Table 5 Frequency of codes for each category and subcategory. Four categories were identified for the self-directed learning framework [16] of this study
Categories | Subcategories | Typical quotes | Self- motivation | Self- monitoring | Self- management |
|---|---|---|---|---|---|
Promoted motivation to learn during the clinical clerkship (21) | Satisfaction with assessment on training results (10) | “I thought I showed enough performance in the well-simulated situation.” (#48) “The stations were something that could be applied to what I experienced, rather than general knowledge.” (#51) | promoter | promoter | |
Willingness to have more clinical experience in clerkship (10) | “I felt the actual workplace would be more diverse and complex.” (#15) “I felt pressured because I was not able to do enough tasks that I should have been able to do upon graduation. I’m glad I got to experience it now.” (#49) | ||||
Seeking feedback (1) | “It would have been even better for learning to get feedback immediately.” (#12) | ||||
Dissatisfaction with being asked about tasks they have not experienced (16) | Realizing unexperienced procedures and materials (8) | “I have never used suture needles with thread, although seen them.” (36) “I have difficulty understanding what the stations were.” (#43) | promoter | inhibitor | |
Confronting with scarce skill training (6) | “I have had little experience on such tasks.” (36) | ||||
Notice of clinician educator’s wrong procedure (2) | “I realized what my attending physician taught me was not correct after the exam”. (#1) | ||||
Confusion about not being able to use previous test-cracking strategies (6) | Complaints about that no specific coverage was shown beforehand (4) | “There is no idea what I should study for the exam.” (#12) | inhibitor | ||
Taking wrong test-cracking strategies (2) | “The textbook told me general procedures, but it was insufficient when I was asked what to do in the workplace.” (#45) | ||||
Focused only on knowledge domain (1) | “I spent a lot of time reviewing clinical reasoning, but not enough on skills.” (#7) | ||||
Unfamiliarity to competencies at graduation (5) | Insufficient understanding of the required task at graduation (3) | “This task is unfair because some students experienced while others not at this point.” (#44) | inhibitor | ||
Insufficient understanding of the required level at graduation (2) | “It was too difficult for the fifth-year students to take the exam.” (#4) |