Table 2 Excerpt of final coding template
Theme | Codes | Subtheme | Codes | Subsubtheme | Codes |
|---|---|---|---|---|---|
A.0 Learning anatomy | A.0.1 Rote learning | A.2 Importance of repetition | A.2.1 Importance | ||
A.0.2 Lot of work | A.2.2 Scaffolding | ||||
A.0.3 ‘Fun’ | |||||
A.0.4 Difficult | |||||
A.0.6 Boring | |||||
A.3 When is knowledge best retained? | A.3.1 In year 1-3 | ||||
A.3.2 In year 4-6 | |||||
A.4 Motivating factors to learn anatomy | A.9 Assessment | A.9.1 Assessment | |||
A.12 Patient encounters | A.12.1 Patient encounter | ||||
A.13 PBL | A.13.1 PBL | ||||
A.5 (In)security about anatomical knowledge | A.5.1 During assessment | ||||
A.5.2 Question of others | |||||
A.5.3 Insecurity in general | |||||
A.5.4 Not insecure | |||||
B.0 Anatomy education | B.4 Laboratory sessions | B.24 Dissection room student-teacher ratio | B.24.1 Not enough guidance | ||
B.24.2 Improvement by more guidance | |||||
B.24.3 Student-assistants | |||||
B.24.4 Improvement by more classical explanation | |||||
B.24.5 Improvement by smaller groups | |||||
B.19 Anatomical learning goals | B.26 When anatomical learning goals are discussed | ||||
B.27 When anatomical learning goals are not discussed | |||||
B.8 The anatomy curriculum | B.8.1 Anatomy curriculum | ||||
B.9 Amount of detail | B.9.1 Amount of detail | ||||
B.10 Shortcomings of current anatomy curriculum | B.10.1 Connecting regions | ||||
B.10.2 Medical imaging | |||||
B.10.3 Clinic | |||||
C.0 Assessment of anatomical knowledge | C.1 Methods | ||||
C.2 Assessment in PBL | |||||
D.0 Relevance of anatomical knowledge | D.0.1 Basic science | ||||
D.0.2 Clinic | |||||
D.0.3 Communication | |||||
D.0.4 Assessment |