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The educational level was classified into formal (respondents who had ever completed a structural and certified school program).
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Despite their lack of formal training, respondents usually refer to these practitioners as "doctors".
In addition to formal curricula, respondents have also utilized extracurricular or co-curricular educational activities to implement HHR teaching at their institutions.
Compared with those with no formal education, respondents were more likely to mention HPV if they were educated to A-level standard (OR=3.75, CI 1.05 13.41) or had a University degree (OR=10.28, CI 3.37 31.36).
The nature of the intervention precluded formal blinding of respondents and interviewers.
Quantitative market research methods were also described as formal by some respondents.
This method made the discussion less formal and enabled respondents to feel relaxed and to talk openly.
Respondents' formal work allocation to the education of medical students encompassed anywhere on average from 15 to 50% of their overall efforts.
There were no formal opportunities for respondent validation by patients and carers; however, the identification of similar themes in the interviews conducted by one of the intervention development researchers (VD) and those conducted as part of the process evaluation, provides some evidence of trustworthiness.
Respondents with formal FE education was lower than 25%.
In terms of education levels, all the sampled respondents attained formal education and 43.6% had attained secondary school education.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com