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Table 4 Codes related to themes and categories derived from qualitative analyses of semi-standardized interviews conducted with skills-lab tutors (n = 3); relevant codes within the quotations are bold

From: Modification of Peyton’s four-step approach for small group teaching – a descriptive study

Categories and themes Codes
A. Methodological approach  
• Learning through observation “But during the whole thing, it became relaxed because you then noticed, ok, you can give those who aren’t doing anything right now some additional task in the sense of ‘observe and then at the end give some kind of feedback about what the two people performing might have missed’.”
• Learning through repetition “I think, through the fact that you see it multiple times, and indeed even more often than if you only do it in 1:1 teaching, that is maybe a positive aspect.”
• Learning through teaching and being instructed “First, the person who was doing it at the time and who was having it explained to him/her sometimes had problems, in quotes, actually “playing stupid”, as though he doesn’t know about anything, but he’d just seen it, and there, I think people tend to have problems playing stupid and not practically already doing the insertion before it has been explained to them.”
B. Involvement “Yes, but with the group size it was now really the case that the participants were always attentive, they didn’t somehow switch off from time to time .”
C. Learning atmosphere “So I found that they dealt with each other in a very constructive way.”
D. General impressions “So of course, it you’re trying something out for the first time, you’re always a bit curious about how it will go.”
E. Time expenditure “Is still a method that is simply time-consuming.”
F. Students’ performance “And I had the impression that, IV catheter insertion is indeed difficult, but through the fact that the specific instructions were made according to Peyton, that they were very well prepared at the point when they had to insert the IV catheter themselves.”
G. Group size and group processes “So what I liked, my experience was that it was a very concentrated group and it was like working together on a project, that people weren’t just looking out for themselves and only interested in themselves, but that everyone was very solicitous with each other and I found that a great kind of group cohesion arose.”
H. Transfer “Was still an important preparation for the students.”