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Table 5 Themes and codes. Codes are arranged in descending order according to frequency for all groups

From: Implementing a clinical-educator curriculum to enrich internal medicine residents’ teaching capacity

CommunicationBedside teaching“they did an excellent job of showing us what we haven’t learned before, like how to properly do a joint exam”
Clear and concise communication“her communication is super clear, we understand what we are doing and why we are doing it”
Coaching“She helps to lead us if we are going to stray from the point”
Collaborative“I know if the residents engage with us I like that cause I got to work with the residents that I wouldn’t otherwise got the chance to work with”
Evaluation“you are not worried as far as they are affecting you evaluation so you are taking the feedback and it is more open and easy going”
Feedback“I think I am better at giving feedback now that I have practiced multiple times and have received feedback on my feedback”
Leadership“it made me a better leader as well as more compassionate”
Mentoring“Mentoring is not easy either you have to focus and be understanding of a lot of things as it is not a one dimensional process”
Planning“It has created structure in how to approach bedside teaching”
Questioning types“Use questions which help them do analysis, synthesis and to increase their comprehension”
Practice-based learningEfficiency“he was well acquainted with him and his case, therefore the flow was very smooth”
Motivation“The role of a facilitator in the group by being involved and setting an example so that it motivated others as well”
Objectives oriented“I liked how the first day we went through our values and objectives, then began to formulate what we found to be important to us and whether we are meeting and exhibiting those values or not”
Reflective practice“Being more self-aware of habits and being able to sit back and think about what we are doing and why we are doing it”
RIME“The curriculum can help residents at different levels”
Time management“They are thorough and deliver information in an appropriate and timely manner”
Professional engagementChallenges“To identify or own premiered notions or biases”
Cultural awareness“Transnational competence: intricate, difficult to put into action effectively unless practiced”
Independent practice“You have to develop emotional intelligence, and be cognizance to treat patients as people and not numbers”
Patient care“it definitely improved patient care and safety”
Practice of teaching“the trainee did a great job keeping us focused on one subject/system/topic at a time and seemed to guide us when needed”
Precepting“when went to see patients he actually came with me and assessed how I did my HP. He observed me directly and when we finished the encounter he gave me feedback which was very helpful to have and kind of mentoring one-on-one”
Professionalism“Trainees engage in professional engagement by speaking to students properly”
Responsibility for education“[She] is also good at assigning patients that are good learning patients if you have seen like 3 MIs in a week, she assigns me a patient with gastritis so it’s always something new so you are not constantly seeing the same patients”
Systems-based learningCritical thinking“Residents innately use their own personal strategies to go about decision making”
Evidence-based medicine“Residents innately use their own personal strategies to go about decision making”
Information retrieval“We can use resources like images that was helpful and labs which was nice”
Knowledge/ education“Helps define reading for you that really high-yield”
Organizational“very organized in teaching us and for sure he was a great teacher in those three sessions”
Technology use“video readings helped identify areas in which I did not realize that I was appearing a certain way, and gave me concrete evidence of what I need to change”