Table 2.

Excerpt of final coding template

Theme	Codes	Subtheme	Codes	Subsubtheme	Codes
A.0 Learning anatomy	A.0.1 Rote learning	A.2 Importance of repetition	A.2.1 Importance
	A.0.2 Lot of work		A.2.2 Scaffolding
	A.0.3 ‘Fun’
	A.0.4 Difficult
	A.0.6 Boring
		A.3 When is knowledge best retained?	A.3.1 In year 1-3
			A.3.2 In year 4-6
		A.4 Motivating factors to learn anatomy		A.9 Assessment	A.9.1 Assessment
				A.12 Patient encounters	A.12.1 Patient encounter
				A.13 PBL	A.13.1 PBL
		A.5 (In)security about anatomical knowledge	A.5.1 During assessment
			A.5.2 Question of others
			A.5.3 Insecurity in general
			A.5.4 Not insecure
B.0 Anatomy education		B.4 Laboratory sessions		B.24 Dissection room student-teacher ratio	B.24.1 Not enough guidance
					B.24.2 Improvement by more guidance
					B.24.3 Student-assistants
					B.24.4 Improvement by more classical explanation
					B.24.5 Improvement by smaller groups
				B.19 Anatomical learning goals	B.26 When anatomical learning goals are discussed
					B.27 When anatomical learning goals are not discussed
		B.8 The anatomy curriculum	B.8.1 Anatomy curriculum
		B.9 Amount of detail	B.9.1 Amount of detail
		B.10 Shortcomings of current anatomy curriculum	B.10.1 Connecting regions
			B.10.2 Medical imaging
			B.10.3 Clinic
C.0 Assessment of anatomical knowledge	C.1 Methods
	C.2 Assessment in PBL
D.0 Relevance of anatomical knowledge	D.0.1 Basic science
	D.0.2 Clinic
	D.0.3 Communication
	D.0.4 Assessment