Learning team-based quality improvement in a virtual setting: a qualitative study
Objective The objective was to explore students’ perceptions of learning quality improvement (QI) in a virtual setting and identify factors that promote or inhibit virtual learning.Design We used an exploratory case study design with focus group interviews. The data were analysed using a thematic an...
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| Format: | Article |
| Language: | English |
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BMJ Publishing Group
2022-06-01
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| Series: | BMJ Open |
| Online Access: | https://bmjopen.bmj.com/content/12/6/e061390.full |
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| author | Einar Hovlid Gunnar Husabø Eivind Alexander Valestrand Miriam Hartveit |
| author_facet | Einar Hovlid Gunnar Husabø Eivind Alexander Valestrand Miriam Hartveit |
| author_sort | Einar Hovlid |
| collection | DOAJ |
| description | Objective The objective was to explore students’ perceptions of learning quality improvement (QI) in a virtual setting and identify factors that promote or inhibit virtual learning.Design We used an exploratory case study design with focus group interviews. The data were analysed using a thematic analysis approach, with an analytical framework derived from activity theory and Bloom’s revised taxonomy of six categories of cognitive processes of learning.Setting Postgraduate students participating in a virtual 1-day simulation module to learn QI at two universities in Norway.Participants Four focus groups with a total of 12 participants.Results The students’ descriptions of learning outcomes indicate that the learning activity involved a variety of cognitive activities, including higher-order cognitive processes. We identified three themes pertaining to the students’ experiences of the virtual learning activity: learning through active participation, constructing a virtual learning opportunity and creating a virtual learning environment. The students described that participation and active engagement led to a greater understanding and an integration of theory and practical improvement skills. They reported that to engage in the virtual learning opportunity, it was necessary to create a learning environment where they felt psychologically safe.Conclusion Our findings indicate that it is possible to facilitate collaborative learning integrating theoretical knowledge and practical skills in a virtual setting. Students experienced that engaging in the virtual learning activity contributed to the integration of theoretical knowledge and practical skills. Psychological safety seems to be important for students’ engagement in the virtual learning activity. A virtual learning environment alters prior common norms for interaction based on physical presence, which in turn affect students feeling of psychological safety. Educators need to be aware of this and facilitate a virtual learning environment where students feel comfortable to engage. |
| format | Article |
| id | doaj-art-074c9fd1fca94bdab42fee315ce6f031 |
| institution | Kabale University |
| issn | 2044-6055 |
| language | English |
| publishDate | 2022-06-01 |
| publisher | BMJ Publishing Group |
| record_format | Article |
| series | BMJ Open |
| spelling | doaj-art-074c9fd1fca94bdab42fee315ce6f0312025-01-27T20:05:13ZengBMJ Publishing GroupBMJ Open2044-60552022-06-0112610.1136/bmjopen-2022-061390Learning team-based quality improvement in a virtual setting: a qualitative studyEinar Hovlid0Gunnar Husabø1Eivind Alexander Valestrand2Miriam Hartveit3Department of Global Public Health and Primary Care, University of Bergen, Bergen, NorwayDepartment of Social Science, Western Norway University of Applied Sciences, Sogndal, NorwayDepartment of Global Public Health and Primary Care, University of Bergen, Bergen, NorwayDepartment of Global Public Health and Primary Care, University of Bergen, Bergen, NorwayObjective The objective was to explore students’ perceptions of learning quality improvement (QI) in a virtual setting and identify factors that promote or inhibit virtual learning.Design We used an exploratory case study design with focus group interviews. The data were analysed using a thematic analysis approach, with an analytical framework derived from activity theory and Bloom’s revised taxonomy of six categories of cognitive processes of learning.Setting Postgraduate students participating in a virtual 1-day simulation module to learn QI at two universities in Norway.Participants Four focus groups with a total of 12 participants.Results The students’ descriptions of learning outcomes indicate that the learning activity involved a variety of cognitive activities, including higher-order cognitive processes. We identified three themes pertaining to the students’ experiences of the virtual learning activity: learning through active participation, constructing a virtual learning opportunity and creating a virtual learning environment. The students described that participation and active engagement led to a greater understanding and an integration of theory and practical improvement skills. They reported that to engage in the virtual learning opportunity, it was necessary to create a learning environment where they felt psychologically safe.Conclusion Our findings indicate that it is possible to facilitate collaborative learning integrating theoretical knowledge and practical skills in a virtual setting. Students experienced that engaging in the virtual learning activity contributed to the integration of theoretical knowledge and practical skills. Psychological safety seems to be important for students’ engagement in the virtual learning activity. A virtual learning environment alters prior common norms for interaction based on physical presence, which in turn affect students feeling of psychological safety. Educators need to be aware of this and facilitate a virtual learning environment where students feel comfortable to engage.https://bmjopen.bmj.com/content/12/6/e061390.full |
| spellingShingle | Einar Hovlid Gunnar Husabø Eivind Alexander Valestrand Miriam Hartveit Learning team-based quality improvement in a virtual setting: a qualitative study BMJ Open |
| title | Learning team-based quality improvement in a virtual setting: a qualitative study |
| title_full | Learning team-based quality improvement in a virtual setting: a qualitative study |
| title_fullStr | Learning team-based quality improvement in a virtual setting: a qualitative study |
| title_full_unstemmed | Learning team-based quality improvement in a virtual setting: a qualitative study |
| title_short | Learning team-based quality improvement in a virtual setting: a qualitative study |
| title_sort | learning team based quality improvement in a virtual setting a qualitative study |
| url | https://bmjopen.bmj.com/content/12/6/e061390.full |
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