Let’s examine each of these in turn: Coding Reliability Thematic AnalysisĮxcept in situations when the codes do not match the data, codebooks used for this type of analysis are normally fixed and hardly ever changed. There are three forms of thematic analysis, which include: Now that you understand what thematic analysis is, it’s time to look at the different ways to do it. A lot has been published on thematic analysis by Braun &Clarke. The researcher carefully looks into the data to find common themes, which are recurring topics, ideas, and patterns of meaning.
Usually, it refers to a collection of texts, such as an interview or a transcript. It is open to critical review, being refined, tested or refuted.The technique for assessing qualitative data is thematic analysis. There is an, albeit quite short and incomplete, lineage of knowledge of what it means to be prepared for WCT and this data is adding to it. In terms of epistemology, the researcher can appreciate that the knowledge gained from the questionnaire is our current understanding of preparedness it is ‘for now’. The researcher aims to explain what it means to be well-prepared for WCT as best they can.
There is an objective truth, but they are unlikely to ever find it. Here, the researcher takes the ontological view that there is a fixed reality of what preparedness is, but that they can never fully understand that reality. As such the researcher takes a postpositivist view for the quantitative phase of the study. Students will be either well-prepared (and then competent) or not, according to that objective reality grounded in the perceptions of the group interview participants. Provided that saturation is reached in the group interviews and the perspectives of all key stakeholders are brought together, the assimilated perceptions of preparedness could be assumed to form a collective single truth, one reality of what preparedness is like. From an epistemological standpoint it is likely that the data produced from the group interviews will be socially constructed and, at least partially, influenced by the experiences of the researcher and their interaction with the participants. The researcher facilitating the group interviews is a veterinary surgeon, who has experienced WCT personally, and has been involved in the supervision of veterinary students in the workplace as part of their clinical training. If preparedness is socially and experientially bound and multiple truths can exist, it is appropriate to take a constructivist approach to qualitative phase of the study. It is also likely that individual perceptions of preparedness are highly influenced by experience and are contextualised. It is appreciated by the researcher that the future is unknowable, and statements on preparedness during group interviews will involve some judgement of likelihood in the mind of the statement-maker, which are also dependent on what they perceive to be necessary in order to be competent as a student.
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