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Table 3 Coding categories used for the analysis of the video tapes and the field notes

From: Integration of clinical and basic sciences in concept maps: a mixed-method study on teacher learning

Concept map Discipline of each participant
Category Description Examples
Motivation Positive and negative drive to adopt concept mapping. It is great fun, this way of working. (E)
Understanding of the goal of the cooperative learning task in order to stay on track. My enthusiasm is reduced because I still do not understand the goal of concept mapping. (R)
Exchange of information Explanations and explications without involvement from others, e.g., explications of the participant’s own contribution to the concept map The basic science categorization is good to know but you should not really apply it. (E)
For me, the concept map is upside down. (E)
Interaction Active involvement reflected in questions participants ask each other, asking for and giving clarifications I do not know whether this results in blood in faeces. You know that. (R)
Now I am completely confused: how do you use secretor and osmotic? Up to 2 hours ago, it was our main device. This distinction can’t be that weird? (R)
Decision making Negotiations about how to structure the concept map, implying what to adopt in the map. Let’s distinguish pathogenesis and pathophysiology. Okay, this categorization does not commit us to anything. (E)
Let’s stop with expanding the concept map. Every concept covers more detailed concepts. (E)
  1. E = Expert.
  2. R = Resident.