Table 1
Brief description of the steps of analysis using phenomenography [24].
| STEPS OF ANALYSIS | |
|---|---|
| 1 | Familiarization with the data. The manuscripts were read repeatedly. |
| 2 | Condensing the data by retrieving meaning-laden statements in the manuscripts. Coding of meaning-laden statement was done in Nvivo. |
| 3 | Comparing the data to identify variation and similarity. Meaning-laden statements were compared to identify variation and similarity. |
| 4 | Grouping, consists of grouping meaning-laden statements with similar meaning into categories of similar understanding of the concept. Similar meaning-laden statements were grouped together. |
| 5 | Delimiting categories from each other. Similarities within each group as well as differences between groups were clarified to distinguish categories from each other. |
| 6 | Discerning themes of expanding awareness within the different categories. Critical themes of variation describing the expanding categories were identified. |
| 7 | Articulating, includes describing the different categories and themes of expanding awareness. Categories were described by the identified themes of expanding awareness to clarify the meaning of each category and each theme. |
| 8 | Checking, emphasizes that step three to seven is an iterative process that needs to be done over and over in order to thoroughly analyze the data. Steps three to seven were done many times, iteratively. |
| 9 | Labelling, puts a short, describing label to each category and theme of expanding awareness. Each category and each theme was labelled. |
| 10 | Relating, serves to create an outcome space where the different categories of understanding the phenomenon are hierarchically structured and related to each other. Each category was related and hierarchically structured by the creation of the outcome space. |
Table 2
Demographic summary.
| TEACHER | HPE PROGRAM | PRIMARY ROLE IN EDUCATION | NUMBER OF YEARS TEACHING IN HPE |
|---|---|---|---|
| 1 | Speech pathology program | Course director | 17 |
| 2 | Audiology program | Course director | 23 |
| 3 | Optician program | Lecturer | 16 |
| 4 | Speech therapy program | Course director | 16 |
| 5 | Medical program | Course director | 12 |
| 6 | Occupational therapy program | Clinical teacher | 4 |
| 7 | Speech therapy program | Teacher | 12 |
| 8 | Psychology program | Course director | 8 |
| 9 | Medical program | Lecturer | 8 |
| 10 | Physiotherapy program | Lecturer | 6 |
| 11 | Medical program | Course director | 12 |
| 12 | Physiotherapy program | Lecturer | 15 |
| 13 | Speech therapy program | Lecturer | 5 |
| 14 | Medical program | Clinical teacher | 1 |
| 15 | Medical program | Lecturer | >20 |
| 16 | Psychology program | Lecturer | 10 |
| 17 | Optician program | Clinical teacher | >5 |
| 18 | Medical program | Senior lecturer | 28 |
| 19 | Medical program | Lecturer | 25 |
| 20 | Nursing program | Clinical teacher | 20 |
Table 3
The outcome space with themes of expanding awareness.
| THEMES OF EXPANDING AWARENESS | CATEGORIES | |||
|---|---|---|---|---|
| A WAY TO VARY EDUCATION | A WAY TO IMPROVE EDUCATION | A WAY TO IMPROVE HEALTH CARE | A WAY TO IMPROVE SOCIETY | |
| ROLE OF THE PATIENT | A useful means for variation of teaching methods | Has unique experiences and knowledge | Is crucial to create better healthcare | Is first and foremost a person in society |
| ROLE OF THE STUDENT | Passive | Active and complex | A future healthcare professional | Part of a larger society in which it is important to coexist |
| ROLE OF THE TEACHER | Activate the student | Improve education by sharing some teaching activities when beneficial | Create possibilities for a healthcare professional to develop | Show that society is complex and important to understand |
| ROLE OF EDUCATION | Engage students and facilitate learning through variation of teaching methods | Facilitate learning through variation, emotion and meaningfulness | Develop health care professionals and improve health care | Inspire future health care professionals to improve health care and solve problems in society |
| INTERACTION BETWEEN PATIENT AND STUDENT | One-way | Dialogue | Dialogue | Equal dialogue |
| VIEW OF WORKPLACE LEARNING | Workplace learning is better than patient involvement | Patient involvement prepares for workplace learning | Patient involvement prepares for workplace learning | Patient involvement and workplace learning are vastly different and allow for different benefits |
| TEACHERS’ PERCEIVED AGENCY | Agency to change education | Agency to change education | Agency to change the health care system | Agency to change society |
Figure 1
The layered cake metaphor visualizing that a more complex understanding is crucial as a sustainable foundation for patient involvement in HPE.