Following a topic guide drawn from issues raised in the general self-management literature, interviews drew on participant's experience of using the approach, examining its perceived effectiveness, facilitators and barriers.
Interviews were semi-structured and used a broad topic guide to explore; the participants understanding of self-management, the health professionals' experience of using the self-management programme with stroke survivors from ethnic minorities, its perceived effectiveness, facilitators and barriers.
Mentors (n = 63 across five institutions) who participated in the RMT sessions led by these trained facilitators rated the effectiveness of the facilitators as high, with 63% and 32% reporting their facilitators were very effective (n = 40) and effective (n = 20), respectively.
Belief in effectiveness was a facilitator, whereas belief in ineffectiveness was a barrier.
Further, mentors who participated in the RMT sessions led by our trained facilitators report high facilitator effectiveness in guiding discussion.
Facilitator effectiveness also was assessed from the perspective of the mentors trained in their respective RMT groups.
Students reported measures of facilitator effectiveness were correlated with student enjoyment of the PBL process using Spearman ranked correlation.
The student questionnaire was modified from that originally used by Antepohl and Herzig [ 5] with students being asked to rate the content, structure, facilitator effectiveness, and their personal view of the wider learning experience.
Electronic surveys in which participating mentors rated their facilitators' effectiveness in guiding discussion on a Likert-like scale (1 = very ineffective, 2 = ineffective, 3 = neither, 4 = effective, and 5 = very effective) were administered immediately after the final session of RMT.
