Theme (number of text fragments) | Subtheme | Frequency of text fragments (%) | Example (subtheme; case number) |
---|---|---|---|
Environment (85) | -related to non-personal factors | 41 | “Too often I have the feeling that if I want to spend time and attention to teaching it has to be done in my own spare time, outside working hours.” (related to administration; L01) |
-related to students | 38 | ||
-related to administration | 18 | ||
-related to peers | 3 | ||
Behaviours (56) | -related to students | 41 | “they [some teachers, ed.] come in completely unprepared, and they haven’t thought about how they are going to convey the material to the students.” (related to task; S01) |
-related to task | 41 | ||
-related to self | 18 | ||
Competencies (55) | -related to students | 36 | “Be someone who has the knowledge base. I think being on the same knowledge level as the student is not enough: you need to have the depth behind.” (related to task as MD; L10) |
-related to task as educator | 29 | ||
-related to task as MD | 24 | ||
-related to self | 11 | ||
Convictions (22) | -regarding the teaching process: teacher- centred | 32 | “A great teacher is of course also someone who stimulates the student asking relevant questions.” (regarding the teaching process: student- centred; L04) |
-regarding the teaching process: student- centred | 32 | ||
-regarding the teacher: not innate | 23 | ||
-regarding the teacher: innate | 13 | ||
Identity (55) | -related to educational role | 69 | “[...] be someone who is approachable and inviting for other opinions.”(related to personal role; S04) |
-related to personal role | 20 | ||
-related to patient-care role | 11 | ||
Mission (13) | -related to educational field | 69 | “they [good teachers, ed.] can transmit their passion, […] are dedicated to their profession, they like sharing their enthusiasm.” (related to medical field; S07) |
-related to medical field | 31 |