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Type 2 diabetes puts patients at risk for serious health consequences that they can prevent or delay by achieving glycemic control. However, glycemic control depends largely on self-management. Consequently, determining what physicians might do in medical appointments to improve patients' self-management is of utmost concern. Patients were asked to discuss, in focus groups, their illness experience and their goals for regularly scheduled appointments. Six interrelated themes emerged from the analysis of transcripts: complications and comorbidities, time, control, information, family influences, and the physician-patient encounter. These themes and their implications for diabetes appointments were explored, specifically considering how physicians might use information about patients' perspectives to improve patients' self-management and thereby their glycemic control.

In this article, the authors present a discussion of institutional review boards and potential challenges qualitative researchers may face when presenting human subjects research proposals to these boards for approval. In particular, they focus on issues of consent and reciprocity with Indigenous populations, whose culture and traditions might be quite different from those review boards typically see. After presenting these issues, the authors close with a framework that can be used as a guide for ethical considerations in research with Indigenous peoples.

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The purpose of this phenomenological study was to talk to students about their experiences taking introductory statistics. The author met with eleven students individually for four interviews throughout the semester, followed by a member- checking focus group during the last week of classes. One of the most salient themes to emerge was the students’ reliance on their instructor for feedback about performance, directions on taking notes, and the creation of a classroom environment that motivated them to study. As part of the phenomenological tradition, the author presents his own reflections based on these students’ comments. Conclusions include the encouragement of instructors to be more mindful of students’ reactions to course content, and suggestions for developing a more learner-centered learning environment. First published May 2007 at Statistics Education Research Journal Archives