https://www.um.edu.mt/library/oar/handle/123456789/38138 Sat, 18 Apr 2026 01:12:15 GMT 2026-04-18T01:12:15Z https://www.um.edu.mt/library/oar/handle/123456789/111914 Title: Transparency and coherence in a doctoral study case analysis : reflecting on the use of NVivo within a 'framework' approach Authors: Bonello, Marjorie; Meehan, Ben Abstract: This article describes and reflects on the analytical process undertaken on a qualitative case study analysis exploring the concept of interprofessional education (IPE) in Malta. The analysis which employed the ‘Framework’ approach executed by qualitative data analysis (QDAS) software, specifically NVivo, served to produce an audit trail eliciting how the data, findings, interpretations and subsequent conclusions were all tracked and grounded in the raw data. This paper offers a reflective account of my experience in using NVivo highlighting the potential of this software as facilitating a more rigorous and transparent approach to qualitative data analysis. Tue, 01 Jan 2019 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/111914 2019-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/111910 Title: Sustainability in health professional education : a qualitative inquiry into interprofessional education Authors: Bonello, Marjorie Abstract: This paper emerges from a qualitative case study analysis undertaken to explore the concept of pre-registration interprofessional education (IPE) as a possible model of practice at the Faculty of Health Sciences, University of Malta. IPE, which is defined as “occasions when two or more professions learn with, from and about each other to improve collaboration and the quality of care” does not form part of undergraduate professional health education curricula at the Faculty of Health Sciences. A qualitative case study approach underpinned by a social constructionist and interpretative perspective was employed so as to to explore stakeholders’ perspectives of IPE and to encourage debate around such a pedagogical approach. The purposive sample totaled sixty-four participants and these included academics at the Faculty of Health Sciences, key informants from the education and health sectors and newly qualified health professionals. Data was gathered through a combination of focus group discussions, one-to-one interviews and a systematic documentary search, and analysed using Ritchie and Spencer’s (1994) ‘Framework’ analysis supported by NVivo software. Findings yielded rich insights into participants’ perceptions of IPE; while they lauded the notion in principle, they identified a multiplicity of factors that would pose barriers to its enactment in practice. The many barriers identified were relational as well as rooted in the practical and organisational domain. Others related to the broader cultural landscape. These findings were interpreted through various theoretical perspectives so as to provide understandings and insights into these barriers as well as to portray the story of the case. This paper touches on some salient points from this study and underscores how qualitative inquiry can further the sustainability agenda; in this case improving health professional education for a sustainable health workforce. It questions the rhetoric and complexity of interdisciplinarity and provides insights regarding the challenges of innovation. Addressing them might support positive changes at deeper levels, possibly leading to research-based initiatives. Wed, 01 Jan 2020 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/111910 2020-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/111852 Title: Health promotion and disease prevention in the education of health professionals : a mapping of European educational programmes from 2019 Authors: Patja, Kristiina; Huis in't Veld, Tessa; Arva, Dorottya; Bonello, Marjorie; Orhan Pees, Rana; Soethout, Marc; van der Esch, Martin Abstract: Background: Health professionals face barriers in carrying out effective health promotion and disease prevention. To indicate what are the needs for curriculum development in educational programmes, this study aims to provide an overview of how various health professionals are currently trained in health promotion and disease prevention at different educational levels.; Methods: In 2019, a descriptive mapping exercise was performed focusing on European programmes for different health and healthcare professionals at the three levels of education (undergraduate, postgraduate, and continuous professional development [CPD]). Data were collected by a self-developed online survey that was distributed using a modified snowball method.; Results: A total of 186 educational programmes of 17 different health professionals were analysed, implemented in 31 countries (60% were undergraduate, 30% postgraduate and 10% CPD programmes). Nearly all programmes indicated that expected outcomes were defined on knowledge (99%), skills (94%) and behaviours/attitudes (89%) regarding health promotion and disease prevention. A multidisciplinary approach was reported to be applied by 81% of the programmes. Traditional teaching methods such as lectures (97%) and assignments (81%) were dominant, while e-learning was less frequently used (46%). Digitalization in health promotion and digital health coaching were the least addressed topics in most programmes.; Conclusions: Health promotion and disease prevention are reported at all surveyed levels of education for a broad spectrum of health professionals. Educational programmes cover contents on knowledge, skills, and behaviours. There is a need for capacity building and joint development in health promotion education. Specifically, there is a need to include digitalisation and novel teaching in the educational programmes of health promotion and disease prevention. Sat, 01 Jan 2022 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/111852 2022-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/59087 Title: Validating the Developmental Coordination Disorder Questionnaire for use with children aged between five and fifteen in the Maltese context Authors: Camilleri, Lara Maria; Buhagiar, Nathalie; Mifsud, Charmaine; Bonello, Marjorie Abstract: The Developmental Coordination Disorder Questionnaire (DCDQ), developed by Wilson (2007), is a subjective parent/guardian screening tool which is used by Maltese paediatric Occupational Therapists. It is available solely in the English language and so within the local context poses several challenges for respondents who are not well versed in this language. This paper reports on a study which was carried out to address the gap in the current situation by translating and validating the original English DCDQ'07. This process involved a forward and backward translation of the DCDQ followed by its administration using a quantitative cross-sectional survey methodology. The translation team involved four translators who worked independently of each other and a moderator who facilitated the whole process. When the final Maltese version was completed, the bilingual test-retest technique using the split-half method was used to determine the validity and reliability of the final Maltese questionnaire. This involved data collected from 44 bilingual parents whose children were receiving Occupational Therapy at a local paediatric centre and completed both the Maltese and English versions at a seven-day interval. Data analysis of the findings compared the final scores achieved from the Maltese translation with those obtained from the original English questionnaire. Statistical tests yielded p values of 0.000 which indicated satisfactory intra-rater reliability implying that the translated Maltese questionnaire can be used with confidence. This would add to the available resources that assist Occupational Therapists in evaluating motor coordination difficulties in children. Mon, 01 Jun 2020 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/59087 2020-06-01T00:00:00Z