Table 2.

Theoretical constructs, themes^a, and sources of data

I	CI complexity is embedded in institutional learning perspectives
	A	There are many types of organizational elements in the curriculum that are connected in varied, complex ways
		1	Curriculum designer
	B	Organ systems integration
		1	Official curriculum
		2	Observations
	C	Humanities-clinical sciences integration
		1	Official curriculum
	D	Spiral integration
		1	Official curriculum
		2	Observations
	E	Cases are successfully used when students read them, brainstorm, derive knowledge, and report on each case in a one week cycle
		1	Curriculum designer
		2	Observations
II	CI is used to harmonize conflicting learning perspectives in curriculum practice
	F	Experience-topics integration in cases
		1	Curriculum designer
		2	Facilitator
	G	Disciplinary knowledge has an important influence in the learning outcomes of the official curriculum
		1	Official curriculum
		2	Curriculum designer
	H	There are some tensions in the curriculum related to the university’s learning perspectives and the broad topics in medicine
		1	Observation
		2	Student
III	CI creates tensions that self-organize its structure
	I	Tension between students’ expectations and the official documents of the study program
		1	Facilitator
		2	Observation field notes
	J	Students adjust their learning activities when they struggle with the sessions
		1	Student
IV	CI becomes visible in collaborative learning spaces
	K	Case close sessions enable students to discuss and explain their learning outcomes
		1	Facilitator
		2	Student
	L	Drawing on the blackboard is an activity that supports learning
		1	Observation field notes
		2	Student

^aThe table shows some of the themes from which constructs emerged, and these themes were chosen arbitrarily from the theme lists to better represent the inductive analysis