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Getting started in… Qualitative Analysis Professor Hugh Alberti Newcastle University 19 Feb 2025 (with thanks to Dr Megan Brown and Dr Alastair Dosworth) Twitter: @ClinEdResearch #ClinEd Website: http://tiny.cc/clinedresearchSession Overview What is qualitative analysis? Principles of analysis Common types of analysis, and their use Quality within analysis Q and A Small group work Top tips and further readingWhat is qualitative analysis? • Where we move from collected data into some form of explanation, understanding or interpretation of situations/phenomena/interactions etc. The process of deconstruction, reconstruction, and interpretation“Analysis is a breaking up, separating, or disassembling of research materials into pieces, parts, elements, or units. With facts broken down into manageable pieces, the researcher sorts and sifts them, searching for types, classes, sequences, processes, patterns or wholes. The aim of this process is to assemble or reconstruct the data in a meaningful or comprehensible fashion” (Jorgensen 1989, p107)Principles of qualitative analysis • Can be used to describe phenomena, or generate theory and explanations • Understanding human behaviour is a non-linear process, and may develop slowly. Analysis can be messy. • Be clear regarding the paradigm you are working within in • Interpretivist paradigms most common: People differ in their experiences and understandings of reality, no single verifiable reality • through subjective lenses within varied contexts.ity interpretedAn example… To develop a conceptual understanding of the cultural factors that emerge when delivering a core component of the Newcastle CCS curricula in Malaysia (NUMed), to inform Newcastle University and other international medical educators in cross-cultural contexts….Aim is to simplify data, remove noise, and tell a compelling, relevant storyInductive, deductive, and abductive reasoning • Inductive: involves generating new theories and hypotheses based on observations and data collected during the research process. • Deductive: starts with a hypothesis or theory and involves testing this against observed data to confirm or refute the initial theory. • Abductive: involves beginning with incomplete observations and data, then making the likeliest possible explanation or hypothesis for the observed phenomena.Common types of analysis • Thematic analysis • Content analysis • Framework analysis • Grounded theory • Phenomenological analysis • Case study research • Discourse analysis • Narrative analysisCommon types of analysis • Thematic analysis • Content analysis • Framework analysis • Grounded theory • Phenomenological analysis • Case study research • Discourse analysis • Narrative analysisThematic analysis • Methodologically flexible • Involves identifying patterns within qualitative data • ”Reflexive thematic analysis” (Braun and Clarke) is a specific type • Offers clear guidanceReflexive thematic analysis • Developed by Braun and Clarke to address inconsistencies in thematic analysis • Constructivist paradigm, acknowledging the researcher's active role in interpretation • Odata types and methodologiesplicable across various Ideal for: • Research involving subjective data: experiences, beliefs, values, thoughts • Identifying and interpreting patterns to answer research questionsReflexive thematic analysis: key steps 1.Familiarisation: Immersing oneself in the data to understand depth and detail. 2.Data Coding: Systematically coding the data to categorise information. 3.Generating Initial Themes: Identifying potential themes based on codes. 4.Reviewing and Developing Themes: Refining themes to ensure they accurately represent the data. 5.Refining, Defining, and Naming Themes: Finalising the essence of each theme. 6.Producing the Report: Documenting the process and findings, telling the explanatory story of the data. An example Analysis of Interview 1 1. RACE/ETHNICITY/Culture and Gender Analysis of Interview 2 Feelings that all humans have whatever race or ethnic group (4) Analysis of Interview 3 Gender challenges (2) Gender issues of students (5) Gender issues mentioned (2) Gender noted (6) Analysis of Interview 4 Gender issues (7) Gender issues mentioned (2-1) How gender does not make a difference in CS Analysis of Interview 5 teaching (5) Gender issues noted (5) Gender issues: I don’t think it’s a big thing (8) Gender issues (4- 1) Analysis of Focus Group 1 Progressive (wrong word!) story of teacher/students and whether a boy should lead a group (6) Analysis of Focus Group 2 Reasons teacher gave for why the boy should not lead the small group just because he is a boy (4) Analysis of PO tutorial 1 Racial challenges: Behavioural differences (9) Behavioural differences in a Malaysian consultation Analysis of PO of tutorial 2 Analysis of PO of lecture (4) Types of cultures/races/nationalities (6) Cultures/nations mentioned (5)Malays: (14)Malaysians (1)Non-Malaysians (2) We have to understand culture differences (10) Researchers observations of things that might not culturally fit (9)Would CS we teach fit into Malaysian clinical context (2) Things that would fit into Malaysian context (4)Things that night not fit into Malaysian context (4)Things in the lecture/sessions that fit into Malaysian/Asian context (1) Things in the lecture/sessions that don’t fit into Malaysian/Asian context (3) Things that probably work in Malaysia (3) Things that are changing in Malaysia (3) Why is life changing now in Malaysia (more freely talk about private things with one another) (3) Characteristics of ‘our culture’ (6) Culture noted (3) Cultural things (2) Cultural factors mentioned by the teacher (19-1) Examples of Malaysians being fast talkers (10) Culture issues (Of note – nil else except in my questions!) (2) Cultural issues brought up (11-2) Cultural dimension that is different (5-2) Malaysian cultural characteristics (9-2) Malaysia is (4) Malaysia is like (3) Characteristics of Malaysian students that make CS more challenging to teach (8) Characteristics of Malaysians (26-3) In Malaysia (11-2) Datuk Hishams perspective (13) People groups in Malaysia (2) Contrast of different parts of Malaysia (2)Themes – buckets, diamonds, or stories?Look for contradictions Iterative Context Reflexivity Creativity Seek feedback Theory InterrogateQuality • Credibility – prolonged observation, triangulation, member checks • Transferability – thick description, reflexivity (discussion, journaling etc.) • Dependability – audit research process to support consistency • Confirmability – transparency, reflexivity, ethical conductOne researchers experience….Any questions…?Activity: In small groups 1. Introduce yourselves Who you are. Where you work. Why you are attending. 2. Qualitative analysis experience Share any experiences within the group (no problem if the answer is none – that’s why we are running this session!) 3. Discuss a project Either a project one of you is doing or would like to do: What sort of analysis will you use? Why? Why not others? How will you go about it?T op tips Work in a team – assign roles. Consider logistics – how will you manage data + analysis? Take your time + be realistic with timelines Plan reflexivity activities intentionally Try creative approaches if you get stuck moving from description, to analysis Further reading Articles: • Al-Ababneh, M., 2020. Linking ontology, epistemology and research methodology. Science & Philosophy, 8(1), pp.75-91. • Barrett, A., Kajamaa, A. and Johnston, J., 2020. How to… be reflexive when conducting qualitative research. The clinical teacher, 17(1), pp.9- 12. • Boet, S., 2012. Medical education research: an overview of methods. Canadian Journal of Anesthesia, 59(2), p.159. • Braun, V. and Clarke, V., 2021. Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern‐based qualitative analytic approaches. Counselling and Psychotherapy Research, 21(1), pp.37-47. • Braun, V., Clarke, V. and Hayfield, N., 2022. ‘A starting point for your journey, not a map’: Nikki Hayfield in conversation with Virginia Braun and Victoria Clarke about thematic analysis. Qualitative Research in Psychology, 19(2), pp.424-445. • Clarke, V. and Braun, V., 2013. Successful qualitative research: A practical guide for beginners. Successful qualitative research, pp.1-400. • Clarke, V. and Braun, V., 2021. Thematic analysis: a practical guide. Thematic Analysis, pp.1-100. Textbooks: • Bhattacharyya, D.K., 2009. Research methodology. Excel Books India. • Cleland, J. and Durning, S.J. eds., 2022. Researching medical education. John Wiley & Sons. • Denzin and Lincoln’s The Sage Handbook of Qualitative Research • Philosophy of Science: A Very Short Introduction