Thematic analysis of qualitative data
| Metatheme | Theme | N | Description | |
|---|---|---|---|---|
| CNS, central nervous system; CSF, cerebrospinal fluid; PM, postmortem. | ||||
| (1) The usefulness of the videos | a | Teaching specialist necropsy techniques | 17 | Videos are useful in teaching specialist necropsy techniques (especially dissection of the spinal cord, middle ear, and eyes; videos 3 and 4)—for example, “seeing necropsy techniques that are not performed often was particularly useful” |
| b | Teaching about health and safety | 1 | The videos are useful in teaching about “health and safety” (video 1) | |
| c | Giving a broad overview | 1 | The videos have a role to play in providing “a broad overview of general necropsy techniques” (video 2) | |
| d | Revision aid | 1 | The videos are a valuable tool for “reinforcement of previous knowledge and experience” | |
| (2) Unhelpful aspects of the videos | e | Repetition | 8 | Repetition of various procedures was considered unhelpful. These included the programme introductions and evisceration of the brain. One respondent noted repeated viewing of the programmes (for example, “I have seen them several times now…”) to be unhelpful |
| f | Lack of detail | 4 | Insufficient attention was given to general necropsy dissection techniques (video 2)—for example, “(dissection of) abdominal and thoracic organs possibly not quite detailed enough”, “more time needed on heart” | |
| g | No standard method of dissection | 2 | The techniques demonstrated differed from those described in the practical demonstration—for example, “every technique was different from this morning as shown live. Good to experience different ways but some conflict and disarray of thoughts” | |
| h | Technical aspects | 1 | Technical aspects of the video, such as the colour washing used during the introduction are distracting—for example, “the starting 2-3 minutes is an unnerving yellow orange colour” | |
| j | – | 1 | One delegate reported that the demonstration of the technique for “obtaining CSF from the 4th ventricle” was unhelpful, but did not state why | |
| (3) Comparing the videos with mortuary | k | Specialist procedures | 9 | Videos excel over mortuary based teaching in the teaching of specialist necropsy techniques—for example, “can demonstrate methods which are not part of a ‘normal’ necropsy” |
| based teaching | l | Revision | 7 | Videos are a valuable tool for revising and reinforcing techniques learnt in the mortuary—for example, “can be used to reinforce traditional teaching methods” |
| m | Clear and concise | 6 | Videos are clearer and more concise than other learning media—for example, “clear, straight forward explanations with good examples” | |
| n | Studying at one’s own pace | 5 | Videos are valued over mortuary based teaching because they allow one to study at one’s own speed—for example, “always available, can be studied alone” and “can rewind and watch again” | |
| o | Large group teaching | 3 | Videos are more amenable to large group teaching—for example, “enables large groups to gain teaching experience” | |
| p | Hands on teaching | 7 | Seven delegates noted that mortuary based teaching was superior to videos although most did not state why—for example, ‘‘seeing/doing the real thing teaches best”, “always better to see PMs live”. One delegate offered insight into this theme, observing that “hands on teaching can be easier to learn from” | |
| q | Interactivity | 1 | Videos lack interactivity because one “cannot interrupt to clarify doubts as opposed to a live demonstration” | |
| (4) How the videos could be improved | r | Include more specialist techniques | 5 | The videos could have been more comprehensive and included “further rarely performed technique, demonstrations—for example, mesenteric vessels in ischaemic bowel, post-op hearts, forensic cases”, “…(dissection of) internal carotid arteries, vertebral arteries…”, and “more on middle/inner ear (dissection)” |
| s | Give more detailed explanations | 5 | The videos would benefit from the inclusion of a more detailed explanation of some aspects of the necropsy—for example, “…step by step evisceration…” and making the dissection “slower to demonstrate unusual parts of the dissection” | |
| t | Reduce repetition | 4 | The videos could be improved by “by reducing repeated elements” | |
| (5) How to use the | u | Versatile | 24 | The videos could equally be viewed individually or as a series |
| videos | v | View as a series | 6 | The videos were best viewed as a series, “maybe in association with relevant section(s) of (the) course” |
| w | View individually | 4 | The videos would be best viewed individually, because “as a series there was some repetition of CNS evisceration” | |
| (6) Recommending videos to colleagues | x | Informative and instructive | 13 | The videos were regarded as informative and instructive, especially for specialist techniques—for example, “specialist techniques are rarely taught”, and “very informative didactic approach” |
| y | Valuable departmental resource | 4 | The video series would be a valuable departmental resource—for example, “(would recommend) as a reference within a department”, “they provide excellent clear demonstration which would be handy to have at our side” | |
| z | Of great practical value | 4 | Recommended using the videos as a practical aide to necropsy teaching because they were “very clear” and “of great practical value” | |
| α | Basic training | 3 | Would recommend that junior colleagues saw the videos “as a basic foundation” to learning necropsy techniques | |