. 2022 Jul 14;17(7):e0270420. doi: 10.1371/journal.pone.0270420

Table 2. The study’s joint display (merging of the quantitative with the quantitative output of analyses).

Quantitative→		Pillar (Meta-inferences)	←Qualitative
Output of Analysis	Key Findings		Key Findings (Conceptual Framework)		Findings
Output of Analysis	Key Findings		Key Findings (Conceptual Framework)		Learners	Instructors
percentage of the mean of self-reported adaptability: I was able to effectively cope with higher demands (84%) I was able to manage my time and efforts (79.8%) I was able to monitor and evaluate my performance, and if needed intervene (79.4%) I sought help, when needed (81.6%) * The instructors, with a mean of satisfaction of 17.94(±1.76), rated their adaptability higher than the learners, with a mean of satisfaction of 15.66(±2.77) (p = 0.002).	Learners and instructors perceive themselves to have adapted well to the rapid transition	There was an evident interplay between cognitions, emotions, and behaviors that enabled the stakeholders to adapt to the abrupt change. The modifications in behaviors were the most obvious and easiest to identify. From the stakeholders’ perception, the instructors appeared to be at an advantage in adapting to the abrupt change.	Self	Cognitions	L-31: “…most of the time, I was not able to focus my thoughts. I frequently experienced brain fogs.…”	I-19: “…I believed in myself; I was confident about my abilities to successfully transition to distance learning….”
	Instructors perceive themselves to be adaptable significantly more than how adaptable the learners perceive themselves to be			Emotions	L-7: “…I felt excited about trying this new experience…”	I-6: “…I felt slight apprehension…”
	In terms of action/ behavior/ skill, stakeholders perceived themselves to have managed their time and efforts, monitored and evaluated their performance (and if need be- intervened), and sought help (when and if needed)			Behaviors	L-47: “…I started reading and researching more. I also developed the habit to prepare for the lectures, before the actual time the classes take place…”	I-12: “…our residents stayed in touch via WhatsApp groups that were created during the lockdown. It made connecting with and updating each other easier…”
-	-	Attributes of the environment (be it the Enablers or the Impediments) were clear to have played an active role in the adaptation process	Environment	Enablers	L-24: “…the university was very cooperative…the instructors made me feel at ease, my colleagues kept on sharing with me stories of the obstacles that they had to go through and how they overcame them….”	I-9: “…I coped well; thanks to good friends and family…”
-	-		Environment	Impediments	L-14: “…I noticed that I was regularly experiencing headaches while studying from home, which was not the case prior COVID-19. These episodes were maybe induced by the heavy reliance on technologies and electronics…”	I-5: “…not having a real break. It can get really tiring. With the lectures and meetings, I feel like I have been working 24/7…”

The Joint Display visually demonstrates how the output of analyses (as depicted in the Quantitative and Qualitative Results sections) and their corresponding findings (as inferred by the authors from the Results sections of the respective analyses) were mapped onto each other, using Pillar Integration Process.

Each sub-theme of the study’s conceptual model (i.e., the output of qualitative analyses) was coded with one of the three primary colors: Yellow, Blue, and Red. All three sub-themes belonged to the overarching ‘Self’ theme coded in Brown as a representation of the mixing or blending of the three primary colors. Three components of the quantitative analysis are coded in Red because they correspond to the Behavior sub-theme in the qualitative analysis. One of the four components of the quantitative data collection tool is more generic referring to coping through the transition and is hence represented as Brown (referring to the interplay between the three sub-themes).

The second theme of the study: ‘Environment’ is unique to the qualitative analysis (where no matching counterpart was identified in the quantitative analysis). Hence, in the diagram, this is represented as a dash. This theme is exclusive from the other theme and hence (despite its importance) we chose to differentiate it visually by keeping it without a distinct color.