Fig 1.
Overall process for ImmunoSkills Guide development.
‘n’ represents the number of participants in that phase of the project.
Table 1.
The ImmunoSkills Guide.
Fig 2.
The institution type (A) and professional position type (B) for each member of the task force, focus group, survey or interview participant pool is depicted. In addition, the stand-alone courses being taught by these participants are depicted in (C). Most of the undergraduate faculty taught more than one course.
Fig 3.
Relative frequency (%) of the concerns or consent in the qualitative data obtained from focus groups participants.
Focus group participants reviewed draft 2 of the ImmunoSkills Guide. OK indicates consent by the focus group participant, where they identified no issue with the core competency or the illustrative skill. Concerns raised by the participants in the core competency or illustrative skill were classified as those associated with missing content, lack of clarity or vague word choice, lack of suitability for their course level or structure, or limitations with covering that particular competency or skill in their courses. If the competency or skill was not discussed by the participant, then we classified it as ‘not discussed’.
Fig 4.
Perceived importance of each competency, as rated by the survey participants.
For each core competency, participants responded to the question “How important is this competency for an immunology student to develop?” (5 = Extremely important and 1 = Not at all important). The % of respondents (Relative Frequency) corresponding to each choice are represented.
Fig 5.
Relative alignment scores, as rated by the survey participants.
For each illustrative skill noted under the core competency, participants responded to a Likert-based question “In your opinion, how well does the given illustrative skill align with the core competency?” (5 = Extremely Well Aligned and 1 = Not well at all). The % of respondents (Relative Frequency) corresponding to each choice are represented.
Fig 6.
Relative frequency (%) of the concerns or consent in the qualitative data obtained from interviewees.
Interviewees reviewed draft 3 of the ImmunoSkills Guide. OK indicates consent by the interviewee, where they identified no issue with the core competency or the illustrative skill. Concerns raised by the interviewees in the core competency or illustrative skill were classified as those associated with missing content, lack of clarity or vague word choice, lack of suitability for their course level or structure, or limitations with covering that particular competency or skill in their courses. If the competency or skill was not discussed by the interviewee, then we classified it as ‘not discussed’.