PubMed · 15166072
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Petra M Boynton, Trisha Greenhalgh. 2004-05-29. Selecting, designing, and developing your questionnaire.. https://doi.org/10.1136/bmj.328.7451.1312
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BACKGROUND: GPs need evidence and guidance to help them diagnose and manage Chronic Fatigue Syndrome (CFS)/ME appropriately. OBJECTIVES: The aim of this survey was to obtain baseline data and identify the factors associated with GPs' attitudes to and knowledge of CFS/ME. The attitude of GPs to the condition is an important indicator of likely prognosis. METHODS: A postal questionnaire was sent to 1054 GPs served by Taunton, Bristol and Gloucester laboratories. GPs' attitudes to nine statements about CFS/ME were assessed and the factors associated with positive or negative responses were determined. Knowledge of the clinical features was also assessed. RESULTS: 811 GPs (77%) returned the questionnaire. 48% of GPs did not feel confident with making a diagnosis of CFS/ME and 41% did not feel confident in treatment. 72% of GPs accepted CFS/ME as a recognisable clinical entity and those GPs had significantly more positive attitudes. Three other key factors that were significantly, positively associated with GPs' attitudes were knowing someone socially with CFS/ME, being male and seeing more patients with the condition in the last year. CONCLUSION: Despite the publication of guidance for GPs on CFS/ME, confidence with making a diagnosis and management was found to be low. Educational initiatives and guidance for GPs should stress the importance of accepting CFS/ME as a recognisable clinical entity, as this is linked to having a positive attitude and could lead to improved confidence to make a diagnosis and treat CFS/ME patients.
Due to the shortage of medical laboratory scientist personnel in the United States, the successful integration of students into the Medical Laboratory Science (MLS) profession is vital. Education Facilitators are being used increasingly to assist clinical site managers in actively supporting and contributing to a healthier workplace environment, thereby inspiring students to become part of the organization. Education Facilitators associated with a single university-based MLS Program were the participant target group in a study. Face-to-face, in-depth, semi-structured interviews were conducted with five Education Facilitators at two clinical sites. The findings of this study suggest that organizational efforts to improve the learning environment for MLS students should focus on providing a supportive and nurturing educational climate. Education Facilitators' descriptions revealed an organizational leadership that communicated a commitment to provide people, space, and equipment in an effort to promote a positive clinical rotation experience. Additionally, the facilitators expressed a need to "pay more attention to students," be "willing to work with students," and make sure the students don't get "lost in the shuffle." They said that concern for a healthy work/life balance should be communicated to MLS students through day-to-day educational contact with bench technologists and Education Facilitators.
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