Table 1 Qualitative Content Analysis of Open-Ended Questions on Student Satisfaction
Category | k* | Example |
|---|---|---|
Subcategory | ||
General Format | 45 | |
general appraisal of the tutorial | 27 | “ICCD sessions are the best course this semester […]” |
interaction rated as positive | 9 | “[…] no other class has that level of interaction […]” |
clinical cases rated as useful for practicing lab results | 5 | “Discussing lab results to this extent was great!” |
appropriate group size | 2 | “Using virtual break-out groups was a good idea.” |
positive atmosphere incentivizes participation | 2 | “I enjoyed the tension-free atmosphere, that encouraged me to participate, even if my contributions had to be corrected” |
Feedback on Tutors | 40 | |
expression of gratitude | 15 | “Many thanks to the tutor!” |
tutor exhibits good didactic skill | 12 | “[…] As a tutor for paramedics myself I am always surprised by the didactic skills that [ICCD-]tutors exhibit.” |
explicit praise of the tutor (not further specified) | 8 | “Excellent tutor! […]” |
tutor is highly motivated | 5 | "Thanks a lot for the effort and motivation that goes into preparing the tutorials.” |
Value | 24 | |
participants learned a lot | 15 | “Great seminar, with many take-home lessons.” |
call for preserving ICCD in the next semesters/expanding to other subjects | 9 | “[…] Please continue [ICCD] at all costs!” |
Improvement suggestions | 14 | |
duration too long or too short | 5 | “[…] a bit long.” |
the online tool (zoom) needs to be optimized for discussion | 3 | “[…] regrettably discussions via Zom tend to be a bit lame[…]” |
tutees request factsheets and slides before the ICCD sessions | 2 | “A factsheet on history taking and physical examination would be appreciated […]” |
more self-directed, active learning requested | 2 | “ […] less content, more time for active learning, please.” |
more interaction requested | 2 | “Almost too much direct instruction, please include more time for discussions […]” |