BMJ 2000;320:114-116 ( 8 January )

Education and debate

Qualitative research in health care

Analysing qualitative data

This is the second in a series of three articles

Catherine Pope, lecturer in medical sociology ^a,  Sue Ziebland, senior research fellow ^b,  Nicholas Mays, health adviser ^c. 

^a Department of Social Medicine, University of Bristol, Bristol BS8 2PR, ^b ICRF General Practice Research Group, University of Oxford, Institute of Health Sciences, Oxford OX3 7LS, ^c Social Policy Branch, The Treasury, PO Box 3724, Wellington, New Zealand

Correspondence to: C Pope c.pope@bristol.ac.uk

The first 150 words of the full text of this article appear below.

Contrary to popular perception, qualitative research can produce vast amounts of data. These may include verbatim notes or transcribed recordings of interviews or focus groups, jotted notes and more detailed "fieldnotes" of observational research, a diary or chronological account, and the researcher's reflective notes made during the research. These data are not necessarily small scale: transcribing a typical single interview takes several hours and can generate 20-40 pages of single spaced text. Transcripts and notes are the raw data of the research. They provide a descriptive record of the research, but they cannot provide explanations. The researcher has to make sense of the data by sifting and interpreting them.

Table Removed (Available Only in the Full Text)

	Relation between analysis and qualitative data

In much qualitative research the analytical process begins during data collection as the data already gathered are analysed and shape the ongoing data collection. This sequential analysis¹ or interim analysis² has the advantage of allowing the researcher to go back and refine . . . [Full text of this article]

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