1. Qualitative piloting of Internet interventions
Lucy Yardley
Studies carried out by Panayiota Andreou, Sascha Miller, Judith Joseph, Leanne Morrison, Emma Teasdale
Primary medical expert: Paul Little
Use divider pages to break up your presentation into logical sections and to provide a visual break for the viewer. The title can be one or two lines long.

2. ‘Internet Dr’ = intervention to help people self-care for cold/flu symptoms
Research question: (How) can we make the intervention attractive and accessible to everyone? Piloted using ‘think aloud’ method in 15 females and 6 males aged between years (paper format)

3. Findings from qualitative study 1
“I think that’s fine because it tells me the reason, it tells me when I, it tells me that I don’t need to see the doctor, it tells me what I would look for.” [female, graduate]
Reactions to information:
Positive themes
The information is helpful, reassuring and trustworthy
Could identify with the information provided - matches personal experience
The information is interesting or useful for future reference
“That’s helpful, even though I already knew that already, but it’s helpful because it tells you exactly what causes the problem ... next time that happens you know you go to the chemist and take lozenges, or to just take paracetamol – yeah, it’s really good.” [female, student]

4. Findings from qualitative study 1
Negative themes
Information provided is excessive, overwhelming
Excessive information impedes accessing advice quickly
“It’s too much for a first page, I’m already bored [laughs] it’s too complicated, I’m a simple person.” [male, non-graduate]
“I think maybe the text is a bit too long, I mean I’d rather just get to the point straight away, and say ‘You don’t need to see the doctor’ on a bullet point, and then the available treatments on the next page, and then if further just click here.” [male, non-graduate]

5. Challenge: How much information should be presented, to whom, and in what way?
Theory and research on preferences for information-seeking suggest some people prefer less information (often men, older people, lower education)
Developed website in which detailed information optional, to maximise accessibility to all
Carried out second study to elicit views of website of men and women with low/high education levels

8. Qualitative study 2 ‘think aloud’ study in 26 adults aged 18-63
internet use ranged from 0-63 hours/week
12 graduates, 14 non-graduates including people with minimal qualifications

9. Findings from qualitative study 2
“There was a lot of information available, which I found was very good information.” [female, pharmacist, PhD]
“I am quite impressed about how informative it is.” [male, unemployed, vocational qualification – NVQ level 2]
“My general feeling is, there’s a lot of really useful information on here.” [female, student]
“The information that was there, that was good information, so the content I suppose you could say I like, the information was good.” [male, shop worker, GCSE]
“I did like the site and I certainly will go to the site again.” [female, home-maker, Portugese high school certificate]

10. Development of the PRIMIT intervention
Qualitative studies of draft web-pages
A PRImary care trial of a website based Infection control intervention to Modify Influenza-like illness and respiratory infection Transmission

11. Qualitative studies of draft web-pages
Total of 28 think aloud interviews during development (two stages)
Interaction – wanted quizzes and tables with feedback
Format – wanted more varied layout, larger font, bullet points, bolding to emphasise
Illustrations – feedback mixed re. cartoons or photos

12. Bolding important messages Size 14+ font for all text
Adding credibility
Emphasizing information
Use of photographs
Using bullet points for easy reading

13. Qualitative studies of draft web-pages cont.
Content: beliefs, barriers and facilitators
False transmission beliefs – viruses as airborn, don’t need to wash hands after using a tissue
Social barriers/facilitators – didn’t want to be seen as obsessive, or as having dirty hands!
Control barriers/facilitators – forgetting, not having time, dry skin, using hand gels

14. (Bubbles appear one after another when clicked)
Question
Answer
(Bubbles appear one after another when clicked)
Participants wanted to be challenged to think about answers before being given them.
This presented technical problems, but the feedback from participants was so strong and consistent that it was necessary to find a solution…

15. … so the questions were put on one page…

16. … and the answers on the next.

17. Qualitative studies of draft web-pages cont.
Content: beliefs, barriers and facilitators
False transmission beliefs – viruses as airborn, don’t need to wash hands after using a tissue
Social barriers/facilitators – didn’t want to be seen as obsessive, or as having dirty hands!
Control barriers/facilitators – forgetting, not having time, dry skin, using hand gels

19. Overcoming control barriers - remember to wash hands by twinning it with other activities , also saves time and utilises access to soap and water.

20. Overcoming control barriers – dry hands.
Control facilitator – using hand gel prevents dry hands. Two other pages also explained why hand gel worked and how & when to use it.

21. Conclusions
Educational level need not be a barrier to valuing web-based access to in-depth self-care information, if users feel they have choice and control and can quickly access the specific information they value.
Vital to elicit people’s views of the content and format of web-pages throughout development