To allow for dichotomous analysis and facilitate interpretation, ratings of program usefulness were recoded into 'not useful' and 'useful (a little > extremely)', reflecting the direction and meaning of the original Likert scales.
The usefulness of CHS was surveyed by asking: 'How useful is the CHS?' Participants responded with one of 'not useful', 'neither useful nor not useful' and 'useful'useful
The F1s were asked to indicate how useful they had found 18 potential components of the departmental induction using three categories: "Not at all Useful", "Moderately Useful" and "Extremely Useful"; a "Not covered" option was also available.
A Swiss poll in 2011 found 87% saying baby boxes were "very useful or useful" and more than a quarter of respondents thought every hospital should have one.
Almost all (20/21) found the intervention easy/fairly easy to use and useful/fairly useful.
Teachers' perception of these professional development experiences was measured by questions 48c and 49c on a four-level ordinal scale including "not useful," "somewhat useful," "useful," and "very useful".
For this reason, these items were transformed into binary outcomes, split into "very satisfied" or "satisfied" versus "neutral", "dissatisfied" or "very dissatisfied" and "very useful" or "useful" versus "neutral", "unhelpful" or "very unhelpful".
A 4-item Likert-scale was developed for participants to select if the items (mentioned above) were (i) very useful (ii) useful (iii) less useful and (iv) not at all useful.
This data can create a useful resource for analysis and extracting useful trends, models and using them to offer better and more enhanced education.
