Gender Aware PD Care 157 6 Qualitative analysis Phase 1: Focus group interviews The interviews were audio-recorded and professionally transcribed ad verbatim. To explore which gender stereotypes and gender norms are made relevant by participants, a reflexive thematic analysis was applied to the two FGDs with men and the two FGDs with women seperately.24 Themes were compared for within-group similarities and differences between the higher and lower GSC subgroups regarding experiences with gender norms and stereotypes in their illness experiences. Additionally, we applied the TNSB to analyse at which level of social manifestation gender norms and stereotypes were experienced by men and women with PD. For this, the social manifestation levels as described by the equity-centred design guide were used: 1) ideological level (descriptive norms), 2) interpersonal level (descriptive/ injunctive norms) and 3) internalised level (injunctive/self-stereotyping norms).23 The analyses were guided by the following questions: “Which gender norms or stereotypes are present in the illness experiences of people with PD?” and “At which level(s) of systemic social structures do these gender norms or stereotypes occur?”. First, the text was read and re-read to familiarise the researchers with the data. Secondly, open coding was applied by LM and IG to identify meaningful text units related to the research question. Data was coded with the use of ATLAS.ti (version 22.0.11). In this stage, the text that explicitly addressed gender norms or stereotypes in illness experiences were separated from the text for further analyses. Codes were discussed and categorised according to similarities and differences in content. An iterative process of identifying and defining gender norms and stereotypes was performed. Lastly, LM and IG analysed and labelled each gender norm and stereotype on the level(s) of social manifestation in which they were mentioned by participants. Phase 2: Self-reflective methods For this paper, the results from the Word-Concept Association (WCA) method and the Downloaded learning are presented. The self-reflective prompting exercises were recorded in written notes. The WCA methods was translated with the use of Deepl.com and visualised using Word Clouds, generated by ATLAS.ti. Word Clouds are a graphical ranking system, i.e., the more a word is mentioned by the participants, the larger it will be visualised in the Word Cloud. The data from the Downloaded Learnings methods were descriptively analysed. An overview of the self-reflective methods can be found in supplement 7. The Reverse Thinking method was translated with the use of Deepl. com and the results can be found in supplement 9.
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