Table 3.

Example of analysis process

Field notes	Meaning unit	Code	Pedagogical Strategies
From observation during sitting rounds (pre-round conference) The nurse starts the round run-through by informing that the patient is experiencing pain under the right fossa. The teacher turns to the student and asks: She has a long anamnesis, what could it be? The teacher and student discuss different conceivable diagnostic alternatives and possible investigations. The teacher concludes: This case has now become a case for investigation, a patient who should be in hospital but can be examined via the home.(13)	The teacher turns to the student and asks and they discuss.	Questioning	Questions and answers
From observation during sitting rounds The teacher systematically goes through the medication the patient is taking and explains the effects of the medication. (2).	The teacher explains the effect of the medication	Lecturing	Lecturing
From observation of clinical teaching in the patient's room The student leads the conversation with the patient. The teacher stands behind and listens. The atmosphere is calm and harmonious. Everyone (teachers, department doctors and three students) is standing round the patient watching while the student palpates the patient's abdomen. The teachers interject with questions to the patients: Can you cough? The patient: I avoid coughing. The teacher takes over the conversation with the patient by asking more questions. This transition between student and teacher feels smooth and natural. (1)	The teacher takes over the conversation with the patient by asking more questions.	Supporting	Supplementing
From observation during sitting rounds (pre-round conference). The teacher tells the medical student that the patient has a typical pronounced "wide gait ataxic walk" The medical student doesn't know what that looks like. The teacher illustrates this and explains how it is caused. The medical student says; Aha that's what it looks like! (11)	The teacher illustrates this.	Showing	Demostrating
From observation of clinical teaching in the patient's room After the medical student and the teacher have sat and discussed the patients' status at sitting rounds, it's time to meet the patients. The medical student who is in charge of the patient, asks the patient; may I take a look at the wound? The patient says; yes, of course. (The medical student addresses both the patient and the teacher by looking at them both). When she asks the question, the teacher answers the patient and takes over the consultation. The medical student seems somewhat "left out". The medical student looks at the teacher who subsequently takes over the consultation completely. (3)	When she asks the question, the teacher answers the patient and takes over the consultation	Taking over	Intervening