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Table 4 Qualitative comments reported by students

From: Using simulation-based learning to provide interprofessional education in diabetes to nutrition and dietetics and exercise physiology students through telehealth

 Total respondentsThemesExamples of students’ comments
Q1 Learning from and about others5
(N&D = 3)
(EP = 2)
Being able to impart knowledge to other students.‘Being able to see how other students, from my own profession as well as others, interact with an actor…’ (N&D Student 1).
‘Ability to understand a dietitian role’ (EP Student 11)
Q2 Experiential learning5
(N&D = 1)
(EP = 4)
Practicing their skills in a clinical environment‘Having the practice of going through the procedure with a patient.’ (N&D Student 2).
‘Always done initial assessments so this one was good in that we were able to go through the next stage with a client.’ (EP Student 9).
Q3 Learning environment4
(N&D = 2)
(EP = 2)
Working with an actor, the inclusion of debriefing, and the safe learning environment.‘It was a safe environment to make mistakes and ask questions about clinical stuff.’ (N&D Student 10).
Q4 Improvement2
(N&D = 1)
(EP = 1)
Improvement in their own skills leading to increased confidence positively impacted on their learning.‘Improving my communication and confidence.’ (EP Student 4).
Q5 Least effective aspects9
(N&D =4)
(EP = 5)
Students suggested changes to timing on the day, timing within teaching semester, the need for more preparation and difficulties with the videoconferencing clarity.‘I needed more time to prepare for the consultation.’
‘The video conferencing system was not always easy-to-use, or the sound wasn’t clear enough.’