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In this study, we carry out a qualitative and quantitative analysis of abbreviations in 300 randomly collected research paper titles published in the most prestigious European and US-based Astrophysics journals written in English. Our main results show that the process of shortening words and groups of words is one of the most characteristic and recurrent features in Astrophysics research paper titling construction. In spite of the convenience of abbreviations as a mechanism for word-formation, some of them may pose certain difficulties of understanding and/or misinterpretation because of their specificity, ambiguity, or overlapping. To overcome these difficulties, we propose a series of options which with no doubt would lead to a better interaction among the different branches of Astrophysics in particular and of science in general and would definitely improve how research is currently performed and communicated.

Self-regulated learning (SRL) and metacognitive processes are important in education because they contribute to effective learning and improved academic performance. Metacognitive SRL may be facilitated by the implementation of computer technology. This qualitative study examined the presence and use of metacognitive SLR processes among elementary school students as they completed computer-and paper-based reading assignments. Students in two after-school programs were recruited from a public school district in a southeastern region of the United States (U.S.). The participants consisted of 52 elementary students in Grades 2-5. Students participated in two, counterbalanced, conditions that involved computer- and paper-based reading assignments. Observations and semi-structured interviews were conducted. The results indicated that students were more likely to apply metacognitive SRL skills when reading on paper than reading on a computer. Overall, students showed signs of planning more in the paper than in the computer condition but student behaviors and responses differed between grades. Monitoring practices appeared in both the computer- and the paper-based reading assignment, with monitoring connected with background knowledge in Grades 2 and 3 but reading content in Grades 4 and 5. Control processes such as retrying and representing graphically were more common in the computer- than in the paper-based reading across all grades. Students used their score in a reading assignment as an evaluation tool to assess performance in the computer- and paper-based reading condition. These findings suggest that the utilization of prior information, integration of multimedia and verbal signals, and comfort level with the reading medium all influenced students' SRL decision-making. [ABSTRACT FROM AUTHOR]

Language teaching is a profession which is international in character. Language teachers often work and study in foreign countries, and distance education has become very important in the education of language teachers. Drawing on two international surveys, this paper explores language teacher education by distance from the perspective of students (i.e. trainee or practicing language teachers) and teacher-educators in such distance programs. There are significant educational advantages for language teachers who choose to study by distance, and e-learning technologies have enhanced these benefits. This paper also includes an in-depth analysis of the qualitative survey responses from two individual students, highlighting an individualized perspective on the data that complements the "collective" analysis, and provides additional insights into how student experiences of such programs can vary widely, and how such disparities may be addressed.

This paper argues that the way future teachers are being initiated into the ethical dimensions of their future profession is largely out of step with the movement to professionalize teaching. After recalling the role that codes of professional conduct play in the ecology of professional self-regulation, and arguing that familiarizing students with their local code of ethics should be considered as the bare minimum of an adequate ethics education for professionals, the paper presents research findings indicating that education students are not leaving colleges and universities with a clear understanding of what is expected of them by society, their peers and the profession. The paper concludes with three suggestions about how to begin bringing ethics education for teachers more into line with teaching's aspiration to professional status.

Teaching and learning research in higher education, often referred to as the Scholarship of Teaching and Learning (SoTL), is still relatively novel in many academic contexts compared to the mainstay of disciplinary research. One indication of this is the challenges those who engage in SoTL report in terms of how this work is valued or considered credible amongst disciplinary colleagues and in the face of institutional policies and practices. This paper moves beyond the literature that describes these specific challenges to investigate how 23 experienced SoTL researchers from five different countries understood the notion of credibility in relationship to their SoTL research and how they went about developing credibility for their work. Semistructured interviews were facilitated and analyzed using inductive analysis. Findings indicate that notions of credibility encompassed putting SoTL research into action and building capacity and community around research findings, as well as gaining external validation through traditional indicators such as publishing. SoTL researchers reported a variety of strategies and approaches they were using, both formal and informal, to develop credibility for their work. The direct focus of this paper on "credibility" of SoTL work as perceived by experienced SoTL researchers, and how they go about developing credibility, is a distinct contribution to the discussions about the valuing of SoTL work.

In this study, the variables having impact on the student motivation have been analyzed based on the articles, conference papers, master's theses and doctoral dissertations published in the years 2000-2017. A total of 165 research papers were selected for the research material and the data were collected through qualitative research techniques through document review and content analysis. According to the research results, the most important factors affecting student motivation are the fields of teacher, teachers' classroom management skills and their teaching methods. In this research, factors having less influence on the student motivation are parental communication, student characteristics and study fields. In addition, relational search type was used more than others, mostly students were selected as the study group and most researches were conducted in USA and Turkey.

This research paper discusses the accomplishments, issues, and challenges experienced by Open University of Sri Lanka (OUSL) academics when offering the first cross-border professional development online course to train online tutors and mentors. The course was delivered exclusively online and facilitated by OUSL academics and e-mentors from the USA. The course was comprised of 30 participants: 9 from Pakistan, 10 from Mauritius and 11 from Sri Lanka. This qualitative study is based on reflections of both faculty and participants. Data were collected using reflections and informal anecdotal records of the three OUSL academics and self-reflection instruments (pre, mid and final) administered to participants, and reflective journal entries made by participants. Participants' views were triangulated with the reflections of the OUSL academics to validate the results. While there were many accomplishments in the design and delivery of the course, the findings revealed that there were many challenges in implementing the course: pedagogical, organizational and technological aspects in particular. The paper provides recommendations to address such challenges when offering cross-border online courses in the future.

This paper reports on an international experience designed, within a sociocultural frame, for teacher education students to examine theoretical knowledge and make visible local knowledge on diversity issues, and the interrelatedness and complexity of language, literacy and culture and its impact on educational practices. It examines the context of international education, as part of a graduate program of studies, as a promising way for teacher education students to gain knowledge of communities' funds of knowledge and situated cultural and literacy practices, use knowledge and engage in action as learners in an uncommon, out-of-the-ordinary context, and act on personal, professional and instructional implications. This international experience, which involved a course taught in the U.S. and Brazil, was designed to engage American graduate students, with different levels of teaching experience, in active exploration of their assumptions about the nature of literacy and culture, and communities' funds of knowledge. The purpose of this situated learning experience was to deepen teacher education students' understanding of self, cultural identities and deficit beliefs, and its impact on their curriculum design and instructional process, and interactions with their own students and their families. This paper also examines the American students' explorations and cultural clashes, what became visible about their invisible assumptions that turned into "rich points" and led to transformed understandings and actions. (Contains 2 tables and 1 figure.)

The purpose of this study was to investigate an interdisciplinary international service learning program and its impact on student sense of cultural awareness and competence using the Campinha-Bacote's (2002) framework of cultural competency model. Seven undergraduate and one graduate student from Human Development and Nutrition Science disciplines participated in the program. Reflections from a synthesis paper post-travel were analyzed using an inductive approach. Six themes emerged from the reflective journals and were applied to Campinha-Bacote's cultural competency constructs. Participating and learning together while reflecting helped deepen and progress this process for ISL students. Overall, the experience proved to be an effective educational tool for sensitizing students towards cultural competency within interdisciplinary programs.

Introduction. Data, information and knowledge together constitute a vital business asset for every organization that enables every business activity, every business process and every business decision. The global legal industry is facing unprecedented change, which inevitably creates challenges for individual law firms. These global changes affect law firms' business as well as information environments. Method. Qualitative interview-based empirical research was conducted with partners and practice managers in law firms in Australia, South Africa and the United States of America, to investigate the changes in the legal industry, the challenges subsequently faced by law firms, and how these challenges are being addressed. Analysis. The interview transcripts were thematically analysed, supported by the NVivo10 qualitative analysis software. Results. The legal sector, one of the most data, information and knowledge intensive industries, is currently undergoing unprecedented change resulting in numerous challenges for law firms that are creating increased pressure to be more effective and efficient. Conclusion. The findings show that significant improvement to law firms' business performance can be driven by overcoming barriers to information asset management such as lack of executive awareness, justification, business governance, leadership and management, as well as ineffective tools. This paper recommends the steps that law firms can take to overcome these barriers.

In higher education music instrument teaching, there is a strong tradition of high-level performers being recruited to teach advanced students within the private studio despite the fact these educators often have no training in pedagogy. The studio environment also continues to be dominated by the one-to-one lesson format and the master-apprentice tradition. While the literature overviews a long history of the master-apprentice tradition in various fields, there is to date minimal empirical research that specifically evidences the extent to which it is cyclical in nature. This paper reports on survey data from 54 current tertiary educators across four countries who were asked to identify the key influences on how they work within the music studio. The data point not only to the influence of the master-apprentice tradition, but also to the fact that most current educators rely on previous teachers and experiences of teaching to inform their pedagogy.

The purpose of this study is to analyze the process of school principal selection and appointment in Turkey and some other developed countries in a comparative way. The specific purpose is to make suggestions in order to improve the school principal selection process in Turkey by comparatively analyzing school principal selection process in Turkey and some developed countries. The focus is on the principal selection processes in the USA, Germany, and Finland, and it makes a comparison with the current situation implemented in Turkey. In most of the states in the USA, in order to be a principal, a certificate, a master's degree, and being an actual teacher are required. In the study methodology, official papers and documents have been analyzed in the context of research review in order to study the existing materials that do not require collecting through a data collection tool. These documents include related official reports, graduate thesis, articles, proceedings, National Education Councils conclusions, and legislative texts consisting of official regulations. The findings indicate that there are various selection methods used for this purpose. District Board of Education is in charge at selection procedures. In Germany, there is a variety of selection procedures among the states. The states' Education Ministries and administrators are in charge of selection and appointment of principals and modifications of selection procedures. The state exams and regular official performance assessments by superiors are decisive in the centralized selection process in most federal states. In Finland, a certificate and teaching qualification are required to be a principal. Interviews and tests are used in the selection procedures. Administrators and educational committee members are in charge of the highly decentralized selection process. There are some common and varied features in principal selection process between Turkey and the mentioned countries in the study. In Turkey, school principality is regarded as a secondary role to a teacher and the principal selection processes, procedures, and rules change very frequently in time.

Transnational Asian adoptees are a unique and understudied population that potentially faces oppression and confusion. Educational institutions are often unresponsive to the needs of immigrant groups, particularly ones with unique circumstances like transnational Asian adoptees. Not only is there a gap generally in the critical and empirical literature across fields when it comes to this population, but it is almost entirely missing from the educational literature. This conceptual paper contributes a better understanding of transnational adoptees through a third space framework. We seek to critically analyze and synthesize the literature on transnational Asian adoptees. The outcome of the investigation bridges the adoption and education literature, situating it within the educational context. In doing so, we present educational implications of transnational Asian adoption that lay the groundwork for much needed empirical analyses.

Purpose: The purpose of this paper is to explore the sources of meaningfulness at the workplace, according to the perceptions of hospitality employees from different national cultures in one US-based hotel, based on Dimitrov's empirical study about the features of the humane organization. Design/methodology/approach: This was an exploratory research that employed a single embedded case study. There were 17 employees, selected via purposeful convenience sampling. The process of data gathering involved: personal statements, interviews, complete observations, and document analysis. Data were coded using open and theoretical codes. Content and constant comparative analysis was used to link the emerging themes. Findings: The respondents felt that sources of meaningfulness in the workplace are: work itself and pride in the product; the social environment; the self and spirituality at work; and becoming a humane organization. Research limitations/implications: The main recommendations for future research are to: explore the meaning of work and meaningful workplace human resource development concepts in more culturally diverse organizations in different counties and economic sectors (government and non-profit); study the national cultural differences more specifically per cultural type, utilizing systematic methodologies for cultural differentiation; and explore other study designs. Practical implications: Organizations are advised to: create flexible schedules and WFB policies; exhibit social responsibility; and broaden the cultural horizons of their workforce. Originality/value: The discussion in this paper will further enhance the understanding of international human resource development as it provides a focused review of the sources of meaningfulness in the workplace found in the study of one US-based organization, populated by the international influences of a global industry in a global world. (Contains 4 tables.)

Social studies education [Sosyal Bilgiler] in Turkey has been defined as an integrated field of study after the curriculum reform over the last decade. This interdisciplinary notion of social studies education is established in the curriculum as a result of modeling NCSS (National Council for the Social Studies) standards. This new social studies movement in Turkey has taken a thematic approach and focuses on developing skills and values in the curriculum. Unlike the former curriculums, this new curriculum has adapted alternative assessment methods such as portfolios, self and peer evaluation, projects, poster presentations, and rubrics where in the past Turkish educational system has been dominated by the standardized testing. On the other hand, there have been discussions in the United States regarding the influence of high-stakes testing in diminishing the instructional time of social studies classes and instructional decisions in these classes. The purpose of this paper is to compare and discuss the influence of standardized testing on social studies education both in Turkey and the United States. This discussion may help to redefine and restructure social studies education and will consider the disintegration of the field, as has been one of the major trends in the last two decades.

Current science assessments typically present a series of isolated fact-based questions, poorly representing the complexity of how real-world science is constructed. The National Research Council asserts that this needs to change to reflect a more authentic model of science practice. We strongly concur and suggest that good science assessments need to consist of several key factors: integration of science content with scientific inquiry, contextualization of questions, efficiency of grading and statistical validity and reliability.Through our Situated Assessment using Virtual Environments for Science Content and inquiry (SAVE Science) research project, we have developed an immersive virtual environment to assess middle school children's understanding of science content and processes that they have been taught through typical classroom instruction. In the virtual environment, participants complete a problem-based assessment by exploring a game world, interacting with computer-based characters and objects, collecting and analyzing possible clues to the assessment problem. Students can solve the problems situated in the virtual environment in multiple ways; many of these are equally correct while others uncover misconceptions regarding inference-making. In this paper, we discuss stage one in the design and assessment of our project, focusing on our design strategies for integrating content and inquiry assessment and on early implementation results. We conclude that immersive virtual environments do offer the potential for creating effective science assessments based on our framework and that we need to consider engagement as part of the framework.

This paper offers a comparative reflection on how two nations, the U.S. and Lithuania, are implementing inquiry-based science in elementary classrooms. The qualitative study explored how fourth grade teachers in Southern California and in Lithuania employed effective inquiry-based strategies in their classrooms. A teacher's use of questioning strategies to guide critical thinking and the role of inquiry-based pedagogy plays in promoting student engagement were commonalities in both countries. "Exercise moments", resource conservation, and "voyeuristic investigations" were noted in Lithuanian inquiry practices while pacing guides and standards coverage were prevalent issues in US inquiry practices.

This paper seeks to add to the discussion surrounding young adults' relationship and engagement with learning technologies, exploring whether they naturally engage with these technologies when the use of them is either compulsory or optional. We discuss our findings in relation to whether young people are truly engaging with technologies or whether they are simply passive consumers of some technology, and unenthusiastic innovators in others. Participants in the UK (N = 6, Mean Age 20.66, undergraduate psychology students) provided their responses to a short series of face-to-face interviews using open-ended questions designed to elicit a critical exploration of their learning experience with particular emphasis on learning technologies. Participants in the US (N = 26, Mean Age = 22.38, pre-service teachers) responded to a series of short open-ended questions submitted online using asynchronous video journals uploaded to a private classroom space on YouTube. We found that young people are generally unenthusiastic users of learning technologies, which has significant implications for the educational sector in the UK and the US, as many of our participants are pre-service teachers. At a time when great emphasis is being placed on increasing student access to technologies in the classroom to enrich the learning experience, and to offer greater opportunity for understanding and discovery of information, trainee educators seem reluctant to engage with many types of educational technologies.

New learning environments with communication and information tools are increasingly accessible with technology playing a crucial role in expanding and reconceptualizing student learning experiences. This paper reviews the outcome of an innovative course offered by four universities in three countries: Canada, the United States, and Mexico. Course objectives focused on broadening the understanding of indigenous and non-indigenous peoples primarily in relation to identity as it encouraged students to reflect on their own identity while improving their English skills in an interactive and experiential manner and thus enhancing their intercultural competence.

The meaningful integration of technology in teaching and learning is consistently called for in all sectors of education. Recently it has appeared as a key tenet for achieving what has been termed as personalising learning. Personalising learning, a concept that addresses a range of current best-practice approaches with an added emphasis on ICT and the voice of individual learners, is becoming more prevalent in both general discussion, and in some countries, in policy regarding education. If its prevalence continues to grow, teacher educators need to consider how they too can incorporate personalising learning approaches in their courses to ensure graduate teachers are equipped with the necessary skills and knowledge to implement personalising learning approaches in their own classrooms. This paper considers the components of personalising learning and describes one approach to creating a technology-infused learning environment that has been trialled in the tertiary sector. The key focus of this trial was the effective integration of technology as an enabler of personalising learning. Findings indicate that meaningful student learning experiences can be achieved through a personalised approach which also supports the emerging tenets of effective, pedagogical use of ICT for learning. These findings led to a model of Technology for Personalising Learning (TPL) which is presented as a planning framework through which personalising learning with technology can be achieved in higher education. (Contains 1 table and 1 figure.)

Framed from positioning theory and dynamic systems theory, the paper reports on a naturalistic study involving four Chinese participants and their American peers in an intercultural asynchronous computer-mediated communication (ACMC) activity. Based on the moment-by-moment analysis and triangulation of forum posts, reflective essays, and retrospective interviews, this study charts out participants' positioning trajectories and identifies five discursive practices (pronouns, epistemic phrases, evaluative phrases, emoticons, and posting style) as control parameters of participants' positioning systems. The study also reveals that positioning in ACMC is multiple, emergent, and contested, defying preconceived roles and identities. Therefore, the success of ACMC can be attributed to the participants' ability to make sense and make use of discursive practices to negotiate positions and achieve positioning alignment. The pedagogical implications of positioning interrogation and positioning intervention in ACMC are also discussed.

Conducting qualitative research in any discipline warrants two actions: accessing participants and eliciting their ideas. In chemistry education research (CER), survey techniques have been used to increase access to participants and diversify samples. Interview tasks (such as card sorting, using demonstrations, and using simulations) have been used to elicit participant ideas. While surveys can increase participation and remove geographic barriers from studies, they typically lack the ability to obtain detailed, thick description of participant ideas, which are possible from in-person interviews. Minimal research in CER has examined how to harness technology to synthesize traditionally diverse research approaches to advance the field. This paper presents a novel method for interviewing research participants employing freely available technology to investigate student ideas about the purposes of conducting chemistry outreach, how success of an outreach event is evaluated, and student understanding of the chemistry content embedded in activities facilitated at events. As the outreach practitioner population comes from numerous institutions and is therefore geographically diverse, technology is necessary in order to gain access to these students. To elicit their ideas and remove barriers associated with rapport, interview tasks are adapted and implemented electronically. The description of a novel set of methods is coupled with evidence from the interviews to illustrate the trustworthiness of the data obtained and to support the method as a means to improve qualitative data collection in chemistry education research. These methods create a unique data collection environment for off-site investigations and are applicable to all disciplines, as they shed light on how qualitative research in the 21st century can increase the diversity of samples and improve the transferability of findings.

Racial and cultural diversity issues have been a source of some interest amongst outdoor and environmental educators. Early research was framed in terms of the "under-participation" of people of colour, which led to the development of ethnocentric and methodologically problematical "marginality" and "ethnicity" theories. There is, however, a growing body of research, educational and otherwise, which focuses on people of colour, and which privileges culture as being central to the research process. I argue that there are currently (at least) three interrelated "culturally sensitive research approaches" in use to differing extents in environmental education in its widest sense: "ethnic modeling in qualitative research;" "culturing" environmental education; and community based participatory research. I conclude by making a plea for "culturally sensitive research approaches" to become inherent in all environmental education research. (Contains 7 notes.)

In this paper, we present findings from a three-year research project funded by the US Institute of Museum and Library Services that examined how advanced broadband measurement capabilities can support the infrastructure and services needed to respond to the digital demands of public library users across the US. Previous studies have identified the ongoing broadband challenges of public libraries while also highlighting the increasing digital expectations of their patrons. However, few large-scale research efforts have collected automated, longitudinal measurement data on library broadband speeds and quality of service at a local, granular level inside public libraries over time, including when buildings are closed. This research seeks to address this gap in the literature through the following research question: How can public libraries utilize broadband measurement tools to develop a better understanding of the broadband speeds and quality of service that public libraries receive? In response, quantitative measurement data were gathered from an open-source broadband measurement system that was both developed for the research and deployed at 30 public libraries across the US. Findings from our analysis of the data revealed that Ookla measurements over time can confirm when the library's internet connection matches expected service levels and when they do not. When measurements are not consistent with expected service levels, libraries can observe the differences and correlate this with additional local information about the causes. Ongoing measurements conducted by the library enable local control and monitoring of this vital service and support critique and interrogation of the differences between internet measurement platforms. In addition, we learned that speed tests are useful for examining these trends but are only a small part of assessing an internet connection and how well it can be used for specific purposes. These findings have implications for state library agencies and federal policymakers interested in having access to data on observed versus advertised speeds and quality of service of public library broadband connections nationwide. [ABSTRACT FROM AUTHOR]

Background: The Infant Mortality Research Partnership in Ohio is working to help pregnant individuals and families on Medicaid who are at risk for infant mortality and preterm birth. As part of this initiative, researchers at The Ohio State University worked to develop a patient-facing mobile app, OHiFamily, targeted toward, and created for, this population. To address the social determinants of health that can affect maternal and infant health, the app provides curated information on community resources, health care services, and educational materials in a format that is easily accessible and intended to facilitate contact between families and resources. The OHiFamily app includes 3 distinct features, that is, infant care logging (eg, feeding and diaper changes), curated educational resources, and a link to the curated Ohio resource database (CORD). This paper describes the development and assessment of the OHiFamily app as well as CORD., Objective: This study aimed to describe the development of the OHiFamily mobile app and CORD and the qualitative feedback received by the app's intended audience., Methods: The researchers performed a landscape analysis and held focus groups to determine the resources and app features of interest to Ohio families on Medicaid., Results: Participants from several focus groups were interested in an app that could offer community resources with contact information, information about medical providers and information and ways to contact them, health tips, and information about pregnancy and infant development. Feedback was provided by 9 participants through 3 focus group sessions. Using this feedback, the team created a curated resource database and mobile app to help users locate and access resources, as well as access education materials and infant tracking features., Conclusions: OHiFamily offers a unique combination of features and access to local resources for families on Medicaid in Ohio not seen in other smartphone apps., (©Natalie Perme, Endia Reid, Macdonald Chinwenwa Eluagu, John Thompson, Courtney Hebert, Steven Gabbe, Christine Marie Swoboda. Originally published in JMIR Formative Research (https://formative.jmir.org), 08.11.2024.)

Background: Women veterans, compared to civilian women, are especially at risk of experiencing intimate partner violence (IPV), pointing to the critical need for IPV screening and intervention in the Veterans Health Administration (VHA). However, implementing paper-based IPV screening and intervention in the VHA has revealed substantial barriers, including health care providers' inadequate IPV training, competing demands, time constraints, and discomfort addressing IPV and making decisions about the appropriate type or level of intervention., Objective: This study aimed to address IPV screening implementation barriers and hence developed and tested a novel IPV clinical decision support (CDS) tool for physicians in the Women's Health Clinic (WHC), a primary care clinic within the Veterans Affairs Palo Alto Health Care System. This tool provides intelligent, evidence-based, step-by-step guidance on how to conduct IPV screening and intervention., Methods: Informed by existing CDS development frameworks, developing the IPV CDS tool prototype involved six steps: (1) identifying the scope of the tool, (2) identifying IPV screening and intervention content, (3) incorporating IPV-related VHA and clinic resources, (4) identifying the tool's components, (5) designing the tool, and (6) conducting initial tool revisions. We obtained preliminary physician feedback on user experience and clinical utility of the CDS tool via the System Usability Scale (SUS) and semistructured interviews with 6 WHC physicians. SUS scores were examined using descriptive statistics. Interviews were analyzed using rapid qualitative analysis to extract actionable feedback to inform design updates and improvements., Results: This study includes a detailed description of the IPV CDS tool. Findings indicated that the tool was generally well received by physicians, who indicated good tool usability (SUS score: mean 77.5, SD 12.75). They found the tool clinically useful, needed in their practice, and feasible to implement in primary care. They emphasized that it increased their confidence in managing patients reporting IPV but expressed concerns regarding its length, workflow integration, flexibility, and specificity of information. Several physicians, for example, found the tool too time consuming when encountering patients at high risk; they suggested multiple uses of the tool (eg, an educational tool for less-experienced health care providers and a checklist for more-experienced health care providers) and including more detailed information (eg, a list of local shelters)., Conclusions: Physician feedback on the IPV CDS tool is encouraging and will be used to improve the tool. This study offers an example of an IPV CDS tool that clinics can adapt to potentially enhance the quality and efficiency of their IPV screening and intervention process. Additional research is needed to determine the tool's clinical utility in improving IPV screening and intervention rates and patient outcomes (eg, increased patient safety, reduced IPV risk, and increased referrals to mental health treatment)., (©Fernanda S Rossi, Justina Wu, Christine Timko, Andrea L Nevedal, Shannon Wiltsey Stirman. Originally published in JMIR Formative Research (https://formative.jmir.org), 25.09.2024.)

Background: In the United States, discourse on COVID-19 vaccination has become polarized, and the positions of public health officials are met with skepticism by many vaccine-hesitant Americans. This polarization may impact future vaccination efforts as well as clinician-patient relationships. Methods: We interviewed 77 vaccine-hesitant patients and 41 clinicians about COVID-19 vaccination communication in primary care as part of a Veterans Affairs (VA) trial evaluating a vaccine-communication intervention. This paper reports the findings of a qualitative analysis focused on one aspect of those interviews—the disconnect between primary care clinicians' and patients' perceptions about COVID-19 vaccination communication and decision-making. Results: Rapid qualitative analysis of semi-structured interviews revealed fundamental differences in how clinicians and patients understood and described the reasoning, values, and concerns underlying COVID-19 vaccine hesitancy. These differences were significant and value-laden; they included negative judgments that could undermine communication between clinicians and patients and, over time, erode trust and empathy. Conclusion: We advocate for empathic listening and suggest communication strategies to bridge the divide between clinicians and vaccine-hesitant patients. [ABSTRACT FROM AUTHOR]