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Table 1 Quotations from the group discussions

From: Developing new possibilities for interprofessional learning- students’ experience of learning together in the ambulance service

Themes

Quotations

Learning by maintaining collaborative reasoning throughout the chain of care

“We started talking already when we were given the assignment … what patient possible suffered of, and what to do when arriving ... at scene, the situation was not at all as we thought, we needed to re-think about how to collaborate, to be able to care for the patient ... we needed to use each other’s knowledge” (Group 1)

“We reasoned together all the time, also during the care of the patient … we involved the patient in the discussion …. after the assignment we discussed with the supervisors about what was good and if we should have done something else” (Group 2)

“It was so good ... just listening to the medical student and asking clarifying questions, I could understand how drugs and illness also affected the nursing and the patient’s developing of symptoms .... I could when caring for the patients also clarify different nursing aspects in the care for the medical student ...” (Group 2)

“When the assignment did not turn out at all as we planned, it became the one who had the most knowledge ... skills ... who took the leadership, sometimes it was I and it felt a little strange that I should lead the medical student, but I did ... it was strange but nice …” (Group 1)

“...during transport to the hospital we discussed and explained to the patient what has happening, what we have done and answered questions that patient asked ... in that way I could learn things that I had not thought about before” (Group 1)

Sometimes it really did not work between me and the medical student, we did not talk to each other he/she was more interested in the phone than doing something together, I learned nothing ... I just wanted the shift to end … (Group 2)

Factors facilitating learning and collaboration in the ambulance service

“Meeting patients in the ambulance were totally different compared to previous clinical rotations … When I met patients at the ward there was always somebody else that had done the assessment and decided what I should do … in the ambulance I did it together with the medical student” (Group 1)

“The supervisors were fantastic, they gave us the opportunity to learn by ourselves, they were in the background, I knew they were there ... it gave a me sense of security and at the same time a sense of working independently … after the assignment they [supervisors] challenged us with additional deepening questions and to reflect together” (Group 2)

“Some of the supervisors were not good at all gave no support, questioned the IPL and students in the ambulance service in these situations I was happy to have a co-student … at least we had the possibility to learn together” (Group 2)

“All the different assignments, not knowing what to expect meant that we [students] needed to discuss, otherwise it was difficult to work together and take care of the patient ... and when we needed help, the supervisors guided us” (Group 1)