Sarah Edmunds

Effective small group learning: AMEE Guide No. 48

The objective of this educational guide is to outline the major facets of effective small group learning, particularly applied to medicine. These are discussion skills, methods, the roles and responsibilities of tutors and students, the dynamics of groups and the effects of individuals. It is argued that the bases of effective small group learning are discussion skills such as listening, questioning and responding. These skills are the platform for the methods of facilitating discussion and thinking. The facilitating methods strengthen the generic methods, such as tutorials, seminars and electronic tutorials. However, the success of these methods is dependent in part upon the roles and responsibilities taken by students and tutors and the consequent group dynamic. The group dynamic can be adversely affected by individuals. Evaluation of the processes of small group learning can provide diagnoses of the behaviour of difficult individuals. More importantly, studies of the processes can help to develop more effective small group learning.

Doing qualitative research in dentistry and dental education

The purpose of this paper is to assist dental researchers to develop their expertise in qualitative research. It sketches the key characteristics of qualitative research; summarises theoretical perspectives; outlines the core skills of qualitative data collection and the procedures which underlie three methods of qualitative research: interviewing, focus groups and concept maps. The paper offers some guidance on writing qualitative research and provides examples of qualitative research drawn from dentistry and dental education.

The effects of a physical activity intervention on employees in small and medium enterprises: a mixed methods study.

OBJECTIVE Workplaces have potential as a setting for physical activity promotion but evidence of the effectiveness of intervention programmes in small and medium sized enterprises is limited. This paper reports the impact of an intervention which trained existing employees to promote physical activity to their colleagues. PARTICIPANTS Eighty-nine previously low-active employees from 17 small and medium sized organisations participated. METHODS A mixed methods evaluation design was used. Quantitative data were collected at baseline and 6 months later using an online questionnaire. Qualitative data from a series of 6 focus groups were analysed. RESULTS Repeated measures t-tests showed significant increases over time in physical activity, general health rating, satisfaction with life and positive mood states. There were significant decreases in body mass index (BMI), perceived stress, negative mood states and presenteeism. There was no change in absenteeism. Analysis of focus group data provided further insight into the impact of the intervention. Five major themes emerged: awareness of physical activity; sustaining physical activity behaviour change; improved health and well-being; enhanced social networks; and embedding physical activity in the workplace culture. CONCLUSIONS This study shows it is feasible and effective to train employees in small and medium sized enterprises to support their colleagues in physical activity behaviour change.

Physical activity and psychological well-being in children with Type 1 diabetes

Abstract Physical activity and psychological well-being contribute to positive lifestyle and well-being in youngsters who have Type 1 diabetes. The aims of this study were to objectively assess the physical activity levels of children with Type 1 diabetes, and investigate associations between physical activity levels, psychological well-being and HbA1c. Thirty-six children, mean age 12.8 years, participated in the investigation. Physical activity was assessed using heart rate monitoring over four days. Children further completed the Diabetes Quality of Life for Youths Questionnaire, the Physical Self-Perception Profile for Children and the Self-Efficacy for Diabetes Scale. Routine outpatient HbA1c measurements were recorded. There were no significant associations between psychological well-being and physical activity, or HbA1c and physical activity, thus suggesting physical activity does not directly relate to psychological well-being in children with Type 1 diabetes. It may be that the effect of physical activity differs from that in children without Type 1 diabetes because of the place of physical activity within diabetes management and the need to balance this with insulin dosage and dietary intake to maintain blood glucose levels.

Physical activity barriers in the workplace : an exploration of factors contributing to non-participation in a UK workplace physical activity intervention

Purpose – The purpose of this paper is to explore factors contributing to non-participation in a workplace physical activity (PA) intervention in a large UK call centre. Design/methodology/approach – In total, 16 inactive individuals (nine male/seven female), aged 27±9 years, who had not taken part in the intervention were interviewed to explore their perceptions of PA, the intervention and factors which contributed to their non-participation. Transcripts were analysed using thematic analysis. Findings – Six superordinate themes were identified: self-efficacy for exercise; attitudes towards PA; lack of time and energy; facilities and the physical environment; response to the PA programme and PA culture. Barriers occurred at multiple levels of influence, and support the use of ecological or multilevel models to help guide future programme design/delivery. Research limitations/implications – The 16 participants were not selected to be representative of the workplace gender or structure. Future intentions re...

The role of peer physical activity champions in the workplace: a qualitative study

Aims: Peer health champions have been suggested as an important component of multilevel workplace interventions to promote healthy behaviours such as physical activity (PA). There is accumulating quantitative evidence of their effectiveness but as yet little exploration of why and how champions influence peer behaviour. The current study explores the role of peer physical activity champions (PPACs) in influencing colleagues’ PA behaviour from the perspectives of both champions and colleagues. Methods: Seven months after the introduction of a workplace PA programme in 17 small- and medium-sized enterprises (SMEs), two focus groups were held with PPACs and four with programme participants. Data were analysed using inductive thematic analysis. Results: Three overarching themes were developed: how PPACs encourage PA, valuable PPAC characteristics and sustaining motivation for the PPAC role. Both direct encouragement from PPACs and facilitation of wider PA supportive social networks within the workplace encouraged behaviour change. PA behaviour change is a delicate subject and it was important that PPACs provided enthusiastic and persistent encouragement without seeming judgemental. Being a PA role model was also a valuable characteristic. The PPACs found it satisfying to see positive changes in their colleagues who had become more active. However, colleagues often did not engage in suggested activities and PPACs required resilience to maintain personal motivation for the role despite this. Conclusion: Incorporating PPACs into SME-based PA interventions is acceptable to employees. It is recommended that PPAC training includes suggestions for facilitating social connections between colleagues. Sensitivity is required when initiating and engaging in conversations with colleagues about increasing their PA. Programmes should ensure PPACs themselves are provided with social support, especially from others in the same role, to help sustain motivation for their role. These findings will be useful to health-promotion professionals developing workplace health programmes.