Visual methods in health professions research: purpose, challenges and opportunities

Cristancho, Sayra; LaDonna, Kori A; Field, Emily

doi:10.1002/9781119839446.ch13

Cited by 2 publications

(1 citation statement)

References 51 publications

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“…Visual tools provide an alternate way for participants to express their experiences. They can also be used as prompts for facilitating conversation and reflection during interviews ( 52 , 53 ), and can be used alongside interviews to enhance and triangulate the data ( 52 , 54 , 55 ). They also help build rapport and minimize power differences between the researcher and the participant ( 52 ).…”

Section: Methodsmentioning

confidence: 99%

What supports and services post COVID-19 do children with disabilities and their parents need and want, now and into the future?

Pozniak,

Swain,

Currie

et al. 2024

Front. Public Health

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IntroductionChildren and youth with disabilities and special healthcare needs, and their families, have been uniquely affected by the COVID-19 pandemic. However, the voices of children themselves are still not well represented in the existing literature.MethodsThis qualitative descriptive study used a combination of visual methods and interviews to learn about the experiences of Canadian children with disabilities (n=18) and their parents (n=14) during the COVID pandemic and into the post-pandemic period. Data collection was carried out between January and July 2023. The aim was to identify the supports and services children and families need at present and moving forward.ResultsFamilies’ pandemic experiences were complex and nuanced. For many, the pandemic complicated and disrupted everyday activities and supports. These disruptions were largely buffered by parents. However, some families also identified unexpected benefits. Key themes pertaining to present and future needs included the need for services that are flexible; consistent; conducive to relationship-building; comprehensive; coordinated across sectors; and designed to support the needs of the whole family.DiscussionImplications for policy and practice are outlined.

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Section: Methodsmentioning

confidence: 99%

What supports and services post COVID-19 do children with disabilities and their parents need and want, now and into the future?

Pozniak,

Swain,

Currie

et al. 2024

Front. Public Health

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Connect or detach: A transformative experience for medical students in end‐of‐life care

Ribeiro,

Sacardo,

Drzazga

et al. 2024

Medical Education

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ContextAt the beginning of clinical practice, medical students face complex end‐of‐life (EoL) decisions, such as limiting life‐sustaining therapies, which may precipitate emotionally charged moral dilemmas. Previous research shows these dilemmas may cause identity dissonance and impact students' personal and professional development. Despite the prevalence of such dilemmas, medical educators have limited insight into how students navigate these often emotional experiences. This study explores how medical students make sense of and deal with moral dilemmas lived during EoL's care.MethodsThis cross‐sectional qualitative study used thematic analysis (Braun and Clarke) to analyse interviews with 11 Brazilian final‐year medical students. The interviews followed the drawing of a rich picture representing moral dilemmas experienced by medical students when engaging with EoL care. The reporting of this study follows the Standards for Reporting Qualitative Research (SRQR).ResultsParticipants highlighted four main themes when engaging with EoL care: ‘experiencing death’, ‘making decisions at the end‐of‐life’, ‘connecting versus detaching: an upsetting dilemma’ and ‘being transformed’. They described the emotional overwhelm of experiencing death and the uncertainty in navigating EoL decisions. The central moral dilemma faced was whether to connect with or detach from patients. This dilemma was lived in the context of a hidden curriculum that preaches emotional distancing as a coping mechanism. Developing the moral courage to overcome this barrier and choosing to connect became a transformative experience, significantly impacting their personal and professional development and reinforcing their commitment to patient‐centred care.ConclusionConnecting with patients in EoL care involves breaking cultural norms to establish meaningful connections with patients aiming for compassionate care. This process may lead to identity dissonance and also represents an opportunity for transformative learning. Educators can support this transformative process by legitimating students' connections with patients, teaching emotional regulation strategies, and leveraging personal experiences to foster trust.

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Visual methods in health professions research: purpose, challenges and opportunities

Cited by 2 publications

References 51 publications

What supports and services post COVID-19 do children with disabilities and their parents need and want, now and into the future?

What supports and services post COVID-19 do children with disabilities and their parents need and want, now and into the future?

Connect or detach: A transformative experience for medical students in end‐of‐life care

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