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Primary question Probing questions When I say, ’adolescent prevention’, what comes to mind? What is your practice’s approach to adolescent prevention? How do you approach the adolescent patient?
What tools do you use?
How do you behave?
What is your position in relation to the adolescent and their carer?Can you tell me about a consultation experience in which you discussed prevention with adolescents? How did you react in this situation?
What emotions did you feel?In your opinion, what could influence the implementation of adolescent prevention in general practice? In your opinion, what are the obstacles and levers to prevention for adolescents? In your opinion, what would be the ideal way to carry out adolescent prevention in general practice? How can we improve prevention among adolescents in practice?
By what means?
What would be your expectations of a prevention tool for adolescents aimed at doctors?In everything you’ve just told me, what aspect do you think is the most important? Accurate transcription of the recordings Transcription of interviews
Progressive analysis of interviews
Floating reading Identification of the most relevant elements of the verbatim reading and annotation
Open coding Coding as close as possible to the text to preserve meaning
Division text into meaning chunks through focused reading
Name first themes
Axial coding Back and forth between the data that is already analysed and the data recorded in the new verbatim text being analysed
Assembling meaningful and similar elements or elements relating to the same lexical field using an inductive approach between different verbatims
Categorisation Horizontal coding: grouping themes for a first categorisation
Continuous comparisons between conceptualised categories under construction and the emerging conceptualised categories of the following verbatims
Increase in the level of generalisation categories until theoretical saturation
Meaning of the phenomenon Arranging conceptualised categories according to their logical inter-relationships to construct the meaning of a phenomenon
Identifier Sex Age, years Number of children
(ages in years)Practice environment Number of years as a GP Estimated per cent of adolescents in the patient base Specific training in adolescent health E1 F 46–55 3 (16, 19, 19) Rural 10–15 5–10 Yes E2 F 36–45 3 (8, 13, 15) Semi-rural 10–15 5–10 Yes E3 F 56–65 2 (26, 27) Semi-rural >20 5–10 No E4 F <35 1 (1) Semi-rural <5 11–20 Yes E5 F <35 0 Semi-rural <5 5–10 No E6 M 36–45 2 (3, 5) Semi-rural 10–15 5–10 No E7 F 36–45 2 (8, 13) Rural 10–15 11–20 No E8 M <35 1 (1) Urban 5–10 <5 Yes E9 F 46–55 2 (10, 23) Semi-rural 15–20 5–10 No E10 M 46–55 4 (5, 8, 21, 24) Urban 15–20 <5 Yes E11 F 36–45 2 (9, 14) Semi-rural 10–15 5–10 No E12 F 56–65 2 (25, 28) Semi-rural >20 <5 Yes F = female. M = male.
Category Subcategory The characteristics of adolescents make the preventive approach complex and generate a fear of failure for GPs Prevention among adolescents is mostly primary prevention, with actions to promote ’good health’ before identifying adolescents at risk There are specific characteristics of this vulnerable adolescent group and risk-taking period Prevention in adolescents by GPs is opportunistic The accompanying parent has an important role to play The world of the adolescent is foreign to the GP, which is detrimental to developing an empathic relationship between them, negatively impacting prevention The GP does not perceive adolescence as a transition period distinct from childhood and adulthood The teenage world is difficult to understand for the GP Communication between GP and adolescent is difficult The GP, as an individual, approaches adolescent prevention in the context of their own experience (parenthood, their own adolescence, and professional practices) and interpersonal skills The age and sex of the GP plays a role in certain areas of prevention The family’s position towards the attending physician can be both a facilitator and a hindrance to the prevention process with the teenager The GPs use their varied personal interpersonal and communication skills to optimise their preventive discourse with adolescents The GP’s personal experience influences the prevention and communication they established with the adolescent GPs propose an optimised prevention approach for adolescents A consultation with the GP dedicated to prevention is recommended A pre-consultation questionnaire is essential to the effectiveness of these prevention consultations GPs requested tools that could be used during consultations with adolescents
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