Juliët Beuken - PhD project data for study 4

Explain why [or why not] and give an example”). At the end, we asked respondents for suggestions to improve the intervention outline. The interview guide was slightly adapted after a test interview.

Either a senior researcher or the first author conducted the interviews, with the last author or the first author being present as observer. Interviews were audio-recorded and transcribed by either an independent transcription company or the first author. The main conclusion can be summarized in three key points. 1) An intervention with characteristics of contextual, team and reflective learning has potential to enhance HPCs awareness of cross-border healthcare challenges and opportunities. 2) Educational interventions for cross-border healthcare could be ‘repeated’ so they become part of a process of learning to recognize and discuss new issues as they arise in collaborations. 3) Educational interventions for cross-border healthcare should take shape with context; every time the intervention is ‘repeated’, its goals, activities and target groups should be reconsidered.

Description of Data Type: Non-verbatim transcripts of semi-structured interviews. Participants: Experts in healthcare and education in a European border region. Language: English and Dutch.