The use of triangulation in qualitative research.

Triangulation refers to the use of multiple methods or data sources in qualitative research to develop a comprehensive understanding of phenomena (Patton, 1999). Triangulation also has been viewed as a qualitative research strategy to test validity through the convergence of information from different sources. Denzin (1978) and Patton (1999) identified four types of triangulation: (a) method triangulation, (b) investigator triangulation, (c) theory triangulation, and (d) data source triangulation. The current article will present the four types of triangulation followed by a discussion of the use of focus groups (FGs) and in-depth individual (IDI) interviews as an example of data source triangulation in qualitative inquiry.

The supportive care needs of men with advanced prostate cancer.

PURPOSE/OBJECTIVES: To better understand the priority supportive care needs of men with advanced prostate cancer. RESEARCH APPROACH: Qualitative, descriptive study. SETTING: Outpatient cancer center and urology clinics in central western Ontario, Canada. PARTICIPANTS: 12 men with hormone-sensitive prostate cancer and 17 men with hormone-refractory prostate cancer. METHODOLOGIC APPROACH: Patients participated in focus groups and interviews that examined their supportive care needs, their priority needs, and suggestions for improvements to the delivery of care. Tape-recorded focus group discussions and interviews were organized using NVivo software. MAIN RESEARCH VARIABLES: Patients' supportive care needs. FINDINGS: Participants identified prostate cancer-specific information and support to maintain their ability "to do what they want to do" as priority needs. Both hormone-sensitive and hormone-refractory groups cited problems with urinary function, the side effects of treatment, fatigue, and sexual concerns as major functional issues. Participants experienced emotional distress related to diagnosis and treatment. CONCLUSIONS: A priority health need for men with advanced prostate cancer is to improve or maintain functional abilities. In addition, men require support to meet their stage-specific information needs and to address concerns about the diagnosis and ambivalent feelings about past treatment decisions. INTERPRETATION: Nurses could play an important role in addressing men's information needs and providing emotional support. The complex care needs of men with advanced prostate cancer provide opportunity for the development of advanced practice nurse roles that would use the clinical and nonclinical aspects of the role.

The supportive care needs of family members of men with advanced prostate cancer.

This exploratory study identified the supportive care needs of family members of men with advanced hormone-sensitive (HS) and hormone-refractory (HR) prostate cancer. In focus groups and individual interviews, we asked eight family members of men with HS disease and 11 family members of men with HR disease to identify their supportive care needs and recommend strategies for improving care to meet these needs. Unmet needs common to both groups were lack of information and uncertainty about the future. Unmet needs specific to family members affected by HR prostate cancer related to caregiver burden, practical assistance, and isolation. Implications for practice to improve supportive care services for families affected by APC are provided.

Lung cancer.

INTRODUCTION: Lung cancer is the leading cause of cancer deaths in both men and women, with 80% to 90% of cases caused by smoking. Small cell lung cancer accounts for 20% of all cases, and is usually treated with chemotherapy. Adenocarcinoma is the main non-small cell pathology, and is treated initially with surgery. METHODS AND OUTCOMES: We conducted a systematic review and aimed to answer the following clinical questions: What are the effects of treatments for resectable and unresectable non-small cell lung cancer? What are the effects of treatments for small cell lung cancer? We searched: Medline, Embase, The Cochrane Library, and other important databases up to October 2009 (Clinical Evidence reviews are updated periodically, please check our website for the most up-to-date version of this review). We included harms alerts from relevant organisations, such as the US Food and Drug Administration (FDA) and the UK Medicines and Healthcare products Regulatory Agency (MHRA). RESULTS: We found 96 systematic reviews and RCTs. We performed a GRADE evaluation of the quality of evidence for interventions. CONCLUSIONS: In this systematic review, we present information relating to the effectiveness and safety of the following interventions: chemotherapy (postoperative or preoperative, dose intensification), continuous hyperfractionated accelerated radiotherapy (CHART), first-line platinum (or non-platinum)-based chemotherapy, molecular-targeted therapy, non-CHART hyperfractionated radiotherapy, prophylactic cranial irradiation, second-line chemotherapy (with single agent), second-line molecular-targeted therapy (with gefitinib or erlotinib), and thoracic irradiation (with or without chemotherapy).

Bisphosphonate associated osteonecrosis of the jaw.

In 2003, the first reports describing osteonecrosis of the jaw (ONJ) in patients receiving bisphosphonates (BP) were published. These cases occurred in patients with cancer receiving high-dose intravenous BP; however, 5% of the cases were in patients with osteoporosis receiving low-dose bisphosphonate therapy. We present the results of a systematic review of the incidence, risk factors, diagnosis, prevention, and treatment of BP associated ONJ. We conducted a comprehensive literature search for relevant studies on BP associated ONJ in oncology and osteoporosis patients published before February 2008.All selected relevant articles were sorted by area of focus. Data for each area were abstracted by 2 independent reviewers. The results showed that the diagnosis is made clinically. Prospective data evaluating the incidence and etiologic factors are very limited. In oncology patients receiving high-dose intravenous BP, ONJ appears to be dependent on the dose and duration of therapy, with an estimated incidence of 1%-12% at 36 months of exposure. In osteoporosis patients, it is rare, with an estimated incidence < 1 case per 100,000 person-years of exposure. The incidence of ONJ in the general population is not known. Currently, there is insufficient evidence to confirm a causal link between low-dose BP use in the osteoporosis patient population and ONJ. We concluded BP associated ONJ is associated with high-dose BP therapy primarily in the oncology patient population. Prevention and treatment strategies are currently based on expert opinion and focus on maintaining good oral hygiene and conservative surgical intervention.

Problem-based learning and medical education forty years on. A review of its effects on knowledge and clinical performance.

Problem-based learning (PBL) has swept the world of medical education since its introduction 40 years ago, leaving a trail of unanswered or partially answered questions about its benefits. The literature is replete with systematic reviews and meta-analyses, all of which have identified some common themes; however, heterogeneity in the definition of a 'problem-based learning curriculum' and its delivery, coupled with different outcome measurements, has produced divergent opinions. Proponents and detractors continue to dispute the merits of the cognitive foundation of a PBL approach, but, despite this, there is evidence that graduates of PBL curricula demonstrate equivalent or superior professional competencies compared with graduates of more traditional curricula.

Canadian consensus practice guidelines for bisphosphonate associated osteonecrosis of the jaw.

OBJECTIVE: Following publication of the first reports of osteonecrosis of the jaw (ONJ) in patients receiving bisphosphonates in 2003, a call for national multidisciplinary guidelines based upon a systematic review of the current evidence was made by the Canadian Association of Oral and Maxillofacial Surgeons (CAOMS) in association with national and international societies concerned with ONJ. The purpose of the guidelines is to provide recommendations regarding diagnosis, identification of at-risk patients, and prevention and management strategies, based on current evidence and consensus. These guidelines were developed for medical and dental practitioners as well as for oral pathologists and related specialists. METHODS: The multidisciplinary task force established by the CAOMS reviewed all relevant areas of research relating to ONJ associated with bisphosphonate use and completed a systematic review of current literature. These evidence-based guidelines were developed utilizing a structured development methodology. A modified Delphi consensus process enabled consensus among the multidisciplinary task force members. These guidelines have since been reviewed by external experts and endorsed by national and international medical, dental, oral surgery, and oral pathology societies. RESULTS: RECOMMENDATIONS regarding diagnosis, prevention, and management of ONJ were made following analysis of all current data pertaining to this condition. ONJ has many etiologic factors including head and neck irradiation, trauma, periodontal disease, local malignancy, chemotherapy, and glucocorticoid therapy. High-dose intravenous bisphosphonates have been identified as a risk factor for ONJ in the oncology patient population. Low-dose bisphosphonate use in patients with osteoporosis or other metabolic bone disease has not been causally linked to the development of ONJ. Prevention, staging, and treatment recommendations are based upon collective expert opinion and current data, which has been limited to case reports, case series, surveys, retrospective studies, and 2 prospective observational studies. RECOMMENDATIONS: In all oncology patients, a thorough dental examination including radiographs should be completed prior to the initiation of intravenous bisphosphonate therapy. In this population, any invasive dental procedure is ideally completed prior to the initiation of high-dose bisphosphonate therapy. Non-urgent procedures are preferably delayed for 3 to 6 months following interruption of bisphosphonate therapy. Osteoporosis patients receiving oral or intravenous bisphosphonates do not require a dental examination prior to initiating therapy in the presence of appropriate dental care and good oral hygiene. Stopping smoking, limiting alcohol intake, and maintaining good oral hygiene should be emphasized for all patients receiving bisphosphonate therapy. Individuals with established ONJ are most appropriately managed with supportive care including pain control, treatment of secondary infection, removal of necrotic debris, and mobile sequestrate. Aggressive debridement is contraindicated. CONCLUSION: Our multidisciplinary guidelines, which provide a rational evidence-based approach to the diagnosis, prevention, and management of bisphosphonate-associated ONJ in Canada, are based on the best available published data and the opinion of national and international experts involved in the prevention and management of ONJ.

PBL in the undergraduate MD program at McMaster University: three iterations in three decades.

When the undergraduate MD program of McMaster University admitted its first cohort of 20 students in 1969, it heralded a major change in medical school pedagogy that has influenced the education of medical students around the world. The three-year PBL curriculum, which emphasized small-group tutorials, self-directed learning, a minimal number of didactic presentations, and student evaluation that was based almost entirely on performance in the tutorial, represented a radical departure from traditional curricula. Since the inception of the original curriculum in 1969, there have been two major curriculum revisions, the most recent of which was in 2005. The original curriculum attempted to integrate both basic science and clinical science into the biomedical problems. The second iteration of the curriculum focused on priority health problems and centered on a list of common medical problems as the foundation for curriculum organization, on the basis that an understanding of the management of common conditions included areas of knowledge that would be essential for clinical competence. Under the third, current curriculum, the COMPASS (concept-oriented, multidisciplinary, problem-based, practice for transfer, simulations in clerkship, streaming) model was adopted. Under this concept-based system, emphasis is placed on underscoring the underlying concepts in the curriculum with a logical sequencing of both the concepts and the body systems. This article briefly reviews the history of the development of the undergraduate MD program at McMaster and the three curricula that have been developed during the past three decades.

Using a sampling strategy to address psychometric challenges in tutorial-based assessments.

INTRODUCTION: Tutorial-based assessment, despite providing a good match with the philosophy adopted by educational programmes that emphasize small group learning, remains one of the greatest challenges for educators working in this context. The current study was performed in an attempt to assess the psychometric characteristics of tutorial-based evaluation upon adopting a multiple sampling approach that requires minimal recording of observations. METHOD: After reviewing the literature, a simple 3-item evaluation form was created. The items were "Professional Behaviour," "Contribution to Group Process," and "Contribution to Group Content." Explicit definition of these items was provided on an evaluation form. Twenty five tutors in five different programmes were asked to use the form to evaluate their students (N=169) after every tutorial over the course of an academic unit. Each item was rated using a 10-point scale. RESULTS: Cronbach's alpha revealed an appropriate internal consistency in all five programmes. Test-retest reliability of any single rating was low, but the reliability of the average rating was at least 0.75 in all cases. The construct validity of the tool was supported by the observation of increasing ratings over the course of the academic unit and by the finding that more senior students received higher ratings than more junior students. CONCLUSION: Consistent with the context specificity phenomenon, the adoption of a "minimal observations often" approach to tutorial-based assessment appears to maintain better psychometric characteristics than do attempts to assess tutorial performance using more comprehensive measurement tools.

The value of basic science in clinical diagnosis.

BACKGROUND: The role of basic science knowledge in clinical diagnosis is unclear. There has been no experimental demonstration of its value in helping students recall and organize clinical information. This study examines how causal knowledge may lead to better recall and diagnostic skill over time. METHOD: Undergraduate medical students learned either four neurological or rheumatic disorders. One group learned a basic science explanation for the symptoms. The other learned epidemiological information. Both were then tested with the same set of clinical cases immediately after learning and one week later. RESULTS: On immediate test, there was no difference in accuracy (70% for both groups). However, one week later, performance in the epidemiology group dropped to 51%; the basic science group only dropped to 62%. CONCLUSIONS: Basic science knowledge relating causal knowledge to disease symptoms can improve diagnostic accuracy after a delay.

Expert-novice differences in memory: a reformulation.

BACKGROUND: One of the most discriminating measures of expertise in multiple domains has been performance on memory tasks. In medicine, however, the relation between expertise and memory is more equivocal. PURPOSE: To compare and contrast the sufficiency of multiple explanations of this finding by using three probes of memory rather than the traditional free recall task alone. METHODS: Students, residents, and internists were asked to read case histories and assign diagnoses before undertaking free recall, cued recall, and recognition tests. RESULTS: Students consistently outperformed internists. Resident performance was more variable. CONCLUSIONS: Our data appear to rule out (a) the notion that expert memory for cases takes on an encapsulated form, (b) the idea that experts simply say less than students in response to a free recall task, and (c) the possibility that experts attend differentially to highly diagnostic features. The results can best be explained by the idea that students process the featural details of a case history more elaborately than do expert diagnosticians who, instead, read medical cases more holistically.

Medline for Medical Students? Searching for the Right Answer.

Objective: Does MEDLINE use, when added to more traditional sources of information, improve the accuracy of medical students' clinical decisions when compared to those obtained using traditional sources only? Design: Randomized control trial. Setting: McMaster University Faculty of Medicine, Undergraduate Program. Participants: The entire class of 101 medical students, class of 1998. Overall response rate on 9 items was 56% (510/909), with 35% (35/101) completing all 9 items. Intervention: All participants were randomized on each of the nine clincal scenarios for which the student could choose to apply, or refrain from applying, a proferred intervention. When randomized to the control arm, the student used traditional sources of information for decision-making. When randomized to the experimental arm, the student used MEDLINE searching in addition to more traditional sources of information, for decision-making. Main Outcome Measures: Prior to, and subsequent to the information search, the students indicated their comfort in using the proffered intervention on a seven point Likert scale. Results: Analyzed with one-way ANOVA, the mean rating post-search of the control non- MEDLINE arm was 2.94 (SD = 1.80) (where 1 = correct, 7 = incorrect) and of the experimental MEDLINE arm was 2.71 (SD = 1.81), (F(1,522) = 2.03, p = 0.15 n.s). The mean change of the control arm was 0.97 (SD = 2.04) and of the experimental arm was 1.008 (SD = 1.92), (F(1,511) = 0.04, p = 0.84n.s.). Conclusions: The addition of MEDLINE to more traditional answer-seeking behaviors by medical students does not translate into a beneficial impact on clinical decision-making.