chronic condition, under treatment at the Emma Children’s Hospital Amsterdam UMC, were invited to participate in these focus groups and individual interviews. Adolescents were recruited from November 2017 till January 2018 in three ways: (1) participating adolescents in Step 1 were asked to participate again in this evaluation, (2) adolescents were approached by their clinician or (3) adolescents could sign up themselves after reading an information leaflet in the waiting room. During 90-min focus groups and interviews (45-60 min), the game was played with the adolescents in a fictional context (opinion about the use of patient-reported outcome measures [PROMs]). Afterwards, adolescents were asked to evaluate the engagement game with the use of traffic light colours. Adolescents were invited to write down what they liked about the game (green), which parts of the game they were doubting about (yellow) and which parts of the game they did not like (red). Adolescents were asked to provide feedback on both the content and layout of the game. These topics were discussed, and adolescents were asked for suggestions for improvement and their opinion about specific aspects of the game (i.e., completeness of the included themes, desired game time and the use of photos or clip-arts). Data collection was continued until data saturation was reached. The result of these focus groups and interviews was a list of improvements for the game, which was used to develop a pilot version of the game.
RkJQdWJsaXNoZXIy MTk4NDMw