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MK conducted the secondary qualitative analysis of the transcripts and wrote the initial draft.
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One researcher coded the transcripts and wrote memos to systematise the analysis.
Identifying information was removed from or disguised in the transcripts and written contributions before analysis.
Measures to enhance methodological rigor included prolonged engagement with data, careful line-by-line analysis of the transcripts, and detailed memo writing [ 42].
PMcI helped to refine the research question and methodology for the study; checked and corrected transcripts of the transcribed interviews; participated in analysis of the transcripts and contributed to the writing of the manuscript.
Teachers revisit the video and/or the transcript and write an analysis in response to one of the analysis questions.
Iterative inductive thematic analysis was used to code, sieve, group and interpret the data and elucidate themes [ 34] utilising NVivo (Version 9) computer assisted qualitative data analysis software of the combined qualitative data transcripts and written notes.
Analysis of the transcripts was done manually.
Interview data were analyzed through non-clinician investigator review and inductive analysis of written transcripts and audio recordings.
LS contributed to design and implementation of the study, the development of the topic guide, analysis and interpretation of the interview transcripts, and assisted with writing the paper.
Documents, interview transcripts, and written notes were analysed using standard approaches to qualitative data analysis (35, 36).
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