56 Chapter 3 Table 3.1. Q-set statements. Reproduced with permission from Grijpma et al., 2021 (12) (continued) Factor array2 No. Statement1 1 2 51 The tutor should focus mainly on the process of learning, and should not interfere with the content -3 -2 52 I think it is important to learn how to analyze and solve problems +2 +4 53 The tutor should be able to answer questions about the entire medical program -3 -3 54 Study assignments and study group meetings should contribute to my development as a person -1 +1 1 Statements were created from relevant scientific literature, medical school educational policy documents, student evaluation forms, observations of study group meetings, and stakeholder interviews. Through iterative discussions with research team, statements were classified into four categories: preferred roles and responsibilities of 1) students; 2) study groups; 3) tutors; 4) medical training. The final Q-set included items representing all categories. 2 Factor arrays are the weighted averages of participants in a factor (i.e., how a prototypical student in a factor would rank-order the statements). This study resulted in two factors. Factor 1 was the Success-oriented student profile, Factor 2 was the Development-oriented student profile, both described below. Procedure We invited the original participants to take part again (12). In the original study, we collected data through face-to-face interviews. For this follow-up study, due to the COVID19 pandemic and associated measures, we used an online tool to collect data. We sent an email offering information about the study and a link to the Easy-HtmlQ website used for data collection (41). The website contained step-by-step instructions on how to conduct the rank ordering (i.e., Q-sorting procedure), starting with giving their informed consent. After that, the participants sorted all statements into three digital piles (disagree, neutral, agree). Then they saw the distribution grid and rank ordered statements from the three piles onto the grid by clicking and dragging each statement. They were asked to reflect on the final position of statements (the Q-sort) and make adjustments if desired. Afterwards, the participants answered open-ended questions about their reasons for placing statements at the ends of the distribution grid, and if they believe they changed in opinion about those statements over the years. We reminded participants about maintaining the privacy of their data and our motivation to understand (not judge) students and their preferences, so the participants were reassured and stimulated to be open and reflective in their answers. In the last step, participants completed a demographic questionnaire and were asked whether they wanted to take part in a follow-up interview.
RkJQdWJsaXNoZXIy MTk4NDMw