Table 1 Examples of the analysis process

‘There are new facilities, new practical elements, everything is new, the bed the patient is lying in is new, the anaesthesia equipment, all the boxes, most things are new. So it’s something that is really difficult, sure, but they catch on fairly quickly.’ (NA4)

Everything is new

Environment

Supervising in the operating room – a new context for students

Contributing to students’future professional roles by bridging the hospital and university cultures

‘The student feels comfortable and safe, I think, that’s important. Because their backgrounds differ greatly, what they bring to the table…’ (NA9)

Students’ backgrounds differ greatly

Different needs

Adapting supervision based on students’ conditions

‘In our activities, we are always hard pressed for time, you’d like to have the time to be able to sit down and plan things.’ (NA11)

In our activities, we are always hard pressed for time

Time

Supervising despite the mismatch between ambition and reality

‘We do have interim assessments where one can review things so, yes, there one has an opportunity to see whether they’ve missed anything or if there’s something they need to work on more or need to take a look at. So, I feel, I find that we have had space to identify whether one has fallen behind or achieved the goals.’ (NA1)

Interim assessment offers an opportunity to see if there is anything that one needs to work on

Assessment

Guiding students through assessment

So, I think that the peer learning that we have now done a few times in … the latter part of the workplace training has been extremely successful. The students have been very pleased, and found it to be really fun.’ (NA10)

Peer learning towards the end was successful

Peer learning

Using collaborative learning to enhance student learning