Table 3 Overview of data analysis: modalities, themes and code, examples/explanation
From: Exploring formal and informal learning opportunities during morning report: a qualitative study
Modality | Theme | Codes, example/explanation |
|---|---|---|
Formal learning opportunities | Modes of teaching | Extensive presentation/lecture (30–45 min) E.g., internal or external presenters invited to speak, topic decided by presenter or presenter asked to speak on specific topic |
Teaching of the day (6–20 min) E.g., junior and senior doctors present, topic decided by presenter relevant for specialty or department, can relate to actual patient or season | ||
Case of the day (5–15 min) Often junior doctors, patient case decided by presenter, can relate to actual patient in department | ||
Structure | Classic case presentation E.g., extensive presentation or teaching of the day, topic decided by presenter | |
Scientific presentation (IMRaD) E.g., extensive presentation or teaching of the day, topic decided by presenter | ||
Presenter role | Opening remark E.g., humor, own credentials, apology | |
Power relation E.g., senior or junior doctor, expert or learner | ||
Participant involvement | Questioning Asking audience questions (open and closed) | |
Story, quiz Presentation like a ”crime story” where audience helps story proceed to solution by asking or answering questions | ||
Discussion, elaboration Inviting audience to elaborate further or open discussion on topic presented | ||
Attempted involvement E.g., presenter invites audience to ask questions, but does not really give sufficient time or space for questions during or after presentation | ||
Attempted case structure E.g., many patient cases presented during patient handover but no time for questions | ||
Informal learning opportunities | Implicit teaching | Role modelling E.g., rich opportunity to see how others behave and react during morning conferences |
Illness script formation Both case presentations and patient handovers provide opportunity to build on prior knowledge of specific diseases. Helps audience create patterns of diseases | ||
Manager role How to conduct a morning conference, how to deliver morning report | ||
Professional role (ethical dilemmas) When to tell patient and relatives that further treatment is pointless | ||
Communicator How to break bad news, how to respond to non-compliant patients | ||
Collaborator Collaboration with other health care staff, collaboration with other departments | ||
Reactive situations | Seizing the opportunity Elaborate on a case presentation or patient handover by adding what could otherwise have been done or what would have been better to do, adding own experience with similar patient | |
Deliberate teaching opportunities | Announcements Announcing future planned educational activities, lectures, workshops or conferences | |
Presenting or consulting patients Going back to patients discussed earlier or providing information on similar patients in relation to a case presentation or patient handover | ||
Missed opportunities | Revisiting cases Following up on patients to show course of diseases | |
Communication/ethical dilemmas Handling non-compliant patient, handling angry relatives, dealing with ethical dilemmas like when and how to deliver bad news | ||
Manager role How to manage patient handover, how to foster good collaboration with other departments, how to solve managerial problems between departments, how to do data registration and why | ||
Clinical experience Responding to specific clinical symptoms by suggesting junior doctors go and see that patient |