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Table 1 Data analysis process

From: “A debriefer must be neutral” and other debriefing myths: a systemic inquiry-based qualitative study of taken-for-granted beliefs about clinical post-event debriefing

Step Procedure
1 A master’s student holding a bachelor’s degree in psychology transcribed all 25 h, 9 min, and 2 s of recorded interviews.
2 Another master’s student holding a bachelor’s degree in psychology arranged all transcribed interviews in an Excel spreadsheet for more feasible analyses of content. This Excel spreadsheet did not contain any personal information about the participants.
3 JS and MK reviewed transcribed data and generated a list of rough categories in an open-coding process.
4 JS and MK reviewed rough categories and identified clusters of categories, which they discussed and revised. A preliminary coding list resulted with categories describing the themes of the debriefing myths and containing a description of their contents.
5 While using an iterative process [27], JS and MK moved back and forth between the original transcribed data, their assumptions, concepts of the relevant literature (e.g., single-loop / double-loop learning [70], psychological safety [69]), and the emerging categories. After having processed a portion of the data, the chosen categories were reviewed, and it was examined whether redundant or overlapping categories exist.
6 The final version of the coding scheme and the categories, respectively, were then applied by JS and MK for re-coding the complete data set.
7 For ensuring inter-rater reliability, JS and MK independently coded 15% (238/1591) of the material [78]. Cohen’s Kappa was .91, indicating very good inter-rater reliability [79].
8 Absolute and relative frequencies for all categories were determined.
9 Extracting debriefing myths, i.e., beliefs in contrast to existing scientific evidence