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Thesis Group 25: THEMATIC MAP, :warning: Cross-checking references (for…
Thesis Group 25: THEMATIC MAP
:warning: Cross-checking references (for so3)
Mental distress from unjustified DMs
Inquiry to staff
:warning: :forbidden: Unchangeable Management (SO1)
:warning: Standardized pain management (SO1)
:warning: Application of Ultrasound (SO1)
Researching about newly acquired skill
:warning: :no_entry: Effects of Power Tripping (SO2)
Following the staff
Opening up to staff
:forbidden: Role of an Intern
Stop power tripping
:no_entry: Effects of Power tripping
Stop power tripping
:no_entry: Learning opportunities
Standard documentation format
:forbidden: Improvement of work ethics
Content of documentation
:warning: Astounded (SO2)
FGD 2
content of documentation
Inconsistencies in Documentation
:warning:Astounded (SO2)
IvI 1
:no_entry: Theoretical vs clinical setting
:warning: Disheartened (SO2)
IvI 2
scope of documentation
ridiculed
criticized format
appropriateness of selections
:no_entry: treatment experimentation
inappropriateness in selection
inquiry to co intern (SO3)
varying content
Varying format
appropriateness of exercise
Lack of clinical independence
Downplaying of interns
Supressing interns
:no_entry: uneven workload
:warning: Conforming to demands (SO3)
Disregarding suggesstions
varying documentation content
:no_entry: variation of teaching strategies
tandem application
standardized dosimetry
negligent staff
negligent staff
inconsistent treatment duration
excessive exercise prescription
Dosimetry of exercise
Inquiry to staff
Following the staff
:warning: Documentation format (SO1)
:warning: Degraded due to lack of knowledge (SO2)
Inquiring with co interns
:warning:Be flexible in clinic (SO4)
Stress from provision of inappropriate service to children
Stress from discounted suggestions
Fear of unsuccessful patient improvement
Rational Anxiety
Negative Emotions
SO2
Anxiety from being inexperienced
Stress from obvious misapplication of treatment
Stress in Practice
Driven to expand knowledge
Motivation towards Better Self
Positive Emotions
Insecurity from lack of knowledge
Drive be a better PT professional
Driven to expand knowledge
:warning: Intellectually stimulated from collaborative learning (for so4)
Confusion from inconsistencies
FGD 3
Shock & Confusion
Hesitant to react due to fear of consequences
Upset from hampered patient improvement
Demotivation caused by realities of practice
Driven to address inconsistencies
Transformative Drive
Fear of consequences from insubordination
Upset from hampered patient improvement
Disturbed by PT practice in the country
Disillusionment towards PT Practice
:warning: Compelled to accept the reality (for so3)
:warning: Receive permission and follow orders from staff (for so3)
:warning: Compelled to accept the reality (for so3)
Driven to correct clinical practices
Driven to correct clinical practices
Revulsion towards exploitation of interns
Dissatisfaction towards unproductive rotations
Disappointment towards Clinical Rotations
Disillusionment towards PT professionals
Dissatisfaction towards unproductive rotations
Dissatisfaction towards unproductive rotations
Stress from forceful adaptation to satisfy the staff
IvI 2
Boost in motivation and confidence
:warning: Consulation with staff (for so3)
IvI 3
:warning: Compelled to accept the reality (for so3)
:warning: Deliberation among interns (for so3)
:warning: Openness to different points of view (for so3 or so4)
:warning: Develop inquisitiveness (for so3 or so4)
:warning: Emotional suppression (for so2 or so3)
Feeling undervalued
:warning: Confided to staff (for so3)
Confusion from inconsistencies
:warning: Resolving confusion through inquiries (for so3)
:warning: Inconsistencies in documentation format (for so1)
:warning: Modifying documentation format to satisfy case pre critera (for so3)
Heightened frustration from discrepancies between school and center preferred documentation formats
Felt degraded from lack of knowledge
Self-degradation
:warning: Seeked mentoring from co-interns (for so3)
:warning: Showed resilience (for so3)
negligent staff
FGD 1
SO1
Specific Objectives
Inquiry to staff
FGD 1
SO3
Communicating with co-interns and staff
Reconcilliation
SO3
:forbidden: Maximizing Theoretical Knowledge
FGD1
SO4
:forbidden: Learning From Colleagues
:warning: Exchanging Information (SO3)
Explanation of protocols
Center specific Improvements
Improvement of clinical Rotations
Become open to suggestions
Change of Center Protocols
Become Flexible
Suggestion to Future Interns
Student Development
More Realistic Cases
Curriculum Improvement
:warning: Openness to Suggestions (SO1)
Confidence in Work
:no_entry:Preparing Oneself
Following center protocols
Conforming to center preference
Inquiry to staff or co-intern
Conforming to center protocol
Following the staff
Inquiry to staff
Forceful Adaptation
Transition from ITCT to internship
Following Temporarily
Following center protocol
FGD 2
Researching evidence
Cross checking references
Reviewing textbook reference
Inquiry to co Interns
Reviewing textbook reference
Inquiry to staff
:warning: Staff's openness to suggestion (SO1)
Following the staff
:warning: Staff open to suggestion (SO1)
Following center protocols
Following the staff
:pen: Change in the outlook of PT practice
:no_entry:Change outlook
:pen: Expected freedom in clinic
Change in the outlook of PT practice
Following center protocols
:warning: Maltreatment of Interns (SO1)
:warning: Stress from PT staff (SO2)
:warning: :forbidden: Mindset during internship (SO2)
:warning: :forbidden: Center environment (SO2)
:warning: Flexibility on workloads (SO4)
:warning: Inquire to staff (SO4)
Following the center protocols
:no_entry: Self Improvement
Following the staff
Follow center/ Staff preference
IVI 3
Understanding students mental health
FGD 2
Awareness on Student' Mental Health
:warning: Worrying about DMs (SO2)
:warning::no_entry: Adaptation skills (SO1)
:warning::no_entry: Clinic Environment (SO1)
:warning: Unavoidable Adaptation (SO3)
:warning: Forceful Adaptation (SO3)
Emphasis on pediatrics
Addition of more programs
Performing Center Evaluation
FGD 3
Performing Center evaluation
Patient benefit
:no_entry:Resolving inconsitencies
For the patient's benefit
To improve student's self image
For the patient's improvement
Improving student deckings in ITCT program
Improvement in the scope of ITCT Program
Collegiate Enhancements
SO4
Increasing center rotations in ITCT program
Using practical example during feedback
Increasing duration of ITCT program
Increasing scope of ITCT centers
Focus on lab
IVI 1
Incorporate application of knowledge
Reviewing center partnership
IVI 2
Insufficient pediatric teaching
Acquire theoretical knowledge
Focus on students' mental health
:warning: Emotional Stress (SO2)
Adaptability
Inquire to staff
:warning: Follow center protocols (SO3)
:warning: Self improvement (SO3)
Sufficient school preparation
IVI 3
Setting realistic expectations
Handling uncommon cases
Importance of work ethics
Emphatizing with patients
Rapport building skill
Better patient handling approach
Improving student Deckings in ITCT program
:warning: Bewildered (SO2)
FGD 3
:forbidden: improper emergency protocols
scope of documentation
:warning:Astounded (SO2)
:no_entry: atmosphere in clinic
:no_entry: Disconcerted (SO2)
:no_entry: application of theoretical knowledge
varying contents of documentation
Concise format of documentation
varying parameters
patient based management
prioritization of management
appropriateness of selection
:warning: Complying to circumstance (SO3)
intern demeaning
lack of clinical independence
downplaying of interns
appropriateness of examination
varying MMT procedure
ridiculed by colleagues
extensiveness of documentation
varying format of documentation
appropriateness of selection
:no_entry: change in the outlook of PT practice
Mocking of schools
Selection of MMT technique
:warning::pen: Masking of emotions (SO3)
:no_entry: Patient values
Power Tripping
Lack of guidance
Acute management vs Chronic Management
treatment protocols
oppeness to staff
treatment protocols
inconsistent exercise prescription
unsuitable exercise prescription
:no_entry: treatment goals
:forbidden: improper emergency protocol
varying format
:warning: :pen:restitution (SO3)
inadequate exercise prescription
treatment protocols
inconsistent sensory assessment procedure
inconsistent sensory assessment procedure
selection of MMT technique
lack of feedback
lack of supervision
unprofessional behavior
power tripping
problematic personnel
lack of guidance
varying parameters of treatment
inconsistent exercise prescription
fixed management
Standardization of management
Inconsistencies in Interventions
varying parameters of treatment
modifying MMT procedure
modifying ROM procedure
varying documentation format
varying preferences in documentation
varying content
varying format
unfavorable attitude of co interns
Negative experience with co interns
Scope of documentation
varying MMT grading
altering MMT procedure
varying MMT grading
extensiveness of documentation
documentation format
length of documentation
Length of documentation
selection of MMT technique
Selection of examination and evaluation
disregarding suggesstions
appropriateness of exercise
excessive exercise prescription
tandem application
inconsistent treatment duration
appropriateness of exercise
application of modalities
application of modalities
unjust imposing of demerits
power tripping
lack of guidance
capable staff
presence of heirarchy
Work Ethics
Inconsistencies in Professionalism
power tripping
lack of guidance
power tripping
unjust imposing of demerits
Integrity
varied treatment approach
exercise prescription
varying format
modifying objective assessment
:warning: forceful adaptation (SO3)
inconsistent exercise approach
varying formats of documentation
Format of documentation
Modifying ROM procedure
modifying ROM procedure
altering treatment parameters
balance assessment procedure
modifying objective assessment
Methods of examination
Inconsistencies in Examination & Evaluation
So1
considering suggestion
Openness to suggestion
professional independence
Clinical Exposure
negligent staff
negligent staff
Conflict on the Levels of Supervision
:warning: Following Center protocol (SO3)
treatment protocols
ultrasound parameters
Parameters of modalities
Ultrasound application
Selection of Modalities
:warning: Following center protcols (SO3)
Appropriateness of exercise
Selection of exercise
acute vs chronic
prioritization of management
Collaborating with co interns
:warning: Frustration (SO2)
Student's benefit
:no_entry: Convenience in clinical operation
:warning: :no_entry: Understanding Inconsistencies (for so3)
FGD 1
SO2
:no_entry: Self-doubt
:forbidden: Motivated upon seeing patient progress
FGD 2
:forbidden: Distress from difficult patients
:forbidden: Demotivated from discouraging environment
:forbidden: Motivated upon seeing patient progress
:forbidden: Emotional coach for patients
:forbidden: Regrets attending mandatory orientations
:forbidden: Righteous indignation
:forbidden: Regrets on careless prioritization
:forbidden: Regrets having lax attitude
:forbidden: Regrets unethical practice
:pencil2: Feeling powerless to address inconsistencies
:no_entry: Sleep deprivation
:no_entry: Physical exhaustion
:no_entry: Sleep deprivation
:no_entry: Negative impact on everyone involved at present
:warning: :no_entry: Appreciation of learning opportunities from inconsistencies (for so2 or so4)
:warning: :no_entry: Greater preparedness for professional practice (for so4)
:forbidden: Stress from factors unrelated to clinic
IvI 1
:forbidden: Stress from missing out on social events
:forbidden: Homesickness
:warning: :forbidden: Developed openness to criticism (for so3 or so4)
:warning: :pen: Learned from feedback (for so3)
:warning: :forbidden: Greater preparedness for professional practice (for so4)
:warning: :no_entry: Eventual adaptation (for so3)
:no_entry: Accepting Inconsistencies
:warning::no_entry: Teaching Approach (SO1)
:forbidden: Opportunities for Learning
:no_entry: Sufficient Pre Internship Preparation
:forbidden: Quality of ITCT exposure
:no_entry: Role in ITCT Expoure
:no_entry: Sufficient School Teaching
:warning::no_entry: Different School Teaching and Center Applications (SO1)
:no_entry: Unavoidable Inconsistencies
:no_entry: Unavoidable Inconsistencies
:warning::no_entry: Inconsistencies in Management (SO1)
:no_entry: Importance of Reducing Inconsistencies
:warning::no_entry: Unavoidable Uneasiness (SO2)
:warning::forbidden: Modifications in Clinic (SO1 or 3)
:forbidden: Adjustment Period
:warning: :no_entry: Center's openness to suggestion (SO1)
:no_entry: Suggested alternative PT management
:warning: :no_entry: Center Preference (SO1)
:warning: :no_entry: Patient Preference SO(1)
:warning: :forbidden: Appropriateness of exercise (SO1)
:warning: :forbidden: Phase of Healing (SO1)
:warning: :no_entry: Staff's Preference (SO1)
:forbidden: Clinical Rotation
Sufficient ITCT Exposure
:forbidden: Factor in adapting in the clinic
:forbidden: Sufficient ITCT Exposure
:no_entry: Rapport Building
:forbidden: Sufficient ITCT exposure
:warning::forbidden: Importance of being prepared (SO4)
:no_entry: Consideration of center
:forbidden: Benefit of Internship
:no_entry: Co Interns support during evaluation
:no_entry:Self modification of treatment
:no_entry: Considering staff's character
FGD 3
:forbidden: Consequence to patient's improvement
:no_entry:Noting suggestions
:warning::forbidden: Discouraged in suggesting management (SO2)
:forbidden: Theory Based
:warning: :forbidden: Dependency on doctor's order (SO1)
:forbidden: System of PT overseas
:no_entry: Remodeling the scenarios in clinical reality
:warning::no_entry: Different teaching strategies (SO1)
IVI 1
:warning::no_entry: Different center protocols (SO1)
:no_entry: Adaptability Rate
:warning::no_entry: Hospital Vs. Clinic (SO1)
:no_entry:Unsupervised modification of treatment
:forbidden: Family and Friends' support
IVI 2
:warning: :no_entry: Emotional breakdown (SO2)
:forbidden: Rational Actions
:pen: Emotional Suppression
:warning::forbidden: Transition between centers (SO1)
:warning::no_entry: Shock (SO2)
:warning::no_entry: Center preference (SO1)
:warning::forbidden: Transitioning between centers
:no_entry: Satisfaction
:forbidden: Stigma in practice
:forbidden: Proper guidance
:no_entry: Learning opportunities
:forbidden: Emulating Unprofessional Behavior
:forbidden: Exploited by staff
:no_entry: Benefits of addressing inconsistencies
:forbidden: Improvement of future interns
:forbidden: Training critical thinking skills
:forbidden: Improved general image of the practice
:forbidden: Waste of critical thinking skills
:forbidden: Impracticable teaching
:no_entry: Unavoidable inconsistencies
:warning::no_entry: Clinic Environment (SO1)
:warning: :no_entry: Emotional Breakdown (SO2)
:forbidden: Sufficient patient handling skills
:forbidden: Harmonious relationships
:forbidden: Sufficient ITCT exposure
:warning::forbidden: Clinic hierarchy (SO1)
:warning::no_entry: Enraged (SO2)
:no_entry: Personal liability
IVI 3
:no_entry: Variation of teaching strategies
:no_entry: application of manual therapy
:no_entry: Personal liability
:no_entry: application of theoretical knowledge
:no_entry: application of theoretical knowledge
:no_entry: suppressing of reaction
:no_entry: triage
:no_entry: patient loading
:no_entry: application of theoretical knowledge
:no_entry: personal liability
:no_entry: availability of resources
:no_entry: variation of teaching strategy
:forbidden: consequence of improper management
:no_entry: Breach in ideal patient care
:no_entry: patient loading
:no_entry: clinical circumstances
:no_entry: Theoretical vs clinical setting
:no_entry: Staff preference
:no_entry: circumstances in the clinic
:no_entry: outdated proficiency
:no_entry: time constraint
:warning: :no_entry: maintenance of education (SO4)
:no_entry: imprecise techniques
:no_entry: Outdated proficiency
:forbidden: inadequate management
:forbidden: unobservable improvement
:no_entry: consequence of flawed system
:forbidden: inconsistent patient handling
:forbidden: consequences of clinical factors
:forbidden: Consequence of improper management
:forbidden: maintenance therapy
:no_entry:staff's influence
:no_entry: center requirement
:forbidden: goal of internship
:pencil2: applicability of theoretical knowledge
:no_entry:patient loading
:no_entry:availability of resources
:no_entry: staff preference
:no_entry:availability of resources
:no_entry: variation of teaching strategies
:warning: :no_entry:flexibility to demands (SO3)
:warning: :no_entry:difficulty adapting (SO3)
:warning::no_entry: avert consequences (SO3)
:forbidden: uneven workload
:forbidden: no encounter
:forbidden: theoretical knowledge
:no_entry: patient decking
:no_entry: availability of resources
:forbidden: convenience of staff
:no_entry: circumstances in the clinic
:no_entry: condition of equipment
:no_entry: availability of resources
:no_entry: patient values
:warning: :no_entry: improvisation in documenting (SO3)
:no_entry: variation of teaching strategy
:no_entry: applicability of knowledge
:no_entry: influence of feedback
:no_entry:improvements in evaluation procedure
:forbidden:reliabliity of modifications
patient based management
:pencil2: standards of professionalism
:forbidden: open to new learnings
:warning::no_entry: Standardization of Objectives (SO1)
:forbidden: PT Preference in Documentation
:pencil2: Not stress inducing
:pencil2: Speculative
:pencil2: Satisfaction from outcome of risks made
:pencil2: Rational attitude
SYMBOLS legend
:forbidden: - Floater that's unrelated to dissonance
:no_entry: - Floater that's related to dissonance
:pencil2: - Floater that may be added to discussion
:pen: - Floater that may possibly form a theme/sub-theme
:warning: - Codes for different SOs