Role Models and Teachers: medical students perception of teaching-learning methods in clinical settings, a qualitative study from Sri Lanka

Table 1 Example of code grouping into a category

Category	Characteristics of teaching-learning experiences
Sub category	Role modelling	Purposive teaching
Codes	Following them around No ‘teaching’ Haphazard teaching Waste of time Absence of teachers No mutual respect Confusion Avoidance Discordance with expectations	Pre-planned Prepared Well Organized Dedicated time Frequent contact Participatory Mutual respect Clarity

ISSN: 1472-6920