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Thematic analysis is a widely cited method for analyzing qualitative data. As a team of graduate students, we sought to explore methods of data analysis that were grounded in qualitative philosophies and aligned with our orientation as applied health researchers. We identified reflexive thematic analysis, developed by Braun and Clarke, as an interpretive method firmly situated within a qualitative paradigm that would also have broad applicability within a range of qualitative health research designs. In this approach to analysis, the subjectivity of the researcher is recognized and viewed not as problematic but instead valued as integral to the analysis process. We therefore elected to explore reflexive thematic analysis, advance and apply our analytic skills in applied qualitative health research, and provide direction and technique for researchers interested in this method of analysis. In this paper, we describe how a multidisciplinary graduate student group of applied health researchers utilized Braun and Clarke’s approach to reflexive thematic analysis. Specifically, we explore and describe our team’s process of data analysis used to analyze focus group data from a study exploring postnatal care referral behavior by traditional birth attendants in Nigeria. This paper illustrates our experience in applying the six phases of reflexive thematic analysis as described by Braun and Clarke: (1) familiarizing oneself with the data, (2) generating codes, (3) constructing themes, (4) reviewing potential themes, (5) defining and naming themes, and (6) producing the report. We highlight our experiences through each phase, outline strategies to support analytic quality, and share practical activities to guide the use of reflexive thematic analysis within an applied health research context and when working within research teams.

ObjectivesNepal Neonatal and Emergency Paediatric Care Programme (NNEPCP) is a pilot quality improvement programme in Madhesh Pradesh, Nepal under RCPCH Global Links.A core aspect is to establish a sustainable on-site modular version of the 3-day ETAT+ intensive course in 12 government hospitals with ownership from Nepali speaking educators ‘hospital champions’ working within each hospital.We aimed to collect honest feedback; both positive and negative, from the Nepali educators and make amendments based on this to improve delivery.MethodsDeveloped an online feedback questionnaire on google documents comprised of 3 open-ended questions:What is going well with ETAT+ modular teaching in your hospital?What is NOT going well with ETAT+ modular teaching in your hospital?What suggestions do you have to improve the delivery of ETAT+ modular course?To maximise feedback, answers were free text, without word limit and anonymised.The questionnaire was sent to 24 participants (the hospital champions) by 3 modes: email, WhatsApp and a QR code displayed at face-to-face meetings, for maximum coverage. Two reminders were sent, and 3 months given to respond.Qualitative thematic analysis of the free text answers was performed.Results16 responses: 66% of participants.Graph 2 demonstrates the core themes of ‘What is not going well’:Following classification of the questionnaire findings and informal discussions between NNEPCP mentors and champions, several changes were implemented:Class time was reduced from 3 hours to 1–1.5 hours thus increasing the number of modules from 8 to 12.Individualised teaching schedules per hospital with set date, time and assigned class attendees were created.Senior management (Medical Superintendent) formally requested staff attendance.Multi-modal course resource sharing; PDFs via email, hard copies of the ETAT+ candidate handbook (5 per hospital) and USBs containing course resources distributed. Additionally, an App is in development, this will significantly help resource sharing.Abstract 684 Figure 1[Image Omitted. See PDF.]ConclusionOver the first 9 months of the NNEPCP, 8 out of the 12 government hospitals have completed a full modular ETAT+ course with notable increase in class frequency and attendance since the above changes.Nepali educators’ feedback is invaluable in ensuring this teaching programme is sustainable in Nepal. ETAT+ is an internationally recognised course whose overall structure can be transferred but this piece of work has demonstrated the importance in both involving local educators and adapting to different environments.

Through a comparative case study, Sheridan and colleagues explore how makerspaces may function as learning environments. Drawing on field observations, interviews, and analysis of artifacts, videos, and other documents, the authors describe features of three makerspaces and how participants learn and develop through complex design and making practices. They describe how the makerspaces help individuals identify problems, build models, learn and apply skills, revise ideas, and share new knowledge with others. The authors conclude with a discussion of the implications of their findings for this emergent field.

Blockchain is a data structure of data blocks arranged in chronological order. It is featured by decentralization, trustworthiness, data sharing, security, etc. It has been widely used in digital currency, smart contract, credit encryption and other fields. With the development of the Internet technology, online education, a novel education mode, has been greatly popularized. However, this education mode still faces many problems in course credibility, credit and certificate certification, stu-dent privacy, and course sharing. Through literature review and case analysis, this paper discusses the basic technical principles and application features of blockchain technology, and proposes a solution to the problems of online educa-tion based on blockchain technology. The blockchain technology can store learn-ing records in a trusted, distributed manner, provide credible digital certificates, realize learning resource sharing with smart contract, and protect intellectual property through data encryption. The research shows that the integration of blockchain technology is a promising trend in the development of online educa-tion.

Makerspaces are gaining popularity in the educational activities of all age groups, from primary schools to higher education institutions, particularly in science, technology, engineering, and mathematics (STEM) disciplines. Due to makerspaces’ hands-on learning approach, it is generally believed that learning in makerspaces influences students’ creative and thinking skills. Experiments have been performed to explore this relationship; however, they are limited to a particular type of makerspace and address only some aspects of creativity. Therefore, using a systematic literature review (SLR) approach, we attempted to understand the relationship between makerspaces and creativity in the context of STEM education. The SLR offers a holistic view of makerspaces fostering four aspects of creativity from primary to higher education. This SLR used three primary categories of terms in its search string: (i) makerspace and associated terms, (ii) creativity and innovation, and (iii) variants of the term “STEM.” Using the Summon meta-database, we searched 103 digital databases (including Scopus, IEEE, and ASEE). The initial search considered peer-reviewed scholarly journal articles and conference proceedings focusing on STEM disciplines published from 2000 to August 2021. After following the PRISMA guidelines for reporting systematic reviews, 34 relevant papers remained eligible for inclusion. The selected papers were analyzed using thematic analysis. Various types of makerspaces show empirical evidence of fostering creativity. This review additionally identifies seven factors that foster creativity in a makerspace environment. These findings will be beneficial for applying makerspace tools and interventions to enhance creativity in the context of STEM disciplines.

Comprehensive reviews of the research literature have identified that focused intervention practices for children and youth with autism spectrum disorder have evidence of producing positive developmental and learning outcomes. The Autism Focused Intervention Resources and Modules (AFIRM) project has translated evidence-based practices identified by Wong et al. (Journal of Autism and Developmental Disorders 45(7):1951–1966, 2015) into online learning modules. The purpose of this paper is to describe (1) the process for translating the research literature into practical information that practitioners can use, (2) its dissemination through a freely accessible website, (3) the use of the modules by over 64,500 users located in the United States and abroad, (4) knowledge gained as a result of completing the modules, and (5) consumers’ evaluations of modules usefulness and relevance.

This article centers sociocultural and sociopolitical considerations of how young people understand, represent, and use data by presenting findings from a social design research study about how students in a public urban high school authored \"data stories\" using personal data they curated, collected, and visualized. The study contributes to theoretical understandings of critical data literacies by considering the experiences and practices of adolescents enrolled in a required media arts class as they produced data visualizations drawn from their everyday lives. Findings center on two aspects of critical data literacies youth developed-understanding themselves as people capable of using data for multiple purposes and understanding data as socially situated resources for meaning-making. This study foregrounds the importance of positioning youth as authors and architects of data, making central youth perspectives in understanding the role of data in young people's digitally connected lives and highlighting the importance of expanding what \"counts\" as data. It also suggests the importance of creating infrastructure to support the development of culturally relevant data practices that highlight the social, cultural, and political uses of data and its racialized dimensions.

Objective: The objective of this study is to determine whether income-pooling strategies differ between married and cohabiting individuals without children, only biological children, or any stepchildren. Background: Americans are forming families in new ways via cohabitation and stepfamilies, which may have implications for resource pooling. Although a majority of married and cohabiting couples pool their incomes, little is known about the role of children in couple's income-pooling behaviors. Method: The authors use recently collected, nationally representative data from the Families and Relationships Study (n = 4,362). Controlling for sociodemographic, household, and relationship characteristics, the authors use logistic regression to predict the odds of income pooling among married and cohabiting individuals without children, only biological children, or any stepchildren. Results: The likelihood of income pooling remained similar among cohabitors regardless of the configuration of children in the household. Among married families, however, the likelihood of income pooling differed by the presence of resident stepchildren. Married families with resident stepchildren had a lower probability of pooling their income when compared with married families with only resident biological children. Conclusion: The ways economic resources are shared differs across family types. The findings from this study are consistent with an incomplete institutionalization perspective and demonstrate that individuals in cohabiting-couple families and married-couple families with resident stepchildren are less likely to pool their incomes.

In some educational settings, the cost of textbooks approaches or even exceeds the cost of tuition. Given limited resources, it is important to better understand the impacts of free open educational resources (OER) on student outcomes. Utilizing digital resources such as OER can substantially reduce costs for students. The purpose of this study was to analyze whether the adoption of no-cost open digital textbooks significantly predicted students’ completion of courses, class achievement, and enrollment intensity during and after semesters in which OER were used. This study utilized a quantitative quasi-experimental design with propensity-score matched groups to examine differences in outcomes between students that used OER and those who did not. The demographics of the initial sample of 16,727 included 4909 students in the treatment condition with a pool of 11,818 in the control condition. There were statistically significant differences between groups, with most favoring students utilizing OER.

This study investigated whether the interference between two tasks in dual-task processing stems from bottleneck limitations or insufficient cognitive resources due to resource sharing. Experiment 1 used tone discrimination as Task 1 and word or pseudoword classification as Task 2 to evaluate the effect of automatic versus controlled processing on dual-task interference under different SOA conditions. Experiment 2 reversed the task order. The results showed that dual-task interference persisted regardless of task type or order. Neither experiment found evidence that automatic tasks could eliminate interference. This suggests that resource limitations, rather than bottlenecks, may better explain dual-task costs. Specifically, when tasks compete for limited resources, the processing efficiency of both tasks is significantly reduced. Future research should explore how cognitive resources are dynamically allocated between tasks to better account for dual-task interference effects.