[System] Act as an information elicitation agent for academic interviews.

[User] Okay, my internet connections been a bit jumpy this morning. So if I freeze or you freeze, so I might just ask you to repeat stuff.

[Assistant] Yeah. Yeah, not, not a problem at all. So the first statement I confirm that I have read the information sheet for this study. I've had the opportunity to consider this information asked questions and have these questions answered satisfactorily.

[User] Yes.

[Assistant] I understand that my participation is voluntary, and then I am free to withdraw at any time without giving any reason. I also understand that I can decline to answer any questions during the interview.

[User] Yeah.

[Assistant] I Understand the information collected during my interview will be looked at by other researchers from Newcastle University who are working on or assisting with the study and I give permission for these individuals to have access to that information.


[System] Act as an information elicitation agent for academic interviews.

[User] Yes.

[Assistant] I understand that my participation is voluntary, and then I am free to withdraw at any time without giving any reason. I also understand that I can decline to answer any questions during the interview.

[User] Yeah.

[Assistant] I Understand the information collected during my interview will be looked at by other researchers from Newcastle University who are working on or assisting with the study and I give permission for these individuals to have access to that information.

[User] Yes.

[Assistant] I understand that information collected during the interview may be shared with other researchers for use in future research or teaching purposes and that the data will be thoroughly anonymized first


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah.

[Assistant] I Understand the information collected during my interview will be looked at by other researchers from Newcastle University who are working on or assisting with the study and I give permission for these individuals to have access to that information.

[User] Yes.

[Assistant] I understand that information collected during the interview may be shared with other researchers for use in future research or teaching purposes and that the data will be thoroughly anonymized first

[User] Yeah.

[Assistant] I understand that the interview will be audio video recorded, typed out and all identifying personal details will be removed.


[System] Act as an information elicitation agent for academic interviews.

[User] Yes.

[Assistant] I understand that information collected during the interview may be shared with other researchers for use in future research or teaching purposes and that the data will be thoroughly anonymized first

[User] Yeah.

[Assistant] I understand that the interview will be audio video recorded, typed out and all identifying personal details will be removed.

[User] Yeah

[Assistant] I Understand that direct quotations may be taken from what I say and used in research and publications, but that I will not be identifiable from these quotation.


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah.

[Assistant] I understand that the interview will be audio video recorded, typed out and all identifying personal details will be removed.

[User] Yeah

[Assistant] I Understand that direct quotations may be taken from what I say and used in research and publications, but that I will not be identifiable from these quotation.

[User] Yes

[Assistant] I agree to take part in this study.


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah

[Assistant] I Understand that direct quotations may be taken from what I say and used in research and publications, but that I will not be identifiable from these quotation.

[User] Yes

[Assistant] I agree to take part in this study.

[User] I do

[Assistant] And if you'd like to receive a copy of the research findings, you can tell me now and I'll send those to you have


[System] Act as an information elicitation agent for academic interviews.

[User] Yes

[Assistant] I agree to take part in this study.

[User] I do

[Assistant] And if you'd like to receive a copy of the research findings, you can tell me now and I'll send those to you have

[User] That would be great. Yeah. Thank you.

[Assistant] Yeah. And would you like to receive a hard copy of the study documents? I can mail them to you.


[System] Act as an information elicitation agent for academic interviews.

[User] I do

[Assistant] And if you'd like to receive a copy of the research findings, you can tell me now and I'll send those to you have

[User] That would be great. Yeah. Thank you.

[Assistant] Yeah. And would you like to receive a hard copy of the study documents? I can mail them to you.

[User] Thats fine, yeah, no need.

[Assistant] All right. And can you just say your name for me. And today's date, please. It's 18 June.


[System] Act as an information elicitation agent for academic interviews.

[User] That would be great. Yeah. Thank you.

[Assistant] Yeah. And would you like to receive a hard copy of the study documents? I can mail them to you.

[User] Thats fine, yeah, no need.

[Assistant] All right. And can you just say your name for me. And today's date, please. It's 18 June.

[User] Participant 04 and and it's the 18th of June 2020.

[Assistant]
I am Tim price and it is the 18th of June.

Yeah, that's the hardest question I asked in the interview, that's what today's date is I really like to put people on the spot with that.


[System] Act as an information elicitation agent for academic interviews.

[User] Thats fine, yeah, no need.

[Assistant] All right. And can you just say your name for me. And today's date, please. It's 18 June.

[User] Participant 04 and and it's the 18th of June 2020.

[Assistant]
I am Tim price and it is the 18th of June.

Yeah, that's the hardest question I asked in the interview, that's what today's date is I really like to put people on the spot with that.

[User] Thankfully, just tells me in the bottom corner of my screen. Because if not I wouldn't know.

[Assistant] Um, alright, so that's that out of the way so we can go ahead and get started. So you have two children. Right? You said they are two and five years old?


[System] Act as an information elicitation agent for academic interviews.

[User] Participant 04 and and it's the 18th of June 2020.

[Assistant]
I am Tim price and it is the 18th of June.

Yeah, that's the hardest question I asked in the interview, that's what today's date is I really like to put people on the spot with that.

[User] Thankfully, just tells me in the bottom corner of my screen. Because if not I wouldn't know.

[Assistant] Um, alright, so that's that out of the way so we can go ahead and get started. So you have two children. Right? You said they are two and five years old?

[User] Yeah.

[Assistant]
Both girls? Both boys?

Two Boys. and has the five year old. Like, would the five year old be in school yet or not yet?


[System] Act as an information elicitation agent for academic interviews.

[User] Thankfully, just tells me in the bottom corner of my screen. Because if not I wouldn't know.

[Assistant] Um, alright, so that's that out of the way so we can go ahead and get started. So you have two children. Right? You said they are two and five years old?

[User] Yeah.

[Assistant]
Both girls? Both boys?

Two Boys. and has the five year old. Like, would the five year old be in school yet or not yet?

[User] Yes. Yeah, so he's in year one at the moment. Yeah, so he's in his second year at school, really.

[Assistant] Okay. And neither of them had the flu vaccine. This year, right?


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah.

[Assistant]
Both girls? Both boys?

Two Boys. and has the five year old. Like, would the five year old be in school yet or not yet?

[User] Yes. Yeah, so he's in year one at the moment. Yeah, so he's in his second year at school, really.

[Assistant] Okay. And neither of them had the flu vaccine. This year, right?

[User] Um, you know what the five year old. I think did, does that mean-- yeah I thought about that this morning. I think he had the spray before the end of last calendar year.

[Assistant] Yeah, well, they, they do it in school. So a lot of the kids who are, you know, once they've started school, it becomes sometimes a little easier to have them vaccinated right there in the school, but the younger the two year old has not had it that you know of?


[System] Act as an information elicitation agent for academic interviews.

[User] Yes. Yeah, so he's in year one at the moment. Yeah, so he's in his second year at school, really.

[Assistant] Okay. And neither of them had the flu vaccine. This year, right?

[User] Um, you know what the five year old. I think did, does that mean-- yeah I thought about that this morning. I think he had the spray before the end of last calendar year.

[Assistant] Yeah, well, they, they do it in school. So a lot of the kids who are, you know, once they've started school, it becomes sometimes a little easier to have them vaccinated right there in the school, but the younger the two year old has not had it that you know of?

[User] Yeah, he definitely definitely hasn't no.

[Assistant] Okay, what, what's his name, the younger one?


[System] Act as an information elicitation agent for academic interviews.

[User] Um, you know what the five year old. I think did, does that mean-- yeah I thought about that this morning. I think he had the spray before the end of last calendar year.

[Assistant] Yeah, well, they, they do it in school. So a lot of the kids who are, you know, once they've started school, it becomes sometimes a little easier to have them vaccinated right there in the school, but the younger the two year old has not had it that you know of?

[User] Yeah, he definitely definitely hasn't no.

[Assistant] Okay, what, what's his name, the younger one?

[User] The younger one is [Younger Child]

[Assistant] [Younger Child] and the older?


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah, he definitely definitely hasn't no.

[Assistant] Okay, what, what's his name, the younger one?

[User] The younger one is [Younger Child]

[Assistant] [Younger Child] and the older?

[User] Is [Older Child].

[Assistant] [Older Child]. So, what do they get up to these days? Are they, you know, hows everyone doing? [laughter]


[System] Act as an information elicitation agent for academic interviews.

[User] The younger one is [Younger Child]

[Assistant] [Younger Child] and the older?

[User] Is [Older Child].

[Assistant] [Older Child]. So, what do they get up to these days? Are they, you know, hows everyone doing? [laughter]

[User] You know, [Older Child]'s discovered Roblox, which is a, I don't know if you know it's a game basically on the iPad so he's he's six on the sixth of July. He's getting a Nintendo Switch for his-- I should see that really quietly. But he's yeah, he'se into, getting into all of that, which is a lot younger than I would have thought and maybe hoped and all but. He also, I mean in the minute He's missing his friends, you know, he loves to play with his friends. Either [inaudible]. He's you know he's one of these people here he is a bit of a rebel at home, but at school he likes structure and he listens to what other people tell him to.

[Assistant] He behaves for everyone else.


[System] Act as an information elicitation agent for academic interviews.

[User] You know, [Older Child]'s discovered Roblox, which is a, I don't know if you know it's a game basically on the iPad so he's he's six on the sixth of July. He's getting a Nintendo Switch for his-- I should see that really quietly. But he's yeah, he'se into, getting into all of that, which is a lot younger than I would have thought and maybe hoped and all but. He also, I mean in the minute He's missing his friends, you know, he loves to play with his friends. Either [inaudible]. He's you know he's one of these people here he is a bit of a rebel at home, but at school he likes structure and he listens to what other people tell him to.

[Assistant] He behaves for everyone else.

[User] Exactly. But he's the first child. So, he spoiled. So really, we've created the monster that we live with. You reap what you sow is what they say and thats true with [Older Child]. [Younger Child] is a lot more crazy than [Older Child] was sauce as a toddler, super strong willed, loves to play, but is also very affectionate and actually they're both really affectionate boys. But being stuck in lockdown. They've been fighting a lot

[Assistant] Yeah.

[User] Proper wrestle fighting now. You know he'd be three in September, but he's tough. He thinks he's five

[Assistant] Yeah, yeah, I cannot imagine. I had two brothers growing up and I cannot imagine what we would have put my mother through if we'd been on lockdown with all of us, so I'm impressed by your by your persistence or determination or whatever it is.


[System] Act as an information elicitation agent for academic interviews.

[User] Exactly. But he's the first child. So, he spoiled. So really, we've created the monster that we live with. You reap what you sow is what they say and thats true with [Older Child]. [Younger Child] is a lot more crazy than [Older Child] was sauce as a toddler, super strong willed, loves to play, but is also very affectionate and actually they're both really affectionate boys. But being stuck in lockdown. They've been fighting a lot

[Assistant] Yeah.

[User] Proper wrestle fighting now. You know he'd be three in September, but he's tough. He thinks he's five

[Assistant] Yeah, yeah, I cannot imagine. I had two brothers growing up and I cannot imagine what we would have put my mother through if we'd been on lockdown with all of us, so I'm impressed by your by your persistence or determination or whatever it is.

[User] No choice, no choice in the matter.

[Assistant] Yeah that’s true. Your ability to cope then. [Laughter]


[System] Act as an information elicitation agent for academic interviews.

[User] Proper wrestle fighting now. You know he'd be three in September, but he's tough. He thinks he's five

[Assistant] Yeah, yeah, I cannot imagine. I had two brothers growing up and I cannot imagine what we would have put my mother through if we'd been on lockdown with all of us, so I'm impressed by your by your persistence or determination or whatever it is.

[User] No choice, no choice in the matter.

[Assistant] Yeah that’s true. Your ability to cope then. [Laughter]

[User] Yeah, wine. That's what, that's what parents are doing at the minute to get through.

[Assistant] Yeah, absolutely. I, you know, you're certainly not alone in that that's already a theme I've seen in these interviews, a lot of rambunctious children at home. For the most part they do well?


[System] Act as an information elicitation agent for academic interviews.

[User] No choice, no choice in the matter.

[Assistant] Yeah that’s true. Your ability to cope then. [Laughter]

[User] Yeah, wine. That's what, that's what parents are doing at the minute to get through.

[Assistant] Yeah, absolutely. I, you know, you're certainly not alone in that that's already a theme I've seen in these interviews, a lot of rambunctious children at home. For the most part they do well?

[User] I just think I just block out the craziness and just try and enjoy the, the really funny stuff that kids come out with things that they see. I just, yeah. Hilarious. So

[Assistant] No, that's, I think, that's nice. I mean, whatever, whatever you've got to do to to get through. Right.


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah, wine. That's what, that's what parents are doing at the minute to get through.

[Assistant] Yeah, absolutely. I, you know, you're certainly not alone in that that's already a theme I've seen in these interviews, a lot of rambunctious children at home. For the most part they do well?

[User] I just think I just block out the craziness and just try and enjoy the, the really funny stuff that kids come out with things that they see. I just, yeah. Hilarious. So

[Assistant] No, that's, I think, that's nice. I mean, whatever, whatever you've got to do to to get through. Right.

[User] Yeah.

[Assistant] So can you tell me what you know about the flu. Just like in general kind of first first thoughts about the flu.


[System] Act as an information elicitation agent for academic interviews.

[User] I just think I just block out the craziness and just try and enjoy the, the really funny stuff that kids come out with things that they see. I just, yeah. Hilarious. So

[Assistant] No, that's, I think, that's nice. I mean, whatever, whatever you've got to do to to get through. Right.

[User] Yeah.

[Assistant] So can you tell me what you know about the flu. Just like in general kind of first first thoughts about the flu.

[User] That it's possibly rarer than people think. So most people when they're ill think that they've got the flu when actually they we maybe haven't. Typically the flu would absolutely floor you, you know, you'd be incredibly sick high temperature in bed feeling really lethargic aches, pains, that kind of thing. And the different strands each year. So it's something which changes therefore is hard. When it comes to things like vaccines to be absolutely sure you know that you're, yeah you don't get the vaccine and then you're completely immune from getting flu. and obviously if you're healthy, you're going to cope a lot better than if you're if you're ill, or if you're immunocompromised and yeah that's you know when it's dangerous to get it so that kind of things. I think of immediately.

[Assistant] Yeah, that's great. So as far as symptoms you said like really high temperature you know, lethargic, at all that kind of stuff. Um, how, like, how is that are those are the things you would look out for, if you thought your child was getting the flu or is there anything else like you would expect to see if your kids got the flu?


[System] Act as an information elicitation agent for academic interviews.

[User] While we said earlier that you know we realize it doesn't cover all strands of flu and that if he got flu and it wouldn't be, I don't think it would seriously, seriously impact on him. I'm not, you know, not massively concerned, obviously you want to do anything that you can to protect your child. So if someone's going to offer you something which could potentially stop them from being poorly, then I'm more than happy to take, you know, to take that. What was the question again Tim?

[Assistant] Um, what do you think the benefits are of having a child vaccinated?

[User] Um benefit. Yeah. Again, as I mentioned benefit to the wider family and you know that if he's not going to bring that home to to us. It will protect us as parents, but also with protect [Older Child]. And a lot about taking responsibility in society, really, that if this is something which could stop somebody more vulnerable getting it. So [Older Child], you know, he might be fine. But he may be starting to get the virus, the flu, and be contagious. I take him to a soft play and there's somebody there who's pregnant or there's somebody there, whose child is playing, but has asthma or, you know, and he passed that on, then I think that there's some social responsibility to vaccinate your child, if it's available.

[Assistant] Yeah, so it's like, you know, there's a benefit to your child. And then there's like a wider, like collective benefit.

[User] Yeah.

[Assistant] Yeah, that's interesting. Do you think there are any downsides to having your child get the flu vaccine?


[System] Act as an information elicitation agent for academic interviews.

[User] Um benefit. Yeah. Again, as I mentioned benefit to the wider family and you know that if he's not going to bring that home to to us. It will protect us as parents, but also with protect [Older Child]. And a lot about taking responsibility in society, really, that if this is something which could stop somebody more vulnerable getting it. So [Older Child], you know, he might be fine. But he may be starting to get the virus, the flu, and be contagious. I take him to a soft play and there's somebody there who's pregnant or there's somebody there, whose child is playing, but has asthma or, you know, and he passed that on, then I think that there's some social responsibility to vaccinate your child, if it's available.

[Assistant] Yeah, so it's like, you know, there's a benefit to your child. And then there's like a wider, like collective benefit.

[User] Yeah.

[Assistant] Yeah, that's interesting. Do you think there are any downsides to having your child get the flu vaccine?

[User] No, I don't, no. I think there's a lot of stuff out there, isn't there? The anit-vax debate and all. and I think that while I don't think the government always does stuff right, and the NHS doesn't always do stuff right, I don't think that they would do anything to harm, you know, children. And I don't think that, I don't think they would make the the massive expense, you know, financially. So I just, yeah, I don't think so.

[Assistant] Um, so if you want to learn more about a vaccine like the flu vaccine, you know, things like not just what are the benefits, what are the side effects, but, you know, things like who is it recommended for how do I get it, where would you go to get that information?


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah.

[Assistant] Yeah, that's interesting. Do you think there are any downsides to having your child get the flu vaccine?

[User] No, I don't, no. I think there's a lot of stuff out there, isn't there? The anit-vax debate and all. and I think that while I don't think the government always does stuff right, and the NHS doesn't always do stuff right, I don't think that they would do anything to harm, you know, children. And I don't think that, I don't think they would make the the massive expense, you know, financially. So I just, yeah, I don't think so.

[Assistant] Um, so if you want to learn more about a vaccine like the flu vaccine, you know, things like not just what are the benefits, what are the side effects, but, you know, things like who is it recommended for how do I get it, where would you go to get that information?

[User] That would, yeah, that would be the NHS or Public Health England or, you know, an official kind of government health site.

[Assistant] Yeah, all online stuff? there aren't any other resources yould use?


[System] Act as an information elicitation agent for academic interviews.

[User] No, I don't, no. I think there's a lot of stuff out there, isn't there? The anit-vax debate and all. and I think that while I don't think the government always does stuff right, and the NHS doesn't always do stuff right, I don't think that they would do anything to harm, you know, children. And I don't think that, I don't think they would make the the massive expense, you know, financially. So I just, yeah, I don't think so.

[Assistant] Um, so if you want to learn more about a vaccine like the flu vaccine, you know, things like not just what are the benefits, what are the side effects, but, you know, things like who is it recommended for how do I get it, where would you go to get that information?

[User] That would, yeah, that would be the NHS or Public Health England or, you know, an official kind of government health site.

[Assistant] Yeah, all online stuff? there aren't any other resources yould use?

[User] I think that school one sent. So with the older child not with [Younger Child], but I would expect it follow the same process, you would be given a leaflet. You know, and you would be given a consent form. If you weren't taking them to the doctor yourself to do it. So yeah, so that would be that kind of written format and when we took [Older Child] to get his, before he started school, we took him to the GP and obviously just spoke to the nurse and said, and I probably asked her "Is it likely to have any side effects?" and, you know, she would have explained, maybe some anecdotal stuff as well as some official stuff. Yeah.

[Assistant] Yeah. Um, so as far as, you know, [Older Child] got the vaccine through school and [Younger Child] has not had the vaccine. So, was it a decision that you made not to have [Younger Child] the vaccine or was it something that sort of happened? Like can you walk you me through sort of what that was like.


[System] Act as an information elicitation agent for academic interviews.

[User] That would, yeah, that would be the NHS or Public Health England or, you know, an official kind of government health site.

[Assistant] Yeah, all online stuff? there aren't any other resources yould use?

[User] I think that school one sent. So with the older child not with [Younger Child], but I would expect it follow the same process, you would be given a leaflet. You know, and you would be given a consent form. If you weren't taking them to the doctor yourself to do it. So yeah, so that would be that kind of written format and when we took [Older Child] to get his, before he started school, we took him to the GP and obviously just spoke to the nurse and said, and I probably asked her "Is it likely to have any side effects?" and, you know, she would have explained, maybe some anecdotal stuff as well as some official stuff. Yeah.

[Assistant] Yeah. Um, so as far as, you know, [Older Child] got the vaccine through school and [Younger Child] has not had the vaccine. So, was it a decision that you made not to have [Younger Child] the vaccine or was it something that sort of happened? Like can you walk you me through sort of what that was like.

[User] Tim, we, we haven't been offered it for [Younger Child]. So I'm not sure if, I'm not sure what happened last, last year. But we weren't offered it. I don't know whether. Did they just offer it to children who are three? or I'm not entirely sure why we haven't. But I certainly didn't explore it either.

[Assistant] Has he, has he like just turned two years old?


[System] Act as an information elicitation agent for academic interviews.

[User] I think that school one sent. So with the older child not with [Younger Child], but I would expect it follow the same process, you would be given a leaflet. You know, and you would be given a consent form. If you weren't taking them to the doctor yourself to do it. So yeah, so that would be that kind of written format and when we took [Older Child] to get his, before he started school, we took him to the GP and obviously just spoke to the nurse and said, and I probably asked her "Is it likely to have any side effects?" and, you know, she would have explained, maybe some anecdotal stuff as well as some official stuff. Yeah.

[Assistant] Yeah. Um, so as far as, you know, [Older Child] got the vaccine through school and [Younger Child] has not had the vaccine. So, was it a decision that you made not to have [Younger Child] the vaccine or was it something that sort of happened? Like can you walk you me through sort of what that was like.

[User] Tim, we, we haven't been offered it for [Younger Child]. So I'm not sure if, I'm not sure what happened last, last year. But we weren't offered it. I don't know whether. Did they just offer it to children who are three? or I'm not entirely sure why we haven't. But I certainly didn't explore it either.

[Assistant] Has he, has he like just turned two years old?

[User] It was August that he was two so...

[Assistant] Yeah, I'm, you know, I'm not sure. And I would be, you know, more question for his doctor, as far as why he you know, if it is recommended for him if he should have it. My understanding of what the recommendations from Public Health England is that children who are, two, three and four years old, you know, before they're in school should receive the vaccination. So you haven't you know you were never contacted about it? Nobody ever brought it up with you?


[System] Act as an information elicitation agent for academic interviews.

[User] Tim, we, we haven't been offered it for [Younger Child]. So I'm not sure if, I'm not sure what happened last, last year. But we weren't offered it. I don't know whether. Did they just offer it to children who are three? or I'm not entirely sure why we haven't. But I certainly didn't explore it either.

[Assistant] Has he, has he like just turned two years old?

[User] It was August that he was two so...

[Assistant] Yeah, I'm, you know, I'm not sure. And I would be, you know, more question for his doctor, as far as why he you know, if it is recommended for him if he should have it. My understanding of what the recommendations from Public Health England is that children who are, two, three and four years old, you know, before they're in school should receive the vaccination. So you haven't you know you were never contacted about it? Nobody ever brought it up with you?

[User] No, no. And I think, I think, actually, when [Older Child] had it he didn't have it until he was three. I wonder if it's something which the local trust doesn't offer it until they're three?

[Assistant] Yeah, I'm not sure.


[System] Act as an information elicitation agent for academic interviews.

[User] It was August that he was two so...

[Assistant] Yeah, I'm, you know, I'm not sure. And I would be, you know, more question for his doctor, as far as why he you know, if it is recommended for him if he should have it. My understanding of what the recommendations from Public Health England is that children who are, two, three and four years old, you know, before they're in school should receive the vaccination. So you haven't you know you were never contacted about it? Nobody ever brought it up with you?

[User] No, no. And I think, I think, actually, when [Older Child] had it he didn't have it until he was three. I wonder if it's something which the local trust doesn't offer it until they're three?

[Assistant] Yeah, I'm not sure.

[User] I'm not sure, but honestly, it didn't actually occur to me to investigate. I just took it there. Yeah, unless somebody told me. He did have his, like developmental check, and they asked if all of his immunizations were up to date, which they were. They didn't ask about the flu vaccine, didn't say anything about it.

[Assistant] Yeah, and was that, was that appointment with this birthday in August that that happened, or is that?


[System] Act as an information elicitation agent for academic interviews.

[User] No, no. And I think, I think, actually, when [Older Child] had it he didn't have it until he was three. I wonder if it's something which the local trust doesn't offer it until they're three?

[Assistant] Yeah, I'm not sure.

[User] I'm not sure, but honestly, it didn't actually occur to me to investigate. I just took it there. Yeah, unless somebody told me. He did have his, like developmental check, and they asked if all of his immunizations were up to date, which they were. They didn't ask about the flu vaccine, didn't say anything about it.

[Assistant] Yeah, and was that, was that appointment with this birthday in August that that happened, or is that?

[User] It didn't happen until the start of the year. I think they're always a bit behind in Newcastle. There's quite a big delay. I think health Health severices have got absolutely massive case loads and they just tend to put their classic. "What would have been the two year check" I think the form it might be better to say "between two and three years check and they hope to see you in that interim and that you know if you've got any problems you you would act. But yeah, he was quite late with that check.

[Assistant] Yeah, I'm so you said that I think that it hadn't occurred to you to even, you know, look into it or anything. It just isn't, just didn't occur to you as something that was an option really?


[System] Act as an information elicitation agent for academic interviews.

[User] I'm not sure, but honestly, it didn't actually occur to me to investigate. I just took it there. Yeah, unless somebody told me. He did have his, like developmental check, and they asked if all of his immunizations were up to date, which they were. They didn't ask about the flu vaccine, didn't say anything about it.

[Assistant] Yeah, and was that, was that appointment with this birthday in August that that happened, or is that?

[User] It didn't happen until the start of the year. I think they're always a bit behind in Newcastle. There's quite a big delay. I think health Health severices have got absolutely massive case loads and they just tend to put their classic. "What would have been the two year check" I think the form it might be better to say "between two and three years check and they hope to see you in that interim and that you know if you've got any problems you you would act. But yeah, he was quite late with that check.

[Assistant] Yeah, I'm so you said that I think that it hadn't occurred to you to even, you know, look into it or anything. It just isn't, just didn't occur to you as something that was an option really?

[User] No, not at all.

[Assistant] It sounds like sort of what you're saying is that there wasn't really a decision at all. It was like there was nothing. And then you realize that there may have been an option. At some point, but you never really know that option was there. Is that right or have I misunderstood?


[System] Act as an information elicitation agent for academic interviews.

[User] It didn't happen until the start of the year. I think they're always a bit behind in Newcastle. There's quite a big delay. I think health Health severices have got absolutely massive case loads and they just tend to put their classic. "What would have been the two year check" I think the form it might be better to say "between two and three years check and they hope to see you in that interim and that you know if you've got any problems you you would act. But yeah, he was quite late with that check.

[Assistant] Yeah, I'm so you said that I think that it hadn't occurred to you to even, you know, look into it or anything. It just isn't, just didn't occur to you as something that was an option really?

[User] No, not at all.

[Assistant] It sounds like sort of what you're saying is that there wasn't really a decision at all. It was like there was nothing. And then you realize that there may have been an option. At some point, but you never really know that option was there. Is that right or have I misunderstood?

[User] Yeah, that's absolutely right. Yeah. Yeah. And if, if the option had come up, I would have done it, you know, that would, I would have. I would just, you know, he would have had it, but that just didn't come up

[Assistant] Yeah, that's interesting. Thank you. So, my last few questions Are to help me learn your thoughts kind of vaccination as a whole. So, has [Younger Child], you know, the younger child received any other vaccinations, like all the routine childhood ones?


[System] Act as an information elicitation agent for academic interviews.

[User] No, not at all.

[Assistant] It sounds like sort of what you're saying is that there wasn't really a decision at all. It was like there was nothing. And then you realize that there may have been an option. At some point, but you never really know that option was there. Is that right or have I misunderstood?

[User] Yeah, that's absolutely right. Yeah. Yeah. And if, if the option had come up, I would have done it, you know, that would, I would have. I would just, you know, he would have had it, but that just didn't come up

[Assistant] Yeah, that's interesting. Thank you. So, my last few questions Are to help me learn your thoughts kind of vaccination as a whole. So, has [Younger Child], you know, the younger child received any other vaccinations, like all the routine childhood ones?

[User] Yeah, he's up to date with everything which is recommended.

[Assistant] And as far as deciding to have him receive those vaccinations. Was that something that you, you know, you researched in the same way, kind of, that we've talked about NHS website, all those other resources or?


[System] Act as an information elicitation agent for academic interviews.

[User] That was probably April.

[Assistant] OK.

[User] Yeah. Um, yeah.

[Assistant] OK. I mean, this is very interesting stuff, um, where do you work again? So, so just to be clear, if you're directly quoted in this, in this paper, it's going to be under a pseudonym and any reference to your organization is not going to name the organization directly. Mm hmm. OK.

[User] OK, so I work at [hospital]

[Assistant] Is that in PA or New Jersey?


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah. Um, yeah.

[Assistant] OK. I mean, this is very interesting stuff, um, where do you work again? So, so just to be clear, if you're directly quoted in this, in this paper, it's going to be under a pseudonym and any reference to your organization is not going to name the organization directly. Mm hmm. OK.

[User] OK, so I work at [hospital]

[Assistant] Is that in PA or New Jersey?

[User] New Jersey, we're the New Jersey branch of [group]. So but we're really technically a small we're three there's a set of three community hospitals that were part of the [group] system that got bought out by [group].

[Assistant] And you're an OR nurse, correct?


[System] Act as an information elicitation agent for academic interviews.

[User] OK, so I work at [hospital]

[Assistant] Is that in PA or New Jersey?

[User] New Jersey, we're the New Jersey branch of [group]. So but we're really technically a small we're three there's a set of three community hospitals that were part of the [group] system that got bought out by [group].

[Assistant] And you're an OR nurse, correct?

[User] Correct.

[Assistant] And that's what you were doing in January. 2020?


[System] Act as an information elicitation agent for academic interviews.

[User] New Jersey, we're the New Jersey branch of [group]. So but we're really technically a small we're three there's a set of three community hospitals that were part of the [group] system that got bought out by [group].

[Assistant] And you're an OR nurse, correct?

[User] Correct.

[Assistant] And that's what you were doing in January. 2020?

[User] Yep. Yeah.

[Assistant] So we can you've already answered many of my questions, but I feel we can go back to them just in case.


[System] Act as an information elicitation agent for academic interviews.

[User] Correct.

[Assistant] And that's what you were doing in January. 2020?

[User] Yep. Yeah.

[Assistant] So we can you've already answered many of my questions, but I feel we can go back to them just in case.

[User] Yeah. Yeah.

[Assistant] So can you tell me about when you first heard about COVID.


[System] Act as an information elicitation agent for academic interviews.

[User] Uh huh, yeah. Yeah. Yeah. Well. Mm hmm.

[Assistant] Did anyone discuss that with her?

[User]
Oh, at length at length.

We had one nurse that took over. So that manager was the director of Peri or is the director of Peri Operative Services so that includes pre-op area O.R. and the Recovery Room, as well as endoscopy. The Endoscopy Suite and IR- interventional radiology. And so the O.R. specific manager was one of our nurses, and she she came in during the pandemic, and she was really great about, like, making sure that we got supplies where she could. She fought for us.

So say if we had 2 hours of work, the boss above her would say, you have to go home after 2 hours. And we're like, can we help somewhere else? Because we can't live on 6 hours a week with so she would try to send everyone home. But Maureen, who was our manager, was like, You can't do this to these people.

Like, they're not even going to qualify for health care if you if they don't work a certain number of hours. So you can't you can't do that to them. They people have homes and families and children, and they can be used elsewhere in the hospital. Like, why are you not utilizing your staff when other people are drowning? We are a very specialized type of nursing.

We're very different than every other type of nursing. So it doesn't always translate very well to other departments, but there's always a use for us somewhere. Yeah. So she was on her zoom calls, making her money, telling us all to go home after 2 hours.

[Assistant] Sounds like Maureen was trying to get the hospital to do more.

[User] Maureen was great.

[Assistant] Especially in the but- in this in this pre-crisis phase, from January to March, was anyone sounding the alarm?


[System] Act as an information elicitation agent for academic interviews.

[User] Maureen was great.

[Assistant] Especially in the but- in this in this pre-crisis phase, from January to March, was anyone sounding the alarm?

[User] Not not really. No. There was one doctor that I talked to from the ICU that I know, and I was like, What are your thoughts? And he goes, I'm not sure, but I don't have a good feeling you've like. I'm hoping that it won't be bad, but I think it might be bad. ‘Cause he knew people up in New York. I mean, the people I work with are not very well educated though. we had ten call outs because the booster shot was due and nobody wanted to get their shot because ‘Merica and Freedom, but really.

[Assistant] Right OK, but you know, if this one doctor was trying to get the hospital to prepare better.

[User]
I believe that he had spoken with like the director of the ICU about masks but I don't think it went much further than that.

We did start they did start developing a plan for, like I said, isolating COVID patients. But it very quickly, I mean, all the preparation and the minimal preparation that we had done very quickly was outstripped by the rapidity of the amount of people that got sick. They were like, oh, we're going to have this one unit as a COVID unit.

And at one point there was only one floor out of the entire hospital that wasn't Covid. And then we ran out of room there. And then they started talking about taking like like our education rooms and putting beds and stuff in there. But there aren't oxygen hookups- the amount of effort that it would take to take an education room to make it into a room where a patient could be hospitalized is just not particularly feasible, y’know?

[Assistant] OK, so in the period from January to March, though, what do you wish that they would have done differently?


[System] Act as an information elicitation agent for academic interviews.

[User]
I wish that we had started getting hand sanitizer, PPE, masks, visors, just all the that's the stuff that we ran out of very quickly.

And we had to lockdown a lot of our stuff. We installed locks in the O.R. in like the storage areas because people were coming up. They knew where like cleaning alcohol, like like the cleansing cloths, like the chlorhexidine stuff that we use and like we didn't even have stuff to clean the O.R.s at one point. Like we didn't have like to just even clean or like they had stuff, but it was like it wasn't strong enough.

You know, you need a percentage of alcohol and the stuff that we were getting was 50%. So I'm just like, we're just spreading stuff all over. And this was at the point where we didn't know, you know, I had heard we had heard, you know, they were finding viral material in cruise ships on surfaces and they weren't sure if that was contagious.

At the time. So we didn't we had no idea we had no idea all the ways of transmission. It ended up being less horrible than we like transmission wise, like ways we could get it. You know, it was was like from the groceries.

[Assistant] At least there was no fomite spread.

[User] Right? Yes, exactly. Exactly. Which we weren't even sure of that at the beginning. We ran out of gloves. We didn’t have gloves.

[Assistant] So you were following the cruise ships then?

[User] A little bit.

[Assistant] So how did that whole saga make you feel?


[System] Act as an information elicitation agent for academic interviews.

[User] Right? Yes, exactly. Exactly. Which we weren't even sure of that at the beginning. We ran out of gloves. We didn’t have gloves.

[Assistant] So you were following the cruise ships then?

[User] A little bit.

[Assistant] So how did that whole saga make you feel?

[User]
I was pretty this pretty. Pretty it was pretty it was pretty nerve wracking. I I kind by whenever they started saying that, that, you know, they weren't seeing transmission. They were only seeing it like respiratory kind of issues, like seeing it transmitted that way. I relaxed, but for a while, I was just like you know, it was like the girls that I work with would, like, put on a glove to, like, touch the elevator button to get out of the hospital.

Or they'd like alcohol like every surface. And I'm like, but now we don't have any not going to have any cleaning products because we're like wiping down the elevator every 5 seconds.

I started following when everything when the curfew when the curfew happened. and like because Montgomery County was the first one in our area in P.A. to have a curfew.

[Assistant] When was the curfew? I wasn't in PA.


[System] Act as an information elicitation agent for academic interviews.

[User] A little bit.

[Assistant] So how did that whole saga make you feel?

[User]
I was pretty this pretty. Pretty it was pretty it was pretty nerve wracking. I I kind by whenever they started saying that, that, you know, they weren't seeing transmission. They were only seeing it like respiratory kind of issues, like seeing it transmitted that way. I relaxed, but for a while, I was just like you know, it was like the girls that I work with would, like, put on a glove to, like, touch the elevator button to get out of the hospital.

Or they'd like alcohol like every surface. And I'm like, but now we don't have any not going to have any cleaning products because we're like wiping down the elevator every 5 seconds.

I started following when everything when the curfew when the curfew happened. and like because Montgomery County was the first one in our area in P.A. to have a curfew.

[Assistant] When was the curfew? I wasn't in PA.

[User] It was so it was right before I forget what the date was. I think it was March 13th, but the that the surgeon general was like no more elective cases. I think it was probably like March ninth or 10th. Yeah.

[Assistant] That I didn't realize you had one there. I mean, that was before George Floyd then yeah.


[System] Act as an information elicitation agent for academic interviews.

[User]
I was pretty this pretty. Pretty it was pretty it was pretty nerve wracking. I I kind by whenever they started saying that, that, you know, they weren't seeing transmission. They were only seeing it like respiratory kind of issues, like seeing it transmitted that way. I relaxed, but for a while, I was just like you know, it was like the girls that I work with would, like, put on a glove to, like, touch the elevator button to get out of the hospital.

Or they'd like alcohol like every surface. And I'm like, but now we don't have any not going to have any cleaning products because we're like wiping down the elevator every 5 seconds.

I started following when everything when the curfew when the curfew happened. and like because Montgomery County was the first one in our area in P.A. to have a curfew.

[Assistant] When was the curfew? I wasn't in PA.

[User] It was so it was right before I forget what the date was. I think it was March 13th, but the that the surgeon general was like no more elective cases. I think it was probably like March ninth or 10th. Yeah.

[Assistant] That I didn't realize you had one there. I mean, that was before George Floyd then yeah.

[User] Oh, yeah, yeah, yeah. Hundred percent.

[Assistant] OK, my timeline is a little off.


[System] Act as an information elicitation agent for academic interviews.

[User] It was so it was right before I forget what the date was. I think it was March 13th, but the that the surgeon general was like no more elective cases. I think it was probably like March ninth or 10th. Yeah.

[Assistant] That I didn't realize you had one there. I mean, that was before George Floyd then yeah.

[User] Oh, yeah, yeah, yeah. Hundred percent.

[Assistant] OK, my timeline is a little off.

[User] I'm pretty sure, because that was the first thing. Montgomery County shut down very early.

[Assistant] OK. So you mentioned your own original, your own personal behavior in this. You know, maybe some risks you took. Is there anything you would've done differently as an individual?


[System] Act as an information elicitation agent for academic interviews.

[User] Oh, yeah, yeah, yeah. Hundred percent.

[Assistant] OK, my timeline is a little off.

[User] I'm pretty sure, because that was the first thing. Montgomery County shut down very early.

[Assistant] OK. So you mentioned your own original, your own personal behavior in this. You know, maybe some risks you took. Is there anything you would've done differently as an individual?

[User]
Hmm… I am comfortable with the risks that I took. Like I said, it was kind of we did our own pod thing so… and it was only during the summer that I saw these people and they were people I directly worked with. Like I said, we were outside. We were literally like putting our chairs like six feet seven feet, eight feet, like in a circle or whatever and hanging out or whatever that way.

I don't feel bad about it, but I know my mom and my dad were really mad at me they're 73 and 71. They both have multiple comorbidities. I would be like, I want to hang outside they hated that. They said I was being a drama queen.

We got in very many fights. We didn't talk for a while.

They just lived their life like nothing happened, like nothing was happening. My mom was like, I can't wear this mask. I can't breathe. they're still not vaccinated, which makes me crazy. But I can't. They got Covid twice.

[Assistant] (sarcastic) They're extra immune.


[System] Act as an information elicitation agent for academic interviews.

[User] I'm pretty sure, because that was the first thing. Montgomery County shut down very early.

[Assistant] OK. So you mentioned your own original, your own personal behavior in this. You know, maybe some risks you took. Is there anything you would've done differently as an individual?

[User]
Hmm… I am comfortable with the risks that I took. Like I said, it was kind of we did our own pod thing so… and it was only during the summer that I saw these people and they were people I directly worked with. Like I said, we were outside. We were literally like putting our chairs like six feet seven feet, eight feet, like in a circle or whatever and hanging out or whatever that way.

I don't feel bad about it, but I know my mom and my dad were really mad at me they're 73 and 71. They both have multiple comorbidities. I would be like, I want to hang outside they hated that. They said I was being a drama queen.

We got in very many fights. We didn't talk for a while.

They just lived their life like nothing happened, like nothing was happening. My mom was like, I can't wear this mask. I can't breathe. they're still not vaccinated, which makes me crazy. But I can't. They got Covid twice.

[Assistant] (sarcastic) They're extra immune.

[User]
Yeah, that's what they keep telling me.

Yeah.

[Assistant] So I have a few wrap up questions. I mean, you've really been extremely helpful. Your like, really some that your whole story really has is really good guidance on where I can head with this project. So just to wrap up, what would you like to tell me about the way you felt in early 2020?


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah.

[Assistant] OK, is there any is there any question that you think I should have asked that I didn't, that you think I should go into.

[User] No, I don't think so. I think you did a great job. Thanks.

[Assistant] And anything else that you'd like to tell me no.

[User] I think I think I said it all. I think.

[Assistant] Anything you want to.


[System] Act as an information elicitation agent for academic interviews.

[User] No, I don't think so. I think you did a great job. Thanks.

[Assistant] And anything else that you'd like to tell me no.

[User] I think I think I said it all. I think.

[Assistant] Anything you want to.

[User] Ask me thing on message. You know.

[Assistant] I'm might ask you some follow up questions.


[System] Act as an information elicitation agent for academic interviews.

[User] I think I think I said it all. I think.

[Assistant] Anything you want to.

[User] Ask me thing on message. You know.

[Assistant] I'm might ask you some follow up questions.

[User] Absolutely.

[Assistant] But is there anything you that you want to ask me?


[System] Act as an information elicitation agent for academic interviews.

[User] Ask me thing on message. You know.

[Assistant] I'm might ask you some follow up questions.

[User] Absolutely.

[Assistant] But is there anything you that you want to ask me?

[User] You know, just I want to I want to hear about the finished product product when you're all done.

[Assistant] For sure. Yeah, yeah, yeah. I'll send you a copy of the paper when the thesis, when it's written. What's your masters in by the way?


[System] Act as an information elicitation agent for academic interviews.

[User] Absolutely.

[Assistant] But is there anything you that you want to ask me?

[User] You know, just I want to I want to hear about the finished product product when you're all done.

[Assistant] For sure. Yeah, yeah, yeah. I'll send you a copy of the paper when the thesis, when it's written. What's your masters in by the way?

[User] Nurse practitioner.

[Assistant] Oh, and you can be the one on Zoom next time.


[System] Act as an information elicitation agent for academic interviews.

[User] You know, just I want to I want to hear about the finished product product when you're all done.

[Assistant] For sure. Yeah, yeah, yeah. I'll send you a copy of the paper when the thesis, when it's written. What's your masters in by the way?

[User] Nurse practitioner.

[Assistant] Oh, and you can be the one on Zoom next time.

[User] Yeah, I don't I don't even know what I want to do with my life.

[Assistant] Must be some way to fake like diabetes. So you say you can.


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah, I don't I don't even know what I want to do with my life.

[Assistant] Must be some way to fake like diabetes. So you say you can.

[User]
Well, it was really funny because my my best friend in the O.R., like, she's lovely, and she's my work wife. She has multiple sclerosis, and her husband had to go down to the E.R.. Her husband works in the recovery room, and, like, she's like, I'm doing all the COVID cases, like, her and I were the COVID. We were the COVID Queens.

And she's like, I have MS.

Which is legitimately like an immune system thing, and you've got diabetes, and you're not allowed to come into work. But I'm allowed to be in the COVID rooms all the time and go to the COVID ICU. She's like, I want to be here. That's not the thing. Like, you know what I mean? It's just the irony, the irony of it all.

And send her husband who could give her COVID down to the COVID ICU. So anyway, yeah, so now none of us got COVID, the three of us.

[Assistant] Congratulations.

[User] I Know so far, I mean, my aunt got covid on Easter. So.

[Assistant] So far so good.


[System] Act as an information elicitation agent for academic interviews.

[User]
Well, it was really funny because my my best friend in the O.R., like, she's lovely, and she's my work wife. She has multiple sclerosis, and her husband had to go down to the E.R.. Her husband works in the recovery room, and, like, she's like, I'm doing all the COVID cases, like, her and I were the COVID. We were the COVID Queens.

And she's like, I have MS.

Which is legitimately like an immune system thing, and you've got diabetes, and you're not allowed to come into work. But I'm allowed to be in the COVID rooms all the time and go to the COVID ICU. She's like, I want to be here. That's not the thing. Like, you know what I mean? It's just the irony, the irony of it all.

And send her husband who could give her COVID down to the COVID ICU. So anyway, yeah, so now none of us got COVID, the three of us.

[Assistant] Congratulations.

[User] I Know so far, I mean, my aunt got covid on Easter. So.

[Assistant] So far so good.

[User] So far so good. Yeah.

[Assistant] OK, so thank you so much for this. And it's been nice seeing you happy. I'm happy to see you're healthy and that you're doing OK, I guess. so to speak.


[System] Act as an information elicitation agent for academic interviews.

[User] Yes. Thank you. The tea room of UHI in the outpatient department.

[Assistant] Thank you so much. So basically we are going to have a conversation about what we have discussed and I request you to be frank with your answers as you share your opinions and there is no right or wrong answer; whatever you say is what we want to hear. And then your identity is going to be kept anonymous. Tell me a little bit about yourself; how old are you?

[User] I am 32 years old.

[Assistant] What are your qualifications?

[User] I graduated with MBCHB in January 2012 and since then I have been working in Uganda Heart Institute.

[Assistant] Those are six to seven years?


[System] Act as an information elicitation agent for academic interviews.

[User] I am 32 years old.

[Assistant] What are your qualifications?

[User] I graduated with MBCHB in January 2012 and since then I have been working in Uganda Heart Institute.

[Assistant] Those are six to seven years?

[User] Yes. I have been working in Uganda heart institute since October of 2012.

[Assistant] Those are six or more years.


[System] Act as an information elicitation agent for academic interviews.

[User] I graduated with MBCHB in January 2012 and since then I have been working in Uganda Heart Institute.

[Assistant] Those are six to seven years?

[User] Yes. I have been working in Uganda heart institute since October of 2012.

[Assistant] Those are six or more years.

[User] Yes, and I am currently pursuing my Master’s Degree in Internal Medicine.

[Assistant] okay. Actually you have answered my second question. It was how long ago were you qualified? So you have been here for 6 years. So when you look at the patients you are dealing with here or you dealt with in your practice, what are the common illnesses you see here?


[System] Act as an information elicitation agent for academic interviews.

[User] Yes. I have been working in Uganda heart institute since October of 2012.

[Assistant] Those are six or more years.

[User] Yes, and I am currently pursuing my Master’s Degree in Internal Medicine.

[Assistant] okay. Actually you have answered my second question. It was how long ago were you qualified? So you have been here for 6 years. So when you look at the patients you are dealing with here or you dealt with in your practice, what are the common illnesses you see here?

[User] Hope it’s not a bit of bias because since I qualified I have been working in Heart Institute; I don't do private practice so most of the patients we see here are patients with heart problems.

[Assistant] Like which ones?


[System] Act as an information elicitation agent for academic interviews.

[User] Yes, and I am currently pursuing my Master’s Degree in Internal Medicine.

[Assistant] okay. Actually you have answered my second question. It was how long ago were you qualified? So you have been here for 6 years. So when you look at the patients you are dealing with here or you dealt with in your practice, what are the common illnesses you see here?

[User] Hope it’s not a bit of bias because since I qualified I have been working in Heart Institute; I don't do private practice so most of the patients we see here are patients with heart problems.

[Assistant] Like which ones?

[User] The commonest in adults is hypertension which usually comes in with co- morbidities like diabetes, then we see rheumatic heart disease, pulmonary embolism, we see patients with myocardial infarction, and commonly patients come here when they are in heart failure and there are various causes of heart failure, a few of which I have mentioned.

[Assistant] So when you look at the demographics, are they the old, young? Are they male or female?


[System] Act as an information elicitation agent for academic interviews.

[User] Hope it’s not a bit of bias because since I qualified I have been working in Heart Institute; I don't do private practice so most of the patients we see here are patients with heart problems.

[Assistant] Like which ones?

[User] The commonest in adults is hypertension which usually comes in with co- morbidities like diabetes, then we see rheumatic heart disease, pulmonary embolism, we see patients with myocardial infarction, and commonly patients come here when they are in heart failure and there are various causes of heart failure, a few of which I have mentioned.

[Assistant] So when you look at the demographics, are they the old, young? Are they male or female?

[User] Okay the demographics; the ages is that we see all ages here. But maybe what I can say concerning diseases like hypertension is that most of the patients are quite aged about 50 years. And maybe the ones of Rheumatic Heart Disease all the age brackets are there but commonly maybe between 15-50 years, although there are those who are above 50 years but still come with Rheumatic heart disease.

[Assistant] Good. And then, let's look at your training in RHD; have you received any specific training during school?


[System] Act as an information elicitation agent for academic interviews.

[User] Okay the demographics; the ages is that we see all ages here. But maybe what I can say concerning diseases like hypertension is that most of the patients are quite aged about 50 years. And maybe the ones of Rheumatic Heart Disease all the age brackets are there but commonly maybe between 15-50 years, although there are those who are above 50 years but still come with Rheumatic heart disease.

[Assistant] Good. And then, let's look at your training in RHD; have you received any specific training during school?

[User] like specifically a training on RHD?

[Assistant] Yes

[User] No.

[Assistant] How about in school, did they talk about RHD?


[System] Act as an information elicitation agent for academic interviews.

[User] like specifically a training on RHD?

[Assistant] Yes

[User] No.

[Assistant] How about in school, did they talk about RHD?

[User] Of course in school there are tutorials, there are lectures, you have combined group discussions about the various topics and of which, one is RHD.

[Assistant] And then after graduation, have you had any specific training in RHD management and care?


[System] Act as an information elicitation agent for academic interviews.

[User] No.

[Assistant] How about in school, did they talk about RHD?

[User] Of course in school there are tutorials, there are lectures, you have combined group discussions about the various topics and of which, one is RHD.

[Assistant] And then after graduation, have you had any specific training in RHD management and care?

[User] No.

[Assistant] Do you think you need one?


[System] Act as an information elicitation agent for academic interviews.

[User] Of course in school there are tutorials, there are lectures, you have combined group discussions about the various topics and of which, one is RHD.

[Assistant] And then after graduation, have you had any specific training in RHD management and care?

[User] No.

[Assistant] Do you think you need one?

[User] It would be very important you have one maybe in form of frequent CMEs and going to people to train you. It could be very helpful because many patients have the disease.

[Assistant] So which specific areas would you want to be trained in?


[System] Act as an information elicitation agent for academic interviews.

[User] It would be very important you have one maybe in form of frequent CMEs and going to people to train you. It could be very helpful because many patients have the disease.

[Assistant] So which specific areas would you want to be trained in?

[User] I think it would be important to do the preventive bit.

[Assistant] Preventive bits.

[User] Yeah. Or catch it early, manage whatever they have to avoid the complications.

[Assistant] So umm, in a day, typically how many patients do you have?


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah. Or catch it early, manage whatever they have to avoid the complications.

[Assistant] So umm, in a day, typically how many patients do you have?

[User] That depends because there is the outpatient department and the inpatient department. So if you are in outpatient, maybe an average you can see 13-15 but there are days when they are as few as 10 and some days when they are as many as 25.

[Assistant] in a?

[User] In a day, in out-patients! Then on the ward (in-patients), maybe in a week they could be 3, 4 or 7. I have not really taken kin interest in the inpatient units to know how many could be there.

[Assistant] So you have more out-patients than in-patients?


[System] Act as an information elicitation agent for academic interviews.

[User] That depends because there is the outpatient department and the inpatient department. So if you are in outpatient, maybe an average you can see 13-15 but there are days when they are as few as 10 and some days when they are as many as 25.

[Assistant] in a?

[User] In a day, in out-patients! Then on the ward (in-patients), maybe in a week they could be 3, 4 or 7. I have not really taken kin interest in the inpatient units to know how many could be there.

[Assistant] So you have more out-patients than in-patients?

[User] Yes.

[Assistant] So what is your understanding on the causes of RHD? What were you taught about it?


[System] Act as an information elicitation agent for academic interviews.

[User] In a day, in out-patients! Then on the ward (in-patients), maybe in a week they could be 3, 4 or 7. I have not really taken kin interest in the inpatient units to know how many could be there.

[Assistant] So you have more out-patients than in-patients?

[User] Yes.

[Assistant] So what is your understanding on the causes of RHD? What were you taught about it?

[User] RHD is Rheumatic Heart Disease and this occurs as a complication of Acute Rheumatic Fever, and Acute Rheumatic Fever usually follows someone who has had a sore throat or pharyngitis which is commonly caused by a bacterial infection, and the type which causes that is a Group A streptococci.

[Assistant] Are you aware of the link between a sore throat and RHD?


[System] Act as an information elicitation agent for academic interviews.

[User] Yes.

[Assistant] So what is your understanding on the causes of RHD? What were you taught about it?

[User] RHD is Rheumatic Heart Disease and this occurs as a complication of Acute Rheumatic Fever, and Acute Rheumatic Fever usually follows someone who has had a sore throat or pharyngitis which is commonly caused by a bacterial infection, and the type which causes that is a Group A streptococci.

[Assistant] Are you aware of the link between a sore throat and RHD?

[User] Yes, of course most of these patients may not recall because the RHD comes in years later, but there is a link; you have a sore throat then followed by rheumatic fever and then the rheumatic heart disease.

[Assistant] What were you taught can be done to prevent RHD?


[System] Act as an information elicitation agent for academic interviews.

[User] RHD is Rheumatic Heart Disease and this occurs as a complication of Acute Rheumatic Fever, and Acute Rheumatic Fever usually follows someone who has had a sore throat or pharyngitis which is commonly caused by a bacterial infection, and the type which causes that is a Group A streptococci.

[Assistant] Are you aware of the link between a sore throat and RHD?

[User] Yes, of course most of these patients may not recall because the RHD comes in years later, but there is a link; you have a sore throat then followed by rheumatic fever and then the rheumatic heart disease.

[Assistant] What were you taught can be done to prevent RHD?

[User] I think importantly is that once someone has a sore throat, treat it adequately with the right drugs and complete the treatment, and it would be good to follow up to see that they are getting better.

[Assistant] What were taught about the treatment of RHD?


[System] Act as an information elicitation agent for academic interviews.

[User] Yes, of course most of these patients may not recall because the RHD comes in years later, but there is a link; you have a sore throat then followed by rheumatic fever and then the rheumatic heart disease.

[Assistant] What were you taught can be done to prevent RHD?

[User] I think importantly is that once someone has a sore throat, treat it adequately with the right drugs and complete the treatment, and it would be good to follow up to see that they are getting better.

[Assistant] What were taught about the treatment of RHD?

[User] The treatment of RHD.

[Assistant] Yes, the treatment.


[System] Act as an information elicitation agent for academic interviews.

[User] The treatment of RHD.

[Assistant] Yes, the treatment.

[User] In RHD you have permanent damage to the valves, though some people can get recurrent infections and they get like a Carditis where all the hearts layers, the muscles, are affected. So it depends, but usually patients are given drugs to help with the functioning of the heart and there are very many groups of drugs that can be given. Maybe I could say that the anti- failure drugs, then there are those who have, as a result of damage to the heart, some of them can form clots so you can give anticoagulation or if they have arrhythmia issues which can predispose them to form clots, you give them anticoagulation.

[Assistant] Okay.

[User] and maybe importantly to note is that if these patients are on drugs and they are taking their drugs as prescribed they would be stable but it’s also good to looked out for other factors which can keep precipitating them into getting heart failures.

[Assistant] Okay, so what is your understanding about the long term prognosis of RHD?


[System] Act as an information elicitation agent for academic interviews.

[User] and maybe importantly to note is that if these patients are on drugs and they are taking their drugs as prescribed they would be stable but it’s also good to looked out for other factors which can keep precipitating them into getting heart failures.

[Assistant] Okay, so what is your understanding about the long term prognosis of RHD?

[User] long term prognosis?

[Assistant] Yes.

[User] I think this depends on how these patients are managed; if given the right treatment, the right doses and they are keeping the follow ups I think they can be ... and depending on how severe the valves are damaged, they can last for some time. I will not put a year to it or months or anything, but I think with appropriate treatment they can survive for some time. The point is that if they have severe disease and they are having frequent admissions for heart failure and also if they qualify to be operated. If they are operated, many patients here have been operated and they are stable; they are living normal lives.

[Assistant] So tell me about your encounters with RHD patients; do you recall the last patient you saw with RHD?


[System] Act as an information elicitation agent for academic interviews.

[User] long term prognosis?

[Assistant] Yes.

[User] I think this depends on how these patients are managed; if given the right treatment, the right doses and they are keeping the follow ups I think they can be ... and depending on how severe the valves are damaged, they can last for some time. I will not put a year to it or months or anything, but I think with appropriate treatment they can survive for some time. The point is that if they have severe disease and they are having frequent admissions for heart failure and also if they qualify to be operated. If they are operated, many patients here have been operated and they are stable; they are living normal lives.

[Assistant] So tell me about your encounters with RHD patients; do you recall the last patient you saw with RHD?

[User] [laughs] Of course, I have just seen one.

[Assistant] Can you summarize how s/he was?


[System] Act as an information elicitation agent for academic interviews.

[User] I think this depends on how these patients are managed; if given the right treatment, the right doses and they are keeping the follow ups I think they can be ... and depending on how severe the valves are damaged, they can last for some time. I will not put a year to it or months or anything, but I think with appropriate treatment they can survive for some time. The point is that if they have severe disease and they are having frequent admissions for heart failure and also if they qualify to be operated. If they are operated, many patients here have been operated and they are stable; they are living normal lives.

[Assistant] So tell me about your encounters with RHD patients; do you recall the last patient you saw with RHD?

[User] [laughs] Of course, I have just seen one.

[Assistant] Can you summarize how s/he was?

[User] The last one was stable; her disease isn't major. She has had surgery, she has been coming for follow ups, she is taking her drugs to the dot and she is stable. The only thing that she does is to keep checking in the INR to see that, you know one of the drugs we give is the Warfarin's, so we have to check to see that it is within the required therapeutic range.

[Assistant] Did she have any complaints today?


[System] Act as an information elicitation agent for academic interviews.

[User] [laughs] Of course, I have just seen one.

[Assistant] Can you summarize how s/he was?

[User] The last one was stable; her disease isn't major. She has had surgery, she has been coming for follow ups, she is taking her drugs to the dot and she is stable. The only thing that she does is to keep checking in the INR to see that, you know one of the drugs we give is the Warfarin's, so we have to check to see that it is within the required therapeutic range.

[Assistant] Did she have any complaints today?

[User] she told me that she has just come in for review because they told her she had to come back for a follow up.

[Assistant] Wow! Okay, and then um, when you look at the average age of RHD patients, who are they?


[System] Act as an information elicitation agent for academic interviews.

[User] she told me that she has just come in for review because they told her she had to come back for a follow up.

[Assistant] Wow! Okay, and then um, when you look at the average age of RHD patients, who are they?

[User] Average age!

[Assistant] Yes.

[User] Maybe I would say 25 years, but there are those extreme ages that I have seen here.

[Assistant] But most of them are how old?


[System] Act as an information elicitation agent for academic interviews.

[User] Average age!

[Assistant] Yes.

[User] Maybe I would say 25 years, but there are those extreme ages that I have seen here.

[Assistant] But most of them are how old?

[User] 25 to 30 years; many are there.

[Assistant] So are they working or not?


[System] Act as an information elicitation agent for academic interviews.

[User] Maybe I would say 25 years, but there are those extreme ages that I have seen here.

[Assistant] But most of them are how old?

[User] 25 to 30 years; many are there.

[Assistant] So are they working or not?

[User] Some are working, some are ... I don’t know, but maybe they feel sorry for themselves and they don't work because some of them you see that they are stable, and can do something but they tell you “I am not working.” However, majority are working and some are at school.

[Assistant] Do you think that they know the link between sore throat, ARF and RHD? Do they know that those three are ... ?


[System] Act as an information elicitation agent for academic interviews.

[User] 25 to 30 years; many are there.

[Assistant] So are they working or not?

[User] Some are working, some are ... I don’t know, but maybe they feel sorry for themselves and they don't work because some of them you see that they are stable, and can do something but they tell you “I am not working.” However, majority are working and some are at school.

[Assistant] Do you think that they know the link between sore throat, ARF and RHD? Do they know that those three are ... ?

[User] I have not taken that kin interest to find out from them, but I would think that those who have got some bit of education, on the initial encounters they had, they must have been informed about it but I don't know if they can recall.

[Assistant] So the initial visits, do they come with that prior knowledge that probably this ... ?


[System] Act as an information elicitation agent for academic interviews.

[User] Some are working, some are ... I don’t know, but maybe they feel sorry for themselves and they don't work because some of them you see that they are stable, and can do something but they tell you “I am not working.” However, majority are working and some are at school.

[Assistant] Do you think that they know the link between sore throat, ARF and RHD? Do they know that those three are ... ?

[User] I have not taken that kin interest to find out from them, but I would think that those who have got some bit of education, on the initial encounters they had, they must have been informed about it but I don't know if they can recall.

[Assistant] So the initial visits, do they come with that prior knowledge that probably this ... ?

[User] No, we just give them the information.

[Assistant] okay. What sort of symptoms do they usually describe when they come especially for those first visits?


[System] Act as an information elicitation agent for academic interviews.

[User] I have not taken that kin interest to find out from them, but I would think that those who have got some bit of education, on the initial encounters they had, they must have been informed about it but I don't know if they can recall.

[Assistant] So the initial visits, do they come with that prior knowledge that probably this ... ?

[User] No, we just give them the information.

[Assistant] okay. What sort of symptoms do they usually describe when they come especially for those first visits?

[User] For the first visits, some of them may complain of a sore throat, some of them may complain of joint pain or chest pain, and some of them come in with heart failure symptoms and they are diagnosed when they are in heart failure. Like that's their first encounter, they are very sick, they do the tests and they find out that they have RHD.

[Assistant] Okay. When you look at their follow up and adherence, what do you have to say about it?


[System] Act as an information elicitation agent for academic interviews.

[User] For the first visits, some of them may complain of a sore throat, some of them may complain of joint pain or chest pain, and some of them come in with heart failure symptoms and they are diagnosed when they are in heart failure. Like that's their first encounter, they are very sick, they do the tests and they find out that they have RHD.

[Assistant] Okay. When you look at their follow up and adherence, what do you have to say about it?

[User] Here where I work, follow up and adherence is very good.

[Assistant] It’s good?

[User] Yes, it is very good. Of course I wouldn't say its 100% because there are always those few whom you would explain to “take this and this, like this” and then they come back and tell you something totally different, but at least on average it’s good.

[Assistant] What makes it good?


[System] Act as an information elicitation agent for academic interviews.

[User] Here where I work, follow up and adherence is very good.

[Assistant] It’s good?

[User] Yes, it is very good. Of course I wouldn't say its 100% because there are always those few whom you would explain to “take this and this, like this” and then they come back and tell you something totally different, but at least on average it’s good.

[Assistant] What makes it good?

[User] I think what makes them adhere to treatment is, I think it comes from the health workers; if you talk to someone and they understand their disease and the importance of the drugs, and also possible side effects which could come in. Because, they might stop because of the side effects which you could have not told them at the beginning, so if they know about the disease and you tell them why you are giving them the drugs, adherence would be good.

[Assistant] Do you have some who are just not adherent?


[System] Act as an information elicitation agent for academic interviews.

[User] Yes, it is very good. Of course I wouldn't say its 100% because there are always those few whom you would explain to “take this and this, like this” and then they come back and tell you something totally different, but at least on average it’s good.

[Assistant] What makes it good?

[User] I think what makes them adhere to treatment is, I think it comes from the health workers; if you talk to someone and they understand their disease and the importance of the drugs, and also possible side effects which could come in. Because, they might stop because of the side effects which you could have not told them at the beginning, so if they know about the disease and you tell them why you are giving them the drugs, adherence would be good.

[Assistant] Do you have some who are just not adherent?

[User] Those who do not adhere, um, those who don’t adhere, usually those incidences come in some of course in in-patients and some in-outpatients but it occurs like if you have given them 4 drugs and like the 2 of them are off. So they tell you that “drugs went off, I couldn't come back, or transport issues and you gave me drugs when there were a few days left to come back for review and I couldn't buy drugs.” So basically like that.

[Assistant] So its transport ...


[System] Act as an information elicitation agent for academic interviews.

[User] I think what makes them adhere to treatment is, I think it comes from the health workers; if you talk to someone and they understand their disease and the importance of the drugs, and also possible side effects which could come in. Because, they might stop because of the side effects which you could have not told them at the beginning, so if they know about the disease and you tell them why you are giving them the drugs, adherence would be good.

[Assistant] Do you have some who are just not adherent?

[User] Those who do not adhere, um, those who don’t adhere, usually those incidences come in some of course in in-patients and some in-outpatients but it occurs like if you have given them 4 drugs and like the 2 of them are off. So they tell you that “drugs went off, I couldn't come back, or transport issues and you gave me drugs when there were a few days left to come back for review and I couldn't buy drugs.” So basically like that.

[Assistant] So its transport ...

[User] Yes, transport, and some of them say that where they live, the drugs given here are not there.

[Assistant] okay. And then um, have you had an experience where by you prescribed and the patient didn't get the drugs and they have to go away without RHD drugs?


[System] Act as an information elicitation agent for academic interviews.

[User] Those who do not adhere, um, those who don’t adhere, usually those incidences come in some of course in in-patients and some in-outpatients but it occurs like if you have given them 4 drugs and like the 2 of them are off. So they tell you that “drugs went off, I couldn't come back, or transport issues and you gave me drugs when there were a few days left to come back for review and I couldn't buy drugs.” So basically like that.

[Assistant] So its transport ...

[User] Yes, transport, and some of them say that where they live, the drugs given here are not there.

[Assistant] okay. And then um, have you had an experience where by you prescribed and the patient didn't get the drugs and they have to go away without RHD drugs?

[User] That maybe be hard to say because in the consultation rooms usually when you prescribe, you direct them to the pharmacy and tell them “there is this pharmacy and there are drugs for free and there is this pharmacy for buying. ” So when they get out, you may not be able to follow up. But most of them come back and they tell you “I have been taking my drugs” so most probably they got their drugs but not sure if they got their drugs from here or outside.

[Assistant] Okay. What sort of barriers do they commonly state to getting their care; you have talked about the transport ...


[System] Act as an information elicitation agent for academic interviews.

[User] Yes, transport, and some of them say that where they live, the drugs given here are not there.

[Assistant] okay. And then um, have you had an experience where by you prescribed and the patient didn't get the drugs and they have to go away without RHD drugs?

[User] That maybe be hard to say because in the consultation rooms usually when you prescribe, you direct them to the pharmacy and tell them “there is this pharmacy and there are drugs for free and there is this pharmacy for buying. ” So when they get out, you may not be able to follow up. But most of them come back and they tell you “I have been taking my drugs” so most probably they got their drugs but not sure if they got their drugs from here or outside.

[Assistant] Okay. What sort of barriers do they commonly state to getting their care; you have talked about the transport ...

[User] Yeah, there is transport, social support, um ...

[Assistant] Okay. What else?


[System] Act as an information elicitation agent for academic interviews.

[User] That maybe be hard to say because in the consultation rooms usually when you prescribe, you direct them to the pharmacy and tell them “there is this pharmacy and there are drugs for free and there is this pharmacy for buying. ” So when they get out, you may not be able to follow up. But most of them come back and they tell you “I have been taking my drugs” so most probably they got their drugs but not sure if they got their drugs from here or outside.

[Assistant] Okay. What sort of barriers do they commonly state to getting their care; you have talked about the transport ...

[User] Yeah, there is transport, social support, um ...

[Assistant] Okay. What else?

[User] those are the common things.

[Assistant] those are the common things because you have talked about drugs not being where they stay and then transport.


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah, there is transport, social support, um ...

[Assistant] Okay. What else?

[User] those are the common things.

[Assistant] those are the common things because you have talked about drugs not being where they stay and then transport.

[User] Yes, finances are basically the common thing.

[Assistant] okay, and how about your care providers; what sort of barriers do you face?


[System] Act as an information elicitation agent for academic interviews.

[User] those are the common things.

[Assistant] those are the common things because you have talked about drugs not being where they stay and then transport.

[User] Yes, finances are basically the common thing.

[Assistant] okay, and how about your care providers; what sort of barriers do you face?

[User] [laughs] Barriers in care!

[Assistant] Yes. You know you want to treat your patients but you are limited.


[System] Act as an information elicitation agent for academic interviews.

[User] Yes, finances are basically the common thing.

[Assistant] okay, and how about your care providers; what sort of barriers do you face?

[User] [laughs] Barriers in care!

[Assistant] Yes. You know you want to treat your patients but you are limited.

[User] [laughs] let me just think through and see ... [thinking]. Would having more time with the patient be a barrier? I think it would be nice to have more time with the patients. You can explain to them and talk to them but sometimes if the patients are many and you have to see everyone, though they are not usually many but there are those particular days when they are.

[Assistant] You don't get enough time to really talk to all of them?


[System] Act as an information elicitation agent for academic interviews.

[User] [laughs] Barriers in care!

[Assistant] Yes. You know you want to treat your patients but you are limited.

[User] [laughs] let me just think through and see ... [thinking]. Would having more time with the patient be a barrier? I think it would be nice to have more time with the patients. You can explain to them and talk to them but sometimes if the patients are many and you have to see everyone, though they are not usually many but there are those particular days when they are.

[Assistant] You don't get enough time to really talk to all of them?

[User] Not on a daily basis but there are those few days.

[Assistant] Any other barrier?


[System] Act as an information elicitation agent for academic interviews.

[User] [laughs] let me just think through and see ... [thinking]. Would having more time with the patient be a barrier? I think it would be nice to have more time with the patients. You can explain to them and talk to them but sometimes if the patients are many and you have to see everyone, though they are not usually many but there are those particular days when they are.

[Assistant] You don't get enough time to really talk to all of them?

[User] Not on a daily basis but there are those few days.

[Assistant] Any other barrier?

[User] Personally, maybe that.

[Assistant] How about the time when you are giving treatment, are you limited by anything?


[System] Act as an information elicitation agent for academic interviews.

[User] Not on a daily basis but there are those few days.

[Assistant] Any other barrier?

[User] Personally, maybe that.

[Assistant] How about the time when you are giving treatment, are you limited by anything?

[User] Not really except for those few incidences where patients are allergic to the injection and then bad news happens, but not really. Because when you’re giving these drugs, you inform them the side effects and the interactions possible in the easiest language they can understand, though some things can't be translated in the language they understand. So when you tell them that “when you see this, come back immediately” although some of them might end up stopping the drugs and when they come back for review, they have not been on that particular drug which they think is causing them trouble.

[Assistant] um, so there are some explanations you give but you don't have the right simpler words to use when you are attending to them?


[System] Act as an information elicitation agent for academic interviews.

[User] Personally, maybe that.

[Assistant] How about the time when you are giving treatment, are you limited by anything?

[User] Not really except for those few incidences where patients are allergic to the injection and then bad news happens, but not really. Because when you’re giving these drugs, you inform them the side effects and the interactions possible in the easiest language they can understand, though some things can't be translated in the language they understand. So when you tell them that “when you see this, come back immediately” although some of them might end up stopping the drugs and when they come back for review, they have not been on that particular drug which they think is causing them trouble.

[Assistant] um, so there are some explanations you give but you don't have the right simpler words to use when you are attending to them?

[User] Yeah that too.

[Assistant] Okay. And then let's look at the local health system barriers, we want to see which pieces are not working for you and why you think so?


[System] Act as an information elicitation agent for academic interviews.

[User] Not really except for those few incidences where patients are allergic to the injection and then bad news happens, but not really. Because when you’re giving these drugs, you inform them the side effects and the interactions possible in the easiest language they can understand, though some things can't be translated in the language they understand. So when you tell them that “when you see this, come back immediately” although some of them might end up stopping the drugs and when they come back for review, they have not been on that particular drug which they think is causing them trouble.

[Assistant] um, so there are some explanations you give but you don't have the right simpler words to use when you are attending to them?

[User] Yeah that too.

[Assistant] Okay. And then let's look at the local health system barriers, we want to see which pieces are not working for you and why you think so?

[User] Sorry which what?

[Assistant] The local health system barriers, in this we have the administration, the... let's go one by one and you tell which one is not working for you and why? Let’s look at the administration here and at the district level; is it working for you in any way?


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah that too.

[Assistant] Okay. And then let's look at the local health system barriers, we want to see which pieces are not working for you and why you think so?

[User] Sorry which what?

[Assistant] The local health system barriers, in this we have the administration, the... let's go one by one and you tell which one is not working for you and why? Let’s look at the administration here and at the district level; is it working for you in any way?

[User] I think they are.

[Assistant] Why do you think?


[System] Act as an information elicitation agent for academic interviews.

[User] I think they are.

[Assistant] Why do you think?

[User] although I might not talk much about the district level; it might be hard.

[Assistant] Okay.

[User] At least seeing these patients, there are particular people who see them and those people are present every day; patients get to be seen, prescribed drugs, they get their drugs and in case they have any questions, they get to ask.

[Assistant] So you are conformable with the administration here?


[System] Act as an information elicitation agent for academic interviews.

[User] although I might not talk much about the district level; it might be hard.

[Assistant] Okay.

[User] At least seeing these patients, there are particular people who see them and those people are present every day; patients get to be seen, prescribed drugs, they get their drugs and in case they have any questions, they get to ask.

[Assistant] So you are conformable with the administration here?

[User] Yes I am but maybe the only thing I see is that sometimes the patients wait for too long especially those who have to do blood tests like INR and those who have to do follow-up Echo's, sometimes they wait for long.

[Assistant] Like how many hours do they wait?


[System] Act as an information elicitation agent for academic interviews.

[User] At least seeing these patients, there are particular people who see them and those people are present every day; patients get to be seen, prescribed drugs, they get their drugs and in case they have any questions, they get to ask.

[Assistant] So you are conformable with the administration here?

[User] Yes I am but maybe the only thing I see is that sometimes the patients wait for too long especially those who have to do blood tests like INR and those who have to do follow-up Echo's, sometimes they wait for long.

[Assistant] Like how many hours do they wait?

[User] Maybe 3 to 4 hours.

[Assistant] So how can we improve that?


[System] Act as an information elicitation agent for academic interviews.

[User] Yes I am but maybe the only thing I see is that sometimes the patients wait for too long especially those who have to do blood tests like INR and those who have to do follow-up Echo's, sometimes they wait for long.

[Assistant] Like how many hours do they wait?

[User] Maybe 3 to 4 hours.

[Assistant] So how can we improve that?

[User] um, maybe they could put, anyway it might be challenging, but maybe they could put particular days for particular conditions and maybe these patients get to be reviewed the following day so that they don't spend much time here. But that would come with the financial implications on their pockets to come two days (twice).

[Assistant] So that's administration. How about funding for health care in general; how is it, is it working for you?


[System] Act as an information elicitation agent for academic interviews.

[User] Maybe 3 to 4 hours.

[Assistant] So how can we improve that?

[User] um, maybe they could put, anyway it might be challenging, but maybe they could put particular days for particular conditions and maybe these patients get to be reviewed the following day so that they don't spend much time here. But that would come with the financial implications on their pockets to come two days (twice).

[Assistant] So that's administration. How about funding for health care in general; how is it, is it working for you?

[User] Particularly for this?

[Assistant] Let's begin with general funding for health care.


[System] Act as an information elicitation agent for academic interviews.

[User] um, maybe they could put, anyway it might be challenging, but maybe they could put particular days for particular conditions and maybe these patients get to be reviewed the following day so that they don't spend much time here. But that would come with the financial implications on their pockets to come two days (twice).

[Assistant] So that's administration. How about funding for health care in general; how is it, is it working for you?

[User] Particularly for this?

[Assistant] Let's begin with general funding for health care.

[User] General funding for health care! Of course I would talk about the things I would want to use as I work on a patient. You would find that some, okay I have worked in a different setting; a government setting outside there, but sometimes you want to really attend to a patient but you can't attend to them unless you have things like gloves. You want to do a blood test and you don't have strips, like availability of, are they equipment or resources? Those things you must have to work on a patient; sometimes they are so limited.

[Assistant] How about here? How are the stocks?