TABLE 1.

Researcher reflectivity

The first author, who is a family physician and Ph.D. student in medical education, was the instructor of the session and the interviewer, and had already known about the participants through regular educational events. To avoid an undesirable authority gradient between the participants and the instructor, participants were explained repeatedly that research participation was voluntary and they could withdraw from the research at any time. The third author collected and anonymized the questionnaire, and participants were explained that the first author could not identify the respondent of each questionnaire. During each interview, the interviewer tried to encourage participants to verbalize their learning and experiences by referencing shared context and good learner‐educator relationships.

Other authors did not engage in the educational session directly. Their engagement was to develop research design, collect and analyze data, and revised the manuscript, together with the first author. The second author is a family physician and expert in medical education research and completed the qualitative analysis with the first author. The third, fourth, and fifth authors are experts in medical education research and revised the results of the analysis. Through the research, these four co‐authors were aware that they should check the relationship between the first author and the participants and, if necessary, suppress the first author's excessive involvement in the relationship.