Thematic analysis of qualitative research data: Is it as easy as it sounds?
By Ashley N. Castleberry, Amanda L. Nolen. Currents in Pharmacy Teaching and Learning, 2018
1,770 citations recorded by the source corpus.
ISSUE We are seeing the use of qualitative research methods more regularly in health professions education as well as pharmacy education. Often, the term "thematic analysis" is used in research studies and subsequently labeled as qualitative research, but saying that one did this type of analysis does not necessarily equate with a rigorous qualitative study. This methodology review will outline how to perform rigorous thematic analyses on qualitative data to draw interpretations from the data. METHODOLOGICAL LITERATURE REVIEW Despite not having an analysis guidebook that fits every research situation, there are general steps that you can take to make sure that your thematic analysis is systematic and thorough. A model of qualitative data analysis can be outlined in five steps: compiling, disassembling, reassembling, interpreting, and concluding. MY RECOMMENDATIONS AND THEIR APPLICATIONS Nine practical recommendations are provided to help researchers implement rigorous thematic analyses. POTENTIAL IMPACT As researchers become comfortable in properly using qualitative research methods, the standards for publication will be elevated. By using these rigorous standards for thematic analysis and making them explicitly known in your data process, your findings will be more valuable.
Subfields: Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/2fdf318a3434144a19e1bfc1fb48d6d5e3b2a6e8
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
In Statistics and Probability
Citations in the corpus
- Education for AI, not AI for Education: The Role of Education and Ethics in National AI Policy Strategies (2021, methodology): “However, in part because of researchers’ individual positions and biases (Castleberry and Nolen 2018), it is possible that other researchers would identify different coding categories or identify different salient themes.”