Table 3.

Examples of responses highlighting themes

Theme	Examples of responses
Interpreting and analysing findings through reflective, team-based learning	Q1: ‘Patient surveys, if done well, can be powerfully helpful in directing practice improvement and very informative in helping individual clinicians improve their care when shared in a safe, reflective, learning environment’. (GP Academic, USA, 3M11)
Embedding surveys into continuous quality improvement in practices	Q2: ‘One issue is timeliness – survey results are often quite old, yet we haven’t worked out good ways of getting real time feedback – easier in hospital where patients are more of a captive audience’. (GP Academic, UK, 4M17)
Use of PREMs for system-level performance reporting	Q3: ‘This would be disastrous in my opinion – PRM (patient reported measures) are not a performance tool - the culture is not ready for it and will not be for a number of years’. (GP, Australia, 1M02) Q4: ‘[Data that is used for] a lot of quality improvement type of cycles are very context specific and so what may be relevant for a particular context may not be at all relevant for another context(…)If you aggregate too much you may lose the nuances of a particular setting’. (GP Academic, New Zealand, 2F18) Q5: ‘National [aggregation and reporting] is useless. The only point of doing surveys for quality improvement is if they can meaningfully be reported for the relevant operational unit (eg, practice) to be able to take action’. (GP Academic, UK, 4M17) Q6: ‘Patient experience is an internationally recognised measure that can be used with other output and process measures to inform service improvement efforts and monitor national progress on certain issues’. (Academic, Australia, 1F03) Q7: ‘ccess to care is a recognised national indicator of quality that has traction at the national, meso (eg, PHN) and service levels’. (Academic, Australia, 1F03) Q8: ‘I would hope performance reporting should use patient experience as one of a number of qualitative and quantitative measures of quality’. (Academic, Australia, 1F09) Q9: ‘Particularly with patient experience you may get qualitative data that actually helps you inform [practice] in a way that you might not have otherwise been able to extract just with your quant data’. (GP Academic, New Zealand, 2F18)
Use of PREMs data for service planning and care commissioning	Q10: ‘[Data] Should be aggregated at the level where planning of resources takes place. They can be used to support practices [to] respond to the needs of their patients within specific geographical contexts (regions)’. (Academic, Canada, 5F19)

PREMs, patient-reported experience measures.