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Table 2 Main themes of students' descriptive evaluations. Framework of content analysis of students' descriptive evaluations (n = 158), Consultation skills course 1995–1998, Medical faculty, Göteborg university.

From: Impact of medical students' descriptive evaluations on long-term course development

Elements of meaning (examples)

Categories

Theme

"I have learnt to talk to patients and physical examination skills...and I will develop later..."

"...a "kick" at last to meet patients, happy for the first time since I started my studies... now I want to learn for life and not just the exam..."

"...at last! after two years inhumane preclinical studies, a course that shows what being a doctor is about..."

learning goals articulated

active learning in practice

missing professional goals in earlier medical studies

At last, learning professional skills in practice

".... many lectures seemed to be interesting but they did not turn out well...more group discussions instead"

"... what's the point in forcing us to attend to compulsory didactic activities?"

course content does not fit to lectures

compulsory didactic activities criticized

To be active and to a have a choice

".. well, I found the course design, with both practice and theory, fairly good..."

"...no rote learning now, but long days, I felt tired in a new way..."

mix of practice and theory

new ways of learning

Course design works

"...too many small different things brought together..."

"...my facilitator emphasized some items in the physical exam but the assessor did not think they were that important..."

miscellaneous course content

uniform guidelines to facilitators wanted

Lack of unity

"... to have a practical examination is necessary and instructive...", "...the examination with patient was excellent, no stress and well organized..."

"...examination: I feel secure in history and physical examination...", "...excellent that you take care of the follow-up if you should fail..."

"...reflective home essay on experiences in practice: good questions...they were quite voluminous but gave me a possibility to deepen in a wider area...", "...I was surprised: the home essay was all right..."

practice examination a learning experience

accept of examining reflections on practice

authentic and relevant examination in practice

"...group facilitators made a very good job, great support..."

"...facilitators (in primary care) gave me a lot of support and help. We were encouraged to take own initiatives and learnt enormously during these days!"

support

encouragement

Support and encouragement from facilitators

"...the course gave insight into how I am and think and especially how the patient thinks..."

"Learnt enormously, including about myself...", "...we were asked to express our opinions and feelings..."

"...first now I realize how much I have learned..." "...so many personal reflections, I feel more confident in my future role in health care...", "I feel strengthened and look forward to continue my medical studies..."

more aware of patient's perspective

involvement and interaction

self-reflection on learning, confidence

Awareness and confidence