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. 2020 Aug 31;93(3):391–401.

Table 3. Cross-tabulation of level of professional identity formation and sentiment with exemplar quotations drawn from purposive subsample.

Critical only Both affirmative and critical elements Affirmative only
Lower-than-typical “Pretty useless, why were these mandatory?” “[The instructor] was the absolute best. The information that we gained, however, could have easily been provided via PDF. Meeting at 8am for 4 days was not necessary at all.” “[The instructor] is super interesting as a person and good at explaining things.”
“I honestly learn [sic] nothing.” “I like [the instructor]. He is very sincere.”
Typical “[The instructor]...was unable to clearly communicate concepts and move through material in an effective manner...” “[The instructor] is extremely knowledgeable about almost every possible topic... I think he could improve by remaining on topic so that we can at least cover all the cases.” “[The instructors] were amazing at making the concepts easy for a first year medical student to understand. I enjoyed [the class] so much more because of them”
Higher-than-typical “I’m not getting much out of the workshops with [the instructor] so far unfortunately. He clearly knows a lot and I’d be happy for him to teach us more, but that hasn’t been happening a lot. I wish our section was more helpful in putting all the ideas together to help synthesize them, because that seems like it would be the most beneficial part of the workshops.” “I really liked the way [the instructor] did a broad overview and review of the topic for the day before jumping into the workshop cases... The second session of some of the back-to-back workshops felt slightly rushed, but he made sure to go over the highlights we missed at the beginning of the next session.” “I really appreciated that [the instructor] asked for feedback in the middle of the workshops so she could adjust real time to our feedback and that she actually incorporated our suggestions in her next session.”