By observing the results, but by expressing criticism. Right after expressing their

Just after expressing their criticism, teachers enumerated some restrictionsTable two Categories and themesCategories patterns atmosphere recognition attitude towards resident evaluation self-efficacy and resigning oneself Emotion focused Avoidance focused Problem/ job focused coping tactics 2005; Noir et al. 2005; Dai et al. 2006). Fila et al. {used|utilized acceptance Key themes conversation processthat they considered to become vital for the interpretation of their benefits. Second, afterwards, I consider I didn't would like to participate in the study. Really, it has overwhelmed me. Furthermore you need to know that I teach two groups and I realize that these groups think differently about me as their teacher. So you must take this into consideration while interpreting the outcomes....Well, overall I recognize these great results and that is certainly nice to view, though it surprises me that the two groups barely differ like they do in other evaluations. I did not expect that". (12219 BS, two year's encounter, above average outcomes)The conversation approach: acceptanceTeachers reacted calm and thoughtful, even when they were critical or saw some undesired benefits. Teachers recognised the results, either by way of comparison with the outcomes of other evaluations or because of the truth that they felt self-confident using the requirements. We found a variety of elements that influence acceptance: attitude towards resident evaluation, outcomes of other evaluations, self-efficacy toward a certain competency or resigning oneself to the outcomes. Teachers seemed tovan Roermund et al. BMC Healthcare Education 2013, 13:98 http://www.biomedcentral.com/1472-6920/13/Page 5 ofhave ambiguous attitudes towards resident evaluations. Around the 1 hand, they wanted to understand how residents believed about their teaching functionality and reflect on this, but on the other hand they felt that evaluation can be influenced by different components, f.i. meeting with resident's preferences. We located a global pattern that seemed to lead to acceptance: after listening for the explanation of your reports, teachers observed the results, indicated that they recognised these, applied various coping tactics to take care of the results and, subsequently, felt confident with all the thought that they couldn't adapt to every single regular. This was particularly expressed for the scientific reflection item: mean scores have been low, but according to the teachers, the reflection sessions mostly integrated individual reflection. In addition, they did not really feel competent to teach science and were fine with that (see Table 4).Teachers with constructive.By observing the results, but by expressing criticism. Soon after expressing their criticism, teachers enumerated some restrictionsTable two Categories and themesCategories patterns atmosphere recognition attitude towards resident evaluation self-efficacy and resigning oneself Emotion focused Avoidance focused Problem/ task focused coping methods acceptance Major themes conversation processthat they thought of to become crucial for the interpretation of their benefits. They emphasized that the results ought to be regarded inside the light of these restrictions and their criticism. Then they indicated that they didn't don't forget the evaluated sessions. Soon after that, they looked at the final results. This reaction was not connected for the results, as the teachers had not noticed the outcomes at the begin of the conversation, but for example to issues in regards to the responsibility of residents to collect the evaluation forms or together with the teachers' attitude towards the analysis afterwards.