Clinical supervisors’ experience of giving feedback to students during clinical integrated learning

Figures & data

Table 1. Interview guide (translated from Swedish)

Interview guide
How would you describe giving feedback to your students?
Share a situation when it was easy to give feedback.
Share a situation when it was difficult to give feedback.
How do you know if the feedback you gave was good or bad for the student?

Table 2. Example of the stages of the analysis process from meaning units to subthemes

Meaning unit	Codes	Subtheme
It is easier to give when you get a response. When I asked about the situation, I got something back	Response	Promoting factors
It is hard to give feedback to someone who does not say anything	No response; no dialog	Aggravating factors
I notice if the feedback was good or bad when I see a change over time. It is like a receipt if he changes his way of doing it	Change over time; confirmation	Reaction to feedback
Experience-wise, the years in the clinic weigh heavily	Clinical experience weigh heavily	Credibility
It is fun to be present when someone grows as a human being. To be a part of the process. It is nice. It is gratifying	Part of development; gratifying	Emotional impact
If you have a lot to do, you cover if a colleague is ill and it affects me and how much time I have for the student, even though I know that I should prioritize the student	Own mood	Approach
I know how to give feedback but lack words. The film helped me. For example, I can ask the student when she wants feedback. I got structure	Educational tool; concrete tips; structure	Educational tools
We worked in a supervisor pair. It was my first student, it was my colleague who took perhaps more responsibility, and introduced the structure and showed what we should go through and the compulsory parts, and I learned how to do it	Collaboration in supervisor pair; new colleague learned	Competence development
Often it is good to just put words to the problem and talk about it with someone who sees it from another perspective	Put words to the problem; another perspective	Support

Table 3. Overview of the steps in the analysis process

Steps in the analysis	Performed by
Transcription	MS
Review of transcription	MS, AH
Reading of transcriptions	MS, KSR, MNB, AH
Condensation to meaning units	MS
Group discussions to achieve consensus	MS, KSR, MNB, AH
Coding	MS
Initial grouping into subthemes	MS
Group discussion to achieve consensus on subthemes	MS, KSR, MNB, AH
Group discussion to decide on themes and overarching theme	MS, KSR, MNB, AH

Figure 1. The overarching theme, main themes, and subthemes identified as a result of the analysis.