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Technology. Technology's great, isn't it? Oh, a message. Yes, thank you, Ryan. OK. In which case, I will say hello. So this is the second teaching event from the student healthcare a society. Um I'm Lean, I'm one of the 50 years um current set chair. It's great fun. There should be a lot of good teaching events on the go in the future. And I'm very lucky to welcome professor, go here this evening to do a teaching session on quantitative qualitative research. Um So when you're ready, OK. Thank you very much. Indeed. More welcome. And uh great to be with you all. I hope you've all had a good day. Um And just for context. So I, I'm Gerry Gorley GP and uh academic at Queens uh Professor in Simulation. And um it's really great to see uh your collective, your group, your society um exploring this world, uh putting your thoughts together as a group uh in terms of audit and evaluation and research as well. So it's really great to see that uh alive and well within the student body. And I, I'm a cultural social cultural researcher and qualitative research is my mainstay uh of uh research. Um and I II suppose in that paradigm, um we really want to look, you know, behind the numbers, how things work. Uh What is the meaning? What's the interpretation of that? And I always say it as a uh your complimentary uh to those of you who are engaged in quantitative research uh with numbers II think everybody has a space within the research uh scene uh to uh discover an new knowledge. So I see it as a really as a, as a nice um continuum rather than, you know, somebody who's more qualitative than a quantitative researcher. So look, I before we get started, um so I, I'm not familiar with them at all and I can't see you all. So I am hoping you could hear me uh maybe see me a little message on the screen would be fab just to acknowledge that. Um And um what, what I plan to do uh is to take you into one particular area of qualitative research. Uh And that's uh around analysis and particularly thematic analysis. I've got some slides. Um but I'm happy to take you through uh a sort of whistle doctor of the Ins and outs to perform a thematic analysis. Um So look, I hope that sounds OK with you. Um Can I just check, you can hear me if somebody puts a message on the chat function? Um It's sort of uh we can't, I can't see the group So it's a wee bit disconcerting. Um, I think we, we can hear you. Ok. Just the camera, uh, perhaps isn't working. Ok. Ok. So I'm able to see myself on the screen of the camera here seems to be working. Ok. Uh I'll switch it off and on there. Um, and look per perhaps the best thing. Um, if running around, if you had a, we look at the back, right. If there's anything else that maybe could help with the display, but I, I'm not sure, maybe the best thing is II II share my slides and we get started into some aspects of qualitative research. By the way, I'm very happy for you all to um you know, post a comment or question at any stage. Um Or I don't know if you've got the option to unmute and ask a question. I'm very happy for that to happen. So, uh let's uh share a screen. Uh And um can I get a check from anyone that you can see my slides? OK. I can see your, see your slides fine. OK. OK. Hope, hope the rest can see them too as well. So, uh again, uh we're going to take a look fab Fab. That's great. Um I'm going to take a bit of a dive into thematic analysis. Um And it's really uh warms my uh I get my heart to see interest in qualitative research because I think it's a lot to offer. Uh in healthcare medicine. Um and how we can enhance and train your skills in being all around practitioners. So we're going to try to sort of explore with you over the next half hour. Um is to think, you know, what is actually thematic analysis, uh which is a really cornerstone of conducting qualitative research, realize there's different ways to do it and then give you a little step by step guide because I know I was talking earlier around that you were keen to hear some of the practical things that you uh do uh to conduct qualitative research, thematic analysis. And then we can chat about um rigor. Um You know, how do you make your qualitative research stand up uh to review the trustworthiness. Um So I explore that and this term reflexivity, which I'll come back to, that's really important uh in um quality of research, perhaps a new term for some of you. Uh But it's certainly an important term to uh have a good grounding and an understanding in terms of quality of research. So, yeah, happy to take questions at any stage. If you can't hear me, a message would be great or ran or Rian just to give me a shout on you. Happy to take a question at any stage. OK. So I have this thematic analysis. Um um a qualitative research, we largely deal with words as our unit of data. Um And often we get those words when we you know, interview people uh either on their own as individual interviews or focus groups uh where we get individuals in a group and uh get them to share their experiences. You can also do the thematic analysis with words that are written. So you can have documents and you get thematic ana analyze uh text from document. But for this and probably your, your insights is really around interviews and how you ask someone around their experiences and to share with us. Um There is a really phenomenal research, Brian and Clark. Um and they're really sort of the downs of um thematic analysis in the world of um qualitative research. And they've offered a definition of what thematic analysis is. It's uh unaccessible. So, you know, it's uh hopefully a way that is open to most people uh that can work with theory and I'll come back to that, it's flexible. Um It allows you to interpret analysis, but hopefully helps you to develop things that addresses your research questions. So, um you've got a question that you want to address your quality of research and this is an analytical process that allows you to get patterns, to understand the sense make from your data, your words to hopefully address your research uh question. Um We, it, it, it is a, a methodology on its own, right? Um And by the way, just to clarify, I appreciate it might be something you turn for folks here this evening. Uh methodology is your overall approach to conducting research. So for example, like a recipe book, you know, here's the approaches that you follow, but the methods um are the kind of the tools that you use. You know, you, you know, doing if you, you put your data on to software to help it analyze, they are your methods a bit like your, your utensils when you cook. Uh it's, it's the kind of the, the, the the nuts and bolts of actually conducting your analysis. Um And um there are many ways to conduct thematic analysis and to help you research and come to all of these uh approaches to conducting thematic analysis. Uh Really good to get our heads around uh the terms things and codes, uh themes and codes, not sure if anybody has come across those terms or um uh has already started to do some research in that regard. Um But can I, can I give you some definitions that really will be fundamental uh if you're thinking about uh before you do the analysis to understand that these are? So, could you imagine yourself as a qualitative researcher, you've interviewed people maybe have done focus groups and you've got this large corpus of data. Uh I suppose it's just a, a visual clue quee to, to, to sort of get you into that mindset of, you know, you could be potentially overwhelmed with data. Uh what you want from this data is to establish patterns them uh that can be readable and understandable and hopefully help you address your research question. And when we, when we start the analysis, when you start to read transcripts, there'd be initial impressions from the written work that, that will, that will resonate with your research question that will really help you think. Mm That, that, that's a good point that was made by those that we interviewed and that might actually help us develop a code. So code is a stepping stone to a thing. It's a preliminary initial uh idea and we call this a mean unit. It's a little bit of textual data, bit of your focus group work that you've done. Um And you've, you've, you know, you've read it, maybe highlighted a section and that's interesting. That really helps me think this is a, we might get some meaning from this. This is a very initial start. I'm going to say that the codes can be, you know, rough and ready, you know, high level thinking. That's absolutely fine because with time we're going to refine the codes. And so I suppose the analogy is that you're, you're, you know, this is one of your building blocks that you eventually will build into a thing. Uh So codes can come together and develop uh things. The next thing is then to take you to a theme. So theme is more matured, you've, you know, you've analyzed your data. Um And you're starting to bring it together in a broad, the, so a title, uh a description of a particular phenomena that you see in your research. Uh And this is the thing. So a bit like building all the lego bricks together, you're starting to build something that you can understand. Uh it's accessible, others can understand that. So codes are that initial um you know, you know, high level thoughts that this is a good, good thing we're hearing on our, on our data. And then themes are when you start to build and refine it into that broad me unit that will help you understand and address your research question. So, oh, that's OK. I'm gonna pause. I think it's a cause for pause when we give you lots of new terms, is that OK with anybody wants to ask question or clarification point or happy with that at this stage, I will take your silence as contant and no mentions in the chart. So that's grand. OK? So let's move on. No, sometimes we hear this term things emerge, they come out of the data they arrive and and this is kind of AAA sort of pedantic point in quantitative research. And you will hear me say this, that things do not emerge. It's often a term you'll hear in common parts in, in, in research, but they don't emerge, they do not emerge. You have to develop them, you have to construct them, you have to work them So II, II was like, given some metaphors just because it helps with understanding. And this idea, you've got all this data and this big rock. And if you delve down deep enough, the theme will emerge in, you know, like a fossil in a rock. I'm sorry to disappoint you, but it doesn't work like that in uh qualitative research. Um They, they, they are not something that you just happen to discover. Um my metaphor, my analogy, it's more like you put your data, your clay on the spinning wheel, uh the potters wheel and then you put together with the um you know, your core researchers, the persons that you've interviewed and then you start to ship it. So you actually construct things. You don't, things don't emerge and I hope you're not thinking I'm being too pedantic there, but I will reassure you, that's a really important point, particularly if you go to publish. And if you mentioned to your paper that um themes emerge, you might get a quite a, a sharp comment from one of your reviewers that things do not emerge. So you've heard it here, hopefully reinforce, reinforce that message. OK. Again, just to give you some term to give you an understanding of some of these points, uh We, we're gonna give you a term reflexivity. And can I ask, um has anybody heard of that term before? Um And is this a new term? If anybody could pop a message or speak. I don't know if that's a possibility. Um um And I have to say it took me a while as a qualitative researcher to, to understand this and a really important concept in qualitative research. Um uh oh, there you go. A little po tablet. That's great, really keen to hear uh what that is uh the answers to that. Um So what I'll say, um you know, um if I said the word bias, I suspect that some of you will understand what that term is that potentially, there are uh you know, assumptions, there's ideas that will influence you and how you analyze the data. Um And in, in qualitative research, we are very mindful that you as a researcher potentially could put your impressions, your assumptions and try to shape the research the way that you want it. Um And, and some may say that that's a real negative thing in quality of research and to a point it can be, but I would turn that on its head. And I actually think that if you're aware of your biases, your, your background um and bring that to the surface and understand that they are present, that's actually quite an important thing because then you can start to really, you know, understand that I've got these, these assumptions, I'm going to bring it to the surface. I'm gonna share with my co researchers. So for example, if I were researching a topic around simulation, so it's my area of educational practice and a potential bias would be that I want this work to say that simulation is good and I can try and influence that and interview people and try to nudge people in that direction. Um That's bad science, that's bad quality of research. However, when you're reflexive, you will say to yourself, look, I am a simulation. Um I realize that I probably will, you know, be very positive about this and really try to, you know, understand that I need to park that I try not to over influence people. Uh And then I will go by my research. So it's about bringing these assumptions to the surface and managing them and that is reflexivity. So if you publish any studies that use quality of research, you're going to have a reflexivity statement and that will be, you know, you know, I as a researcher, you know, I'm a general practitioner and I'm also an academic and we've really understood that there may be biases that I would bring to research, but we share those across each other to manage those as we conducted through research. And uh I'm glad to hear that you're all open that uh 10 of you have never heard the word reflexivity. Uh But that's fine. I didn't hear about this term at your stage, but I would say it's a real cornerstone of good quality research. So, um you know, II, I'm an associate editor in several journals. And if you don't see a reflexivity statement, it would be one reason to potentially uh you know, reject or ask the researchers to revise their manuscript. So reflexively, really important. OK. No. Um let's pop on to some. Um So I'm just gonna take a II sort of pause. I hope that's OK with everybody because we're about to jump in after sort of that um uh defining terms around uh all of the analys before we jump into how you do it. OK. So, um I'm going to give you three different ways that you can conduct thematic analysis. So, thematic analysis, there's different ways, bro. And Clark um is probably the most uh you know, used popular uh form of thematic analysis and, and rightly so, uh I rarely tip my hat to these folks. Uh Virginia and Victoria rarely um have advanced the science quality of research to help people understand and they, they have a relatively new book as you can see there. Um And certainly, if you're conducting some qualitative research that's probably worthwhile getting or uh you know, getting out of the library to conduct your, the, your, your thematic analysis, there's, you can see there's different steps here and I'm not going to just drill down at this stage because that's coming soon. But just to give you an idea, there is a sequence of events that you, you conduct when you're performing thematic analysis. And I say it's quite a flexible iterative approach. A really nice way. The next approach um is uh for conducting thematic analysis. Uh is template analysis, this is thematic analysis, but it's a different approach. Um And um Nigel King uh is probably one of the s of uh template analysis. And I've worked with Nigel really um warm individual really tries to support folks doing qualitative uh research and, and a template uh analysis. Um you form a template, actual table templates and you put themes and you shape them and you add in and you change them. And that's a really common way of another common way of conducting thematic analysis. I like what somehow we use theory to help us guide our thematic analysis and that's a nice way of doing it. But, but, but that's for probably a more advanced class. We're just going to start with just low level sort of thoughts about thematic analysis. The other way of doing thematic analysis, framework analysis and probably by the even the term framework, it sounds, it sounds rigid. It's here are the frames here are the boxes that the data that you want to get from your uh research. And certainly I've done some work in this space and it's useful. It's fine, it's, it's useful um but probably probably not as common as the others. Uh There are probably other ways of doing thematic analysis, but that's three for now, Bonne Clark template analysis and framework analysis. What we're gonna do now is a bit of a jump into um Bona Clark's way of doing thematic analysis. Um And what, what I'd like to do is just to give you a step by step of how we do this uh RNA around. Just do a check in is everything OK? There are no comments or questions or any points of clarification that you're aware of. Not that I'm aware of. No, no. OK. And are we, are we doing? OK. Um Any terms that maybe you think we need to clarify for, for folks or are you happy enough just to keep going? Um I think happy enough to keep going. But if anyone has any sort of thoughts on that, please do put it into the message. Um Sorry. All right. No, no, no problem. OK. So um we're probably getting now to the main focus of this session. Um in initially, we talked about some definitions and different approaches, but here's really the kind of the step by step guide uh of conducting um uh the thematic analysis. And what I'd like to do is to give you a theoretical study um AAA theoretical research question. And it's probably some of, you know, I'm interested in simulation and you know, doing some research with SPS. So simulated patients are participants. And I'm going to put a question to you, you know, what are the experiences of SPS in simulation? So we know that largely SPS may be members of the public or actors who will come in to a medical school, other health professions and role play, reenact a, a patient, um lived experience of illness. And, you know, these SPS are, you know, humans, they are people, they have feelings, they have emotions. Um, and, you know, just for a moment to think, you know, if you have an sp who's giving, for example, in AOS, a repeated history of something that's a bit traumatic, like, uh you know, a, a, you know, a mental health assessment OSC I could do that, you know, 2030 times a day, what is their experience of doing that? You know, do we need to, you know, look after them more, is it traumatic for them? So, a really important research question about what the experience of SPS are in simulation. So that, that's a, that's a question to hang her thinking on uh the, the se so, uh whenever uh you uh uh are conducting quality of research, we might go out and interview uh SPS either on their own individuals or in a group. So focus group, you're gonna use a, you know, dictaphone or maybe through online platforms and record the transcript. So you can imagine after, you know, you've got all the transcripts together or certainly something to start with. You've got, you know, a document, lots of pages of spoken uh conversation. The interviewer said this, the interviewee said this, you've got all that data, you know, you might have several pages worth of data. Um So you take that transcript, you sit down and the first thing you do in qualitative thematic analysis is simply to get to know your data. I II like to say this comment at this stage is that you get the transcript and you sit on your hands, you wanted to start writing, you want to do something that will come just read, absorb, listen to maybe the recordings that you have uh and really start to, you know, get, get familiar what was being said, remember you might not have done the interview, somebody else may have done it for you. So the key thing is you need to really just listen uh read the transcript. So you get that sort of overall perspective um Before you start doing some more uh deeper analysis, guess what valid step. One Familiarization with the data, sometimes we skip that step and that's, that's um that's not good science in qualitative research. Um I am a social cultural researcher and um so really fascinated about how we work with each other in social relations, how culture shapes your learning. And this is one of my uh uh sort of academic heroes. So Ervin Goffman was a Canadian, so social and sociologist, social scholar uh and lots of things, good things he did. But one thing that I really felt was important is that um he, he got us to understand that, that what we say, you know, um what we call your revert speech act, the words that you say are important, but it's how you say it. And what he called the Ungovernable Acts was the sincerity. What was the para language to suddenly, you know, say something with more intonation in their speech that they, you know, have a more heightened um pace in, in their speech that gives you a sense of what they were meaning. So, for example, I can say to you that was really good and, you know, roll my eyes and touch. So I said that was good. But actually my body saying it's not good. So I think it's really important that we understand, you know, listening to the transcripts and particularly with the advent of A I that it's just not the words that we're analyzing. It's, it's the power language, it's the intent, how people say it, all those things. I think we need to be really important uh, as we go forward with the real, um, uh exponential use of A I in research anyway, that's just a little bit of hobby course of getting on of there. And I, but that, that, that, that something just to share with you. OK. So, um, if we were all in, in room at one time, I could probably give you a transcript. Uh, and we do that sometimes to give you a sense of just a reading transcript. But obviously tonight, everyone, we're not gonna do that. Um So what we're gonna do is jump in to the uh second stage analysis and this stage is where you start to generate codes. No, you can do this through software packages or paper post it high letter pens absolutely fine. Uh, eat whatever way suits you best. And so can you imagine if we did it in a manual way you're reading a transcript and something really comes out, for example, an SP says that, you know, that, you know, when the staff finish a session, they just say thank you and leave and get the SP to leave. But actually, I think we need to dero we need to, you know, just say that everything's OK. Uh look after our wellbeing, but that doesn't happen. That's just a affectation uh statement. So if you see that in a transcript, you read that that might be something that you will highlight with a pen and you might come up with a very tentative code of, you know, aftercare for PS is really important and that might be initial code and that will hopefully shape and develop as you go forward. So is that OK? Everybody just to check you got a transcript, there's something that's really interesting you highlighted. For example, the SP felt they weren't cared for after the simulation or the OS and that is a, you know, aftercare important and that, that, that could be your initial code. Hopefully that's OK. And, and I'm not losing anybody on that. Hopefully, that's, uh, uh making sense to you. So you do that through your transcripts, your next transcript, your next transcript until you finish your transcripts. And, um, and when you've done that, um um, you then, um, then you then are uh going to a sense of starting to make uh some tentative themes and, and by the way, just to tease that point out, um II II, you know, II do some studies that I just manually use post its and write on the transcript, you know, paper copy. I probably do more with qualitative analysis software. Uh In vivo is the one that I use, but there are many others. Um And can I just highlight uh uh to you, uh can I just highlight to you that um the software doesn't do the analysis? It's kind of more like file management. So if you read a transcript and highlight a code, it'll part that in a folder for you. So you can come and you know, come back to it again very quickly um rather than rummaging through your post it. So again, qualitative analysis software does not do the analysis for you. It's more like file management. Um So if you're thinking of um conducting some quality of research have, have a thought maybe in favor of something you might want to use. OK. So um if you're in person, we could probably let you code, get some highlighters and do that. But we're, we're, we're, we're not doing that this evening. Now. You've been through all your transcripts, um, and they're all highlighted and you've got lots of post it and you've been through them all and you then, um, are at a stage, um, of thinking, right. We've got a whole lot of codes. We have got a whole bunch of codes here and look numbers, who knows? You could have 1020 who knows. And so what you do then is you start to think, right? Do some of these codes come together into a higher broader meaning unit? I ei think. Um So, for example, you know, I would call post up on the wall and we would say, well, actually that's similar to that one. We cluster those collapse those into one potential theme. Um So it's that stage of combining codes, you know, you could have 20 codes that start to come together into six or seven overall themes. Um Nobody's going to read a paper with 20 themes but they'll, you know, be more accessible anywhere between, you know, I've seen them three or four a study generally not more than eight, but it's up to you. It's, it's no fixed rule in that, but you get all those initial impressions ie the codes, they start, they come together and cluster together in them and you start to generate your first tentative things and how you do that is you do together with colleagues. It's often several meetings, often involving coffee around the table, chatting it through and uh helping each other. And remember when I set up, I've been reflexive. So, you know, we could say in those meetings, that's great Gerry. But I think you're being a bit over enthusiastic about simulation here, we need to think about the negative views on this. Uh So that kind of collective working together on your reflexivity to, to control your biases is really, really, really important. OK. Guess what? With three parts of the process done already, you've, you've got some tentative things and then really the next stage uh is to bring those things together and start to write them out, start to describe um a theme can be a short phrase or a short sentence. Um And um I'll give you an example of a paper that's coming out that I kind of like uh colleagues brought up this idea when simulation, what it means something to people, they call it, we call it professional skin in the game ie whenever you're doing simulation that you're performing in front of others, you feel a little bit embarrassed and you feel that your professional credibility is on the line, people might think you're not as good. And so they really want to do better. So that's what we call that theme. Professional Skin in the game. And that's just an example, them sometimes are a little bit catchy when you read the theme title, it should give you a good impression exactly what you're meaning. Um So this is the stage where you start to Polish, you know, really get creative on a title of a nice catchy theme title, but also starting to write out what that means. Um a little short description about what, what you're trying to convey in your theme. Um And, and that continues as you go through all your transcripts, them together, um getting some nice quotes that bring uh your paper to life. Um um So whenever you're reading about your theme, you will describe it and say, for example, the, the, the interviewee said this and then give a quote in averted comes. Um um um And that is the defining the themes. So at the end of the process, you might have four or six themes, nice titles and a good third description um of, of, of the themes then fine, it's writing it out, you know, let's just chat OK with the themes. Um It's always nice to know that some things will speak to each other, you know, so you might say on this theme and we will come across aspects of this and a subsequent thing that really speak about, you know, bs experience their wellbeing. Um So that, that's the kind of very final part of producing the, the, your thematic report, which is then part of your paper, you know, So whenever you start to publish a paper, you'll have the results section and you will have your themes with the themes title. Um And um there we go. So believe it or not, this is the last slide and I might just take a moment to share a paper with you just to give you that sense. But if, if I were to convey to you some of top tips for conducting a thematic analysis reflexivity. So, so important you want the data to ring through to the persons that give you the data. So really important to, you know, uh moderate your, your biases research together. Quality research is not an individual activity or a sole researcher. You have to work with a good research team that are, I think often if they're diverse in the team in whatever way that is different perspectives, professions, backgrounds really enriches your work. Um And, and sometimes you get a code and you, it doesn't fit, it doesn't, it doesn't really fit well. Um And, and sometimes they have to be wrestled from the researcher in this term. We call kill your darlings it, we need to drop it, we need to remove it. Um So sometimes you have to wrestle and a nice title that you've got for someone to do that and has ever document your, your research. Uh um You know, all the that you had uh how you were being reflexive and those are really the hallmarks of conducting good thematic analysis. Um And also what these points that will be your reviewers who will want to uh uh uh see those steps in conducting a thematic analysis. OK. I'm gonna pause for a moment. I come to the end of my slides and, but I, what I was going to do um in a moment is maybe show you an example of a qualitative paper uh and uh to just give you a sense of some of those act, some of these points of conducting thematic analysis uh in, in a paper, what that looks like when you start to write it out. But I'm gonna pause there for a moment. Rianna Ryan. Uh happy to take any thoughts, reflections, questions from the uh the students this evening f I mean, if anyone has questions, please do put them in. Um as you were speaking, I was sort of making a list of things that I wanted to ask you. And then as, as we went along, you answered them. So that OK. OK. No, no, no problem. Um Can I, I'm really curious, what was your potential questions? Well, I was, you know, I was, I was in a little bit interested in how you approach bias and, you know, we're going through because I think for a lot of us are slightly more with a quantitative research, you know, hard numbers where the idea of Q does seem a little bit interpretive. But then I suppose it's how to be interpretive with me. Yeah. Yeah. Yeah. And there's af paper that I'm going to put in the link um by Lara VRE and colleagues. It's called, um, I hope that is posting, OK, for you, shedding the core effect and it talks about, um uh you know, bias and by the way, I II, you know, from a quantitative paradigm, um you know, bias is seen as a bad thing. And I get that I get that, OK. But actually, and what I will say to you is probably maybe challenge some of our thinking this evening that actually in qualitative research bias can be a good thing. Um Why do I say that, you know, that, you know, if you are as a medical student, interviewing other medical students, you'll have good, good insights, you'll know where some of the hidden agendas are. Um And actually that will take the researcher and the, and the interview to really interesting places. Um So you, you bring your assumptions with you and, but that's OK, but obviously keep it in check. Um And again, that's what others can help you do. That's a really good question. And thank you for that. And I think they just pop up on me. One of the things that II did want to ask about is, well, I've, I've been looking at quite a few different papers and a lot of them are sort of mixed methods, especially surveys. Quite a lot where, you know, there'll be a largely quantitative paper and then a couple of open answer, open text replies. And I've seen quite a lot of variability in terms of how people approach that and the results. And, you know, there's a lot, I've seen quite a few where they say we did a thematic analysis and then it never heard of again. Or, you know, is that, is that an issue in terms of, I suppose in, in, in people who do a lot of stuff, you know, where it can be a bit of a, you know, oh no, no, a really, really good reflection. And what I will say to you is that the world. So I have to say health profession and medical education has really embraced research of education and that's my area. So forgive me, I know that many of you will be doing research in other arenas. But um but it's got really sophisticated and they demand high standards. So, II again, I said I'm on a few editorial boards and my goodness, it's, it's tough, you know. Um And so there's a, there's an entry point that sometimes we get maybe weak papers that say we did thematic analysis. But don't tell me about the steps. How did you do that? Were you reflex of um um you know, what was the analytical process? I need to know that. So I can believe what you've said. Not that I don't believe, but my readers will need to convince us. So I think it's important that um we do go about it and sophisticate a way and, and, and by the way, mixed methods, beautiful methodology. I really think it's great for the right. Depends on what you're asking. And, and if I would say to you that in mixed methodology, usually quantitative and qualitative. The key thing is that there's not just two studies kind of both together, they need to cross talk, they need to speak. Um They need to really understand. So we've, we've got a paper under review, that's a traditional symbol that you do when it's under review. Um And uh where we got medical students to watch a documentary together collectively. Now, if we could just give you something to watch at home online and it's like, oh yeah, did that make an impact? But actually, we, we, we got a sense that when you community sit together and watch you, it's quite an motive, it's about renal transplantation. Um and just something about watching that together with others. Um And that really made an impression on the medical students. So we did a po a pre and post questionnaire, you know, what was your understanding of, you know, the human eye aspect of organ donation? Um And how did it improve pre and post? And there was a real step way that, yeah, of course, this is great. This has really informed us So that was the quantitative side of the study, the qualitative side of the studies. Why did they make a change? Why, why, why watching us together? What was it, what was, what was, what was the difference? What was the things? And there was lots of beautiful little bits of data come out. You know, for example, this idea, when you see something emotive and you turn around and see your colleague maybe has a little tear or you know, that was really, did you see that that was really important? Those moments are actually really, really important, you know. Um I don't know if anybody likes to go to the cinema. I love the cinema. Um um And you know, there's something different about watching Netflix on your own, but go together with friends or others, even strangers. You don't know, there's something about that. It's only the idea about the mixed methodology is that we measure a difference numerically. Yeah, that was better. But the quality of that um uh part of the study was, well, why, why did, why did it make a difference? I don't know if that answers your question. Um Yeah. Yeah. No, I think it does. It does. Yeah. OK. OK. OK. Um um Again, any other questions, please feel free to pop them in? Um Can I show you a paper now? Um II II am going to say I it feels terrible um uh showing one of my own papers. But it's the first one that comes to mind. And can I just now? So this is quite interesting because I haven't seen, I haven't read this in a bit of a time but, but can we go through the study just to see where this thematic analysis came uh through? Um So, um, now that's not, um I'll sure the study is for sure. Um, ok. So I don't know if you're seeing that. So this is one of our med journals, Medical Education, great journal. 00 Is that not going well? Um And so this side you dancing with emotions. Um How, how when somebody facilitate simulation um um you know, what do they do when they see students that are a bit nervous? Do they keep pushing them? Do they not do anything to make it easier? You know, let's dial down the complexity of the simulation. So that, that was the study that we, we published uh in med and if I take you through the study, sorry, you know, gonna whiz through this but just to give you a quick sense. Um So any in a research study with your introduction, which is really um you know about the literature. But what I will say to you is that we often use this heuristic called problem gap hook. And what we mean by that is that you convey in your writing a problem ie you know, this is worthy of research. There's a gap in the literature. And potentially this is something that we might want to do the problem gap, a nice way of writing your introduction. Uh So this idea that simulation can cause a fair amount of stress in students. Um But we don't know how your facilitators recognize that it would be useful to know what they find out and what they do. So that is the kind of this first study and the um research question in this study uh as we set out to address the following research question, how do simulation facilitators perceive students' emotions and how and why do they respond to those emotions to hopefully help their learning and simulation? Now, I'm not gonna go into this in detail, but we used a slowly de methodology but used thematic analysis our way of analyzing. And this is one of my phd students um Claudia Barns from Chile um who conducted this study in Chile. Um because we were interviewing subjects, we had to get ethical approval and yes, me research um needs ethical approval. Maybe perhaps you do an evaluation for an audit or AQ I project and it may not need ethical approval. But the study did, when you write up your study, you want to describe, you know, who your subjects, where they come from, what was their, what was their background and also a setting about the study, you know, where, where did this take place? You know. So whenever the reader reads this. OK. So this happened in Chile and I can see what that looked like. But is that similar for me in Northern Ireland or similar for me in other parts of the world? So the setting is really important just to give you a sense of context, did a collection. So we did interviews, semi structured interviews and you can talk about that uh in your study when you write it up and use an interview guide. And then we did uh our analysis uh using thematic analysis. Um We defile patterns, initial codes that hopefully address the research question. And then we developed those um codes into tentative themes and then we finalize the themes that hopefully could ask our research question. Now, we did something different here called crafted stories. But I'm not gonna go into the scene and that's a slightly different way of presenting your results and look at this here. Um In our study, we had 10 participants. Um And uh we have, I'll show you here. We have three main themes that we talk about uh offering a life jacket. So when anybody is under a little bit of stress, sometimes the facilitator helps them uh to um uh not be too stressed by simulations. That's one thing. The next thing uh was around us to let them feel late. So some facilitators felt that actually if they're under pressure, while the real world has got pressure, just let the student feel that sense of stress within a simulation. Again, I'm not saying this is good or bad, but this is what we were told. And then the other theme uh was around um oh I II feel uh just let it run. Uh So without altering the simulation, just let it run and then discuss it in the, in the debrief. I can see there are nice quotes from the, the participants just to bring your themes to life and then finding the discussion, you know, what's the key findings? How does that dive back to the er, evidence base about this topic? And always good then to talk about future research. Um What was your limitations in the study and your takeaway message, that sort of last paragraph that really tells the story to your audience, right. That's probably too fast. A kind of tear through your paper at this time of evening. But I hope it just give you a sense of some of the things that we're talking about and then what does it look like when actually you come to writing up your paper? So I, I'm happy to, to sort of maybe draw things to a close soon, right around. Um But um again, if there's any questions or comments, very happy to, to take them from everybody. Um And also, you know, if it was really, you know, if it was a bit too much or too little, always hard to just get a level but any, any thoughts would be, would be great. Um No questions so far. I don't think, um, I, you know, I think that having a look at that paper there was really very helpful just to get a bit of an idea of examples and give us a bit of a story to tie it into. So, no, I think that was helpful. Um, ok, I be, I be like, it's very sad when you self advertise your own papers but sorry, there we go. That's it. Um OK. Hi Ron. Was that, was that ok with yourself? Anything that queries or questions? I thought that was fantastic. Um I think really the only thing I was aware of was Brown and Clark by name more so than actually what it was and how you can use it that brilliant and, you know, and you know, don't fear qualitative research, you know, II II think as medics healthcare professionals, we largely come from what I would call a positivist paradigm. So numbers are the, you know, the, the biggest research tool and, and rightly so. Absolutely, I'm a GP, I'll need, I need RCT S to know what drugs I'm going to use, what meds I need to use for my patients. But um um but certainly qualitative, you know, jumping at the quality of research can be quite a big leap. It's not a typical paradigm. I totally felt that at, at, at your stage, uh you probably can see I'm an AFC of it. Now, I think it's phenomenal probably based on because I'm a GP and I really, you know, value the patient and relational aspect and that probably works out in my s because remember in the simulation, you know, we often take you to the edge of your ability to stretch you. That's quite a motive. I want to make sure my work looks after you when we do that. And unfortunately, um you can do various tests and, you know, skills and things like that. But I'm just really curious about the human experience uh so that I hope I could add to the reference base around that. And I have to say, you know, if I look back at my first quality of the study, I could cringe they're published, but you learn as you go along. Um And I and II, it takes time. That's the only thing, but you know what it's worth it. Um um Sometimes you can put your data into it, you know, a software tool for, you know, numerical analysis. And oh, there's the results quality of research is a slow burn, takes time. Um And uh but certainly I, for me, it, it actually is. Um yeah, I like when things are hard because it kind of really engages me and I really am curious um and I think that you get become very proud of what you've written. So um look, II again, Thank you for the invite folks. Really uh thank you for, for um having me on the scene and just say, be curious to you all for putting some good life into. I think it's a lot of talent at our school with our students and, and really part of your organization is, is, is really helping them and your colleagues to understand about research and maybe perhaps start to do some really good quality work. And perhaps this might, you know, be a spark for you when you get into your um you know, um you know, as you progress through your studies or even in postgraduate arena and you never know, we might see you again do some research together. OK. So is that, is that OK? Is if you're happy to close off there or Ryan? Yeah, that's fantastic. Um I think it's been a really good introduction for people and II hope people feel slightly less afraid of it. I know I do so. Ok. Yeah, don't fear it. It will be good. OK. Thank you. OK. OK. Well, have a good evening, everyone. Look after yourself. OK. Take care. Thank you very much.