How to…analyse qualitative data in different ways

Abstract

In this paper, the fifth in a series on qualitative research in medical education, we discuss approaches to analysing qualitative data. We focus primarily on analysing transcribed interview and focus group data. We also touch on the analysis of visual data, a potentially fruitful alternative approach. 8

Acceptability of a feasibility randomized clinical trial of a microenterprise intervention to reduce sexual risk behaviors and increase employment and HIV preventive practices (EMERGE) in young adults: a mixed methods assessment

“…Descriptive statistics using frequencies and proportions were used for all quantitative acceptability questions and compared across study groups. For qualitative acceptability questions, a content analysis was used to identify patterns in participants' statements and produce qualitative description [47,48]. The goal of the qualitative content analysis was to describe the acceptability findings rather than make any explanatory links between categories [47,48].…”

“…For qualitative acceptability questions, a content analysis was used to identify patterns in participants' statements and produce qualitative description [47,48]. The goal of the qualitative content analysis was to describe the acceptability findings rather than make any explanatory links between categories [47,48]. First, we repeatedly read and reviewed all participants' expanded field notes and short-hand quotations, which made up the data from which analyses were performed.…”

Maternal perception of breastfeeding in children with unilateral cleft lip and palate: a qualitative research work

“…In accordance with the methodology, transcripts were coded according to preliminary and emerging categories were analyzed in order to compare results and reach conclusions (Table 1). Table 1 Analysis of the interview data was based on predetermined research themes (drawn from the interview guide), as well as inductive themes that emerged from the interview data (18). The data was grouped into analytical categories in order to organize the information, and finally contribute to the writing the findings.…”

Epilogue: Celebrating the completion of the ‘How to…’ series on qualitative research

“…The series follows the structure of a journal publication: starting from designing the research questions, 2 the use of theory, 3 choice of methodology, data 4 and analytical methods. 5 Then, we underscore the role of reflection and self-assessment as keys for taking qualitative research to the next level with one paper on the role of the researcher-in other words, how to be reflexive 6 -and another with a 'checklist' for (almost) all aspects important in high-quality qualitative research. 7 There are papers on specific qualitative methods: the interview as a way to gather data, 8 a longitudinal study design, 9 the art of mixed methods research 10 and qualitative synthesis.…”

“…12 Three of the early papers are already listed as 'most accessed' among publications in The Clinical Teacher. 2,5,6 The series is used in PhD courses and Master programmes (e.g. Masters of Clinical Education and Masters of General and Adult Education) as well as in webinars and summer schools.…”