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Subthemes

1. Professionalism
- negative role modeling
- high standards of professionalism imposed on doctors
- mismatch of expectations
2. Expectations of self
- inadequacy
- loss of empathy
- worry about being a bad doctor in the future
3. Expectations from others
4. Under appreciation
- under appreciation
- rejection
5. Workload
- meaningless, mundane work
- high workload
6. Autonomy
- choice present
- hope for the future

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1. Disconnection between what's taught and real life professional behaviour due to difficult circumstances
2. Realisation that Doctors are human, not everything is perfect
3. Feeling jaded due to heavy workload
4. Not the only job that can help people
5. Expectations on patients' response
6. Limitations to what a doctor can do (financial, cure diseases)
7. Realisation of knowledge gap
8. Public expectations
9. Unwanted / unwelcome
10. Disillusionment is caused by students' wrong expectation

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Explore disillusionment among medical students:

1a. Expectations from public
1b. Expectations from patients
1c. Expectations from medical students about themselves (knowledge, professional behavior, roles, contributions)
1d. Expectation from own relatives (family members)
1e. Expectation from academic faculty

2. Lack of appreciation/gratitude
3. Sense of helplessness, frustration of limitation
4. Misled
5. Mismatch of academic and clinical practice and expectations
6. Coping strategies - Poor coping skills
7. Emotional issues
8. Fear of compromising on professionalism
9. Environmental issues, time constraints
10. Bogged down by paperwork
11. Emphasis on procedural processes than being patient centred (medical-legal)

Subthemes:
A) Different expectations
B) Clinical practice constraints (9,10,11)
c) Lack of positive reinforcement (2)
d) Lack of coping skills (3, 6, 7,8)
e) Misled

Group 3 - Better subthemes:
Self empowerment
Idealism
Professionalism
Lack of acceptance
Reciprocacy

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1)Categorize questions
2) Identify key questions and prompts within each section
3) More open questions after rapport building
4) International medical graduates too diverse, too many cultures

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Aim: Explore preceptee's perspective on the preceptorship program

RQ: 1. how do the preceptee perceive the preceptorship program to help them  in the working environment and experience
2. How does the working environment affect their preceptoring process

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1. Need to differentiate research questions to interview questions
2. to assist from broad ideas and narrow scope.
3. outcome basis
4. Questions 1-5 are interview questions.
5. results from qualitative research can/cannot be generalised because the sample size is small. Depending how rich is the data and the population. Sample is part of the population which can be representation. Need to be able to justify and defend.
6. need to create interviewer guide well
7. Techniques to establish trustworthiness: credibility, dependability transferability and confirmability. Documentation done but not put into the paper.
8. Credibility - typically triangulation and member-checking
9. Transferabiliy - thick description - collect all the documentation e.g. interview data, field journals
10. Audit trail : what did you do, describing the whole process, document the whole process
11. Triangulation is a method used by qualitative researchers to check and establish validity in their studies by analysing a research question from multiple perspectives is to arrive at consistency across data sources or approaches:
- Field notes/ to correlate to Transcript
12. Consider focus group discussion for IPE. Success factor based on the skills of the facilitator
13. superficial vs deep learning/research/inquiry
14. Data collection: Aim and Research Questions - Facilitator Guide
15. Process: Thematic Analysis

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Aim: To explore the perception of web-based learning in residents

Research questions:
1) Why does WBL succeed or fail?
- perceived resistances
- perceived benefits
2) How to improve WBL
- what are the challenges/barriers to WBL

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Aim: To explore perceptions of allied health students during interprofessional education case management with the use of standardized patient.

Research questions:
1. How do allied health students interact with each other during interprofessional collaboration?
2. Why is there a need for interprofessional education?
3. How do they problem solve in case management?
4. How does each discipline group work with each other?
5. What are the unique characteristics of students from various disciplines?
6. What are the students' perceptions about each other roles?
7. What are the students' perceptions of their own contributions towards working with each other?
8. How do their learning styles influence their interprofessional collaboration?

Comments:
1. "what" questions
2. are there too many research questions - to narrow
3. very structured but relevant
4. limited and focused themes - 2 likely themes.
5.  need to differentiate research question

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Our question:
Explore how residents who have just undergone palliative medicine rotation feel towards end of life care.
- attitudes, beliefs, feelings
RQ:
What are the perceptions of the residents towards palliative care after undergoing the rotation?
How does the resident feel that this might impact on their future clinical practice?

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The E tutorial was well presented and very useful. Glad to have done that before reading the articles. The articles gave a good understanding of qualitative research but I am still trying to get used to the terminology used. Qualitative research certainly appears to be very laborious and time consuming!

I needed more than 3 hours to complete the materials!

Teaching experience:
I am involved in teaching all 3 medical schools, PGY1 & residents. Being one of the leads of LKC medical school, I have introduced flipped classroom approach for many core topics in O&G for the first time. I am therefore interested in performing qualitative research to see how these teaching strategies have been perceived by the students.

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The elearning tutorial and the 3 articles provided a good start to better understand how qualitative research is different from quantitative research. I am still trying to familiarise myself with the terminology used in qualitative research.

It is still rather daunting to embark on qualitative as it seems like it would require a dedicated amount of time to be in the field, observe and analyse. Would it be possible to have different observers involved?

From the tutorial,  'interviews" has been the focus for collecting data, what about other methods such as using questionnaires? I am wondering if there is any pointers on how to ensure good quality and rigor of the data collected from questionnaire.

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The Alice Lee Center for Nursing studies e learning module was useful and quite interesting to use. It was good that I started with that and then went on to the articles because then I had a basic understanding to plow through the wordy articles. I have a better understanding now though I would like to see this in a hands on setting.

I think that I will apply this in my institution to see what the attitudes are from the residents with regards to the teaching system currently in place and what are some of the contraints they have which obstruct them in achieving the objectives of residency.

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The articles gave a very good summary about differences between qualitative and quantitative research, with tables giving succinct information highlighting important pointers. However I personally find that the third article harder to digest.

I am a therapist working with families and children with developmental and behavioural difficulties. I run individual and group therapy. I hope to learn how I can put these research methods into use and improve on our therapy program.

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Current:
M3 NUS Surgical teaching in radiology.
Nationwide FRCR Part B teaching.
Teaching/supervision of MO/residents in Radiology, especially within the Interventional Radiology subspecialty.

Periodic intra-departmental Academic session presentations.

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E-tutorials are very well made, introducing and explaining concepts well. However, there is a slight overload with the terminology (albeit necessary) and I personally find trying to grasp/retain these concepts a little difficult.

The 3 articles recommended for reading are a good primer for qualitative studies. This is not a form of research which I have had any personal experience with; but I am interested to see how it can be applied to improve our department's medical educational techniques.

I also learnt about quantitative research on the supplied material/online learning which is usually more applicable to my line of work.

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I find the readings useful as a reminder of what qualitative research is all about and would like to see how this can be applied to make my instructional skills more effective.

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I find the readings useful as a reminder of what qualitative research is all about and would like to see how this can be applied to make my instructional skills more effective.

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I do lecture and have gone through some instructional training. However, one should always seeks for ways to improve in one's skill set.
My goals in attending this workshop would hence be to learn as a mature student!

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It took me longer than 3 hours to complete the reading and e learning module but I found it really useful. It has crystallised some previous assumptions And instincts I have about taking this approach as well as reinforcing why I find it so interesting and an engaging area.

Paper 1 had me thinking about the "myth of objectivity" and participatory / non participatory observations and the difference between being "objective" and "neutral" and how this is perceived by readers / stakeholders and  ( e.g. unexpected patient safety
Issue surfaces during observation)

Paper 2 and 3 helped clarify how I might approach the write up and working back the way, document the process better, plan better.
If time permits I hope to read the additional 2 suggestions , 12 tips and Boet, et al review paper and the Creswell 2008, 2009' cited in paper 1.