Time for digital inclusion at scale

  The use of the nominal group technique as an evaluative tool in medical undergraduate education G Lloyd-Jones, S Fowell & J G Bligh (Lloyd-Jones, Fowell and Bligh, 1999) The nominal group technique (NGT) has been used for various purposes, including course evaluation, and appears well suited to this application. It combines qualitative and quantitative components in a structured interaction, which minimizes the influences of the researcher, and of group dynamics. (p.8).   Standardized questionnaires allow comparison between different settings and over time but may lack relevance to novel ventures. On the other hand, more exploratory methods, such as interviews and focus groups, which tap the student perspective, are costly in terms of organization, time and analytical skills (p.8).   NGT is a structured group activity designed to elicit the views of group members on a given topic (1). Initially promoted as a procedure for facilitating group decision making (2), it h...

  (Krueger, 1994) (Krueger, 1994) participants are selected because they have certain characteristics in common that relate to the topic of the focus group (p.6). (Krueger, 1994) Careful and systematic and careful analysis of the discussions provide clues and insights as to how a product, service or opportunity is perceived (p.6). (Krueger, 1994) Group members influence each other by responding to ideas and comments in the discussion (p.6). (Krueger, 1994) Traditional interviews which use predetermined questions and often closed ended response choices means that respondents are either limited by the choices or questions offered and therefore the findings could be unintentionally influenced by the interviewer by oversight or omission (p.7). (Krueger, 1994) Non-directive interviews use open ended questions that allow individuals to respond without setting boundaries or providing clues for potential response categories. The open-ended approaches allow the subject ample opportunity to ...

Braun and Clarke (2021);  Massey, 2011;   Trainor and Bundon (2021); Byrne (2022); Peel (2020). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Braun and Clarke (2021) Following procedure is not a guarantor for doing  ‘ good TA (p.329) TA does  –  we believe  –  offer a distinct way of working with qualitative data, and that, although it shares some features in common with other approaches that seek to identify  ‘ patterns ’  in data (e.g., grounded theory, interpretative phenomenological analysis [IPA] or qualitative content analysis), it is nonetheless a method (or cluster of methods) in its own right. (p.330) Through this writing, developing a TA website, 1  and teaching, our understanding of the (evolving) landscape of TA (as we see it)   has deepened, as has our clarification of where our approach  ‘ fits, ’ and what   elements are most vital to quality (reflexive) TA, and why. In ...