Table 1. Results of the three steps of the analysis: codes and dominant themes in the 13 data units (three sets of field notes and ten qualitative interviews).
Deductive analyses resulted in nine codes | No. Data Units | No. Quotations | Dominant theme in the theoretical reading of data |
---|---|---|---|
Relation-building: Investment in building relationship and engagement between trainer and clinician | 11 | 64 | Creating buy-in: The multi-dimensional approach of the expert trainers |
Intellectualization: academization of skills and competencies | 11 | 40 | |
Asymmetry: Accentuating the authority and respect of the trainer | 11 | 37 | |
Sensing and scaffolding: hands-on experiences and learning by doing | 11 | 35 | |
Pointing out failures and giving correctional feedback | 9 | 17 | |
Guiding and educating the clinicians' attention | 8 | 20 | |
Identification, imitation and role-modeling | 4 | 17 | |
Training at the edge of one's comfort zone | 4 | 6 | |
Concentrated and deliberate focus on improvement | 4 | 5 |
Inductive analyses resulted in six codes | No. Data Units | No. Quotations | Dominant theme in the theoretical reading of data |
---|---|---|---|
Clinicians are under the influence of their own routines and old habits | 11 | 49 | Tacit skills and logics are strongly influencing the clinicians' responsiveness to the training |
Clinicians are under the influence of cultural logics | 11 | 43 | |
The power of repetitions | 9 | 14 | |
Mirroring habits and routines | 8 | 20 | |
Constraining structural conditions | 7 | 19 | |
Developing the colonoscopists' investment and creating illusio | 7 | 16 |