Good evening, everybody, and welcome to this evening's talk.
And my name is Anne Marie Boylan, and I am a senior researcher in the Health Experiences Research Group.
I'm also the module coordinator for the Master's in evidence based Health Care Module on qualitative research methods.
And this evening's talk is part of that module, and you're very welcome.
And it's great to see so many smiling faces here.
I'd like to introduce you to Dr. John McCartney, who is a colleague of mine in the Health Experiences Research Group.
He's a senior researcher and the sociologist of health and wellness.
And his particular interest is in cancer diagnosis, end of life care, palliative care and bereavement.
And he's previously worked in Australia as well as here,
and has most recently been working on an international sort of comparative study about cancer diagnosis across England, Sweden and Denmark.
He's here this evening to talk to us about how qualitative researchers approach analysis,
which I know the students of the Master's course are going to be very interested in. So over to you.
Thank you very much. Thank you, everybody. And thanks for coming this evening.
We do a little introduction to myself for some reason, I hopefully don't.
And I think the only thing I will add to that is the question that I ask myself whenever
I'm doing my research and when I'm trying to think about my research as a sociologist,
because that's primarily how I approach my work, is the question of how we understand ourselves as we do, or how.
Sometimes I will ask, how do these participants understand themselves as they do?
Okay.
And that is going to be a theme that goes through the talk today and how I try and convince you that a sociological approach to qualitative research,
which is something I'm going to focus on, a particular style of research is is useful in and it is a productive way to do qualitative research.
And so this talk I'm going to focus in on exploring what we mean by description and interpretation,
I think start to look at the difference between those two things and how they relate to each other
and start to get you to think about those things in your research is qualitative research is part
of that will be to help develop our reflexive capacity or what I would call as a sociologist our
sociological imagination by considering how the categories that we use can affect our analysis.
And I'm going to go to a few examples of how we do that.
And as the talk is titled and open out and in your research, we're going to look to an example of how to develop a thematic analysis up and out.
So just as you've probably learning for those of you on masses, because there's lots of different types of qualitative research,
narrative, phenomenological content, etc., and we just take a nice,
simplistic, simple, simplified thematic analysis, rather simplistic, simplified thematic analysis,
and take that up now and show you how we might want to start doing that.
What do I mean by a pan out? And this is the a little diagram.
You know, you've got your data and you've done your fieldwork.
You've got all that, all the data collected, and this presumes some sort of ethnographic type approach.
So you will have done some interviews, make them feel notes, take some photographs, got some video data.
So you've got all your data of organised that you've worked out, what sort of data you've got,
you've coded it and you've gone through in vivo or using post-it notes or however you want to do that.
And and again you will have been probably talking about that earlier in the week and what
we're going to focus on is this sort of third stage here where we describe the data,
we use some classifications, we interpret it, and we start to abstract.
We start to move away from the the data itself I've just described this here is three and three B and three,
a sort of moving up how we get to the data and how we move away from it a little bit,
start to put some distance between the data itself and our approach to it and we describe and interpret it.
That's going to be the main part of this talk today, the op parts,
but the moving out is built into that and that's sort of the OP is the first out of the out to some extent that's we're
going to move and show you some of the examples of ways you might think about going out towards conceptual approaches,
approach theory and how that might affect your research.
So why is this important? Okay, this is important for qualitative research for a number of reasons.
Well, probably I imagine most of to be aware of that qualitative piece,
which regularly receives a bit of a thumping and gets and gets critiqued for various reasons,
critique for epistemological reasons about what is known about what you can say about qualitative research.
I'm not really going to address that. If you look at the podcast for this evidence based medicine,
there's a really good topic and it's really good talk by Axel about qualitative research and have a look at those.
And Tricia in particular talks about the ontologies in qualitative research and about.
Who speaks out about how we can understand who's speaking. And those are sort of important issues for qualitative research.
We need to take that into account when we do our analysis. These are unavoidable problems.
There's no we will work it out and then we'll have a solution.
Every time we do qualitative research, we approach these and these issues.
Certainly that's my opinion and you have to work into it, and that's part of doing qualitative research.
And we'll see how that's built into the various methods and methodologies that you take on.
And for this reason, you need to understand the costs and benefits of any decisions you make as you go through your analysis.
Okay. So this is where I like to say I've got a student say bias is your business, okay?
This is what you need to do. You need to learn to own your bias. How does your bias affect what you're doing?
The qualitative research is very much entangled within those biases.
There's no randomising it and it's not blinding yourself. You are biased.
You need to work out how that's affecting your research and how it's affecting the output.
Okay. And you write that into your research and this is what we're going to look at today,
working up an out and how you justify that and how that becomes a robust approach to doing your research.
Okay. And you are the research method.
That's quite an anthropological statement, but anthropologists try and find where they are in their research, and that's part of that process.
Okay. And really important to this is that voice reflexivity, okay, if you can't do qualitative research without being flexible,
you need to understand who you are in relation to your data. Okay?
And you need to account for that.
And the better you can account for that, the more robust and the better appreciated your data will be by a lot of researchers.
You really need to be aware of how you see others see it. Okay?
And there's just no easy ways around that, as we'll see. But there's lots of ways to help you think about how you do that.
So. Let's start with a little example.
I know it's a late evening, mom in this room.
That's the. But just tell me what you might see. Describe what is happening here.
Just very simple. Most of the same.
We have a doctor and we have a patient. Okay, so what might be happening?
Although having a consultation visit sort of slot, she is the person standing up because that's what I need to be sitting down with in the door.
Brilliant. Excellent. Any any of the interpretations of what might be or descriptions what may be happening here?
Very happy with that as a as a consensus view. But that perfectly well could be what's happening here.
Absolutely. We could flip this around that we could say this isn't a doctor patient relationship.
He said this is a teaching relationship. This is a professor of surgery.
This is the student. She's sat down. She's the boss.
It's been on Fatal Day and student will stand up, listen carefully and take some notes.
Right. So you've got a two category as doctor, patient, teacher, student.
And how we understand those categories, understands how we interpret the world.
That's it. That's the whole talk. Okay, if you've got that.
Hold on to it, because I'm going to try and confused and bring you up the other end. But that's it.
That's that's how that's how we're doing. Qualitative research is looking at the categories we use,
how they're making us understand the data and trying to think about other
categories and how they might help us understand that data in a different way.
Okay. And we work with that. So I'm going to make this point several times just in case we didn't get it.
And you go through some of examples. Here's another one.
This is this is one that when I was doing my PhD, I read this book and I saw this and it made me laugh and it just stuck with me.
So what are animals? And this is an example from true couples, the order of things, animals in ancient China where they belong to them.
This is how they understand most simply what is an animal that would sense they belong to them.
These are some examples of animals and you could draw an animal with fine camel hairbrush.
And from a long way off, they look. They look like flies. That's what an animal is.
This is the taxonomy in animals. This is a category of animals. And this is how we understand it.
Okay. Now, that sounds alien towards it does make any sense. But that was a way of understanding the world.
Of course, we know animals in a complete different way.
We have a very specific taxonomy we can describe in another ways, but that's how we understand them within our culture.
We're not citing science that we use and it helps us to organise world.
And there's no necessarily right or wrong here, but these are just of their time.
These are the categories that we use and that's how we understood them. Okay, so these categories, they shape our interpretation.
And this is this quote is you can see this sent me the little question I ask myself when I do research, this is where it comes from.
And the wonder of this taxonomy reflecting on what you just looked at is the thing that
is demonstrated by looking at another system of thought is a limitation of our own,
a stock in possibility of thinking that, okay, and this is a little bit what we're trying to do.
We're trying to make alien the common sense assumptions that we have when we're doing our research.
How is this mundane way we understand the world?
How can we make that so different and alien to us so that we can think about it critically and understand
where it's come from and how it might be shaping other aspects of our life and other aspects of our research.
So we can start to see the way we describe things affects the way we interpret things,
but also the way we interpret things starts to affect the way we describe things.
And this is a very circular thing. There's an example here from Phenomenological Study.
So these are general principles you can apply in qualitative research.
And if you're going to take a firm, logical approach with some background here with Edmund Husserl,
Martin Heidegger had two different approaches to this question. One prioritised interpretation, one prioritise description, and so one try to do that.
This is very philosophical debate that they got into. When I want to point to, I want to get to to start thinking about it as a methodological issue.
Okay. So we're not trying to work out what's the answer to this question, which is trying to use this problem as a way to think about our data.
This is more methods than, you know, philosophy.
So an easy for example, the baby cried, the mommy picked it up.
Really simple description. Okay, two sentences.
And just as a little aside, if if you have a worried you don't have enough data in qualitative research.
These two sentences Harvey Sachs wrote two lectures are okay.
You always have enough data. You might just not have the right questions to get the most out of that data.
Okay. So don't worry about I need to do another interview sometimes, you know, just remember, it is the questions you asking of that data sometimes.
Anyway, that's an aside. Harvey Sachs, he was a conversation analysis and in the sixties he very sadly, tragically died in a car accident.
So what we have mostly lectures from him, but when he what he's saying about this baby cried, the mommy picked it up.
We can really start to see nothing that first imagined a whole world of things happening.
We can have a complete description of what's happening. You know, we hear to it, to activities and they're related and they're connected.
The babies crying, the mummy picks it up, we can hear there's a sequence that the baby crying and then the mother picked it up that, you know,
it wasn't the picking up of the baby that made it cry, you know, that we can study that and interpret that very simply from the sentence.
The categories within know sentences to sentences shape how we think about what's happening in that book.
We expect the baby to be picked up carefully. We don't expect them to be picked up by that.
If you asked to think about that picture, that's how you expect the baby to be picked up in that first picture.
When you think about the mother, you don't expect it to be a gorilla.
Okay? There's a presumption it's a human mother and a human baby.
Okay. That's not in there. That's something you read into it.
It's a very simple things and how the categories shape a description and an interpretation of what's happening.
Okay. So you could see there's a real circularity going on here that you need to be part of to do qualitative
research and start getting aware of this and start looking for ideas to challenge your understandings,
using your data, to challenge your understandings. And there's a back and forth.
And somewhere along this, at some point the music stops and you have to write paper.
Okay. But that's that's how it goes.
And. So what are we doing when we do our analysis as a sociologist?
You know, sociological quality, qualitative research, I would argue, adds value.
We're intervening in this by in some way, by challenging the categories that are in there and looking at them in different ways.
We're doing something that isn't being done by our participants where, you know,
we ourselves are intervening in that field and we have to account for that.
We have to come up mythologically and have to account for that ethically.
But what we're looking to do is understand how people understand what it is they're doing and how they account for things.
That's the first thing we try and do when we add some value by doing qualitative research and we seek to further our understanding of the meanings.
And this is really important. We're looking at meanings here.
You know, how people understand what's happening is a meaning based qualitative research.
What sociology also tries to do is try to point to the norms and values built into our understandings and meanings that we use.
So having structure our understandings and affect them in different ways and what we try to resist and the utility of the of
the understandings and the categories and that and the interpretations people have in their lives as they understand them.
So it's no not really helpful to walk up to a particular situation and say, well, these people are obviously doing this wrong.
Let me understand what it is you're doing wrong. And I will tell you, therefore, how you're doing it wrong.
That's there's a priority in that. And my work in complementary and alternative medicine was full of that.
Whenever I told people that was the research I was doing would always go, Oh,
well, you know, great, because you can tell them how to stop using homeopathy.
Well, yeah, I know it doesn't work, but what I'm really interested in is what if they know that and they keep using it?
How is it that they understand it to be working? Is it very different question?
So does homeopathy work? But it was sociologically extremely interesting.
Okay, so what we need to try and do is understand the logic of the field or the context, as the people in that context understand it for themselves.
And if we can start to do that, first up, we've taken a big step forward in studying how social world and what's happening.
Some of the ways we can do that. Talk about developing reflexivity.
This is an ongoing project to become a qualitative research.
So it's almost a life's vocation because you have spent a lot of time trying to think about your biases,
European standings, categories you use, how you might understand something differently.
And, you know, that's one of the joys that you get to pop into the history department with.
A really interesting lecture there.
You can talk to the political department and get some really interesting ideas about, you know, the micro politics, things that might be happening.
And as a sociologist, you're constantly meeting other people's work through different fields and have to be
able to find out other ways that people are understanding the things that are happening.
And you build up the sensitivity of the sociological imagination.
Sociologists often referred to it develop women as social scientists.
This is the contribution you can bring to qualitative research.
It starts with the world in slightly different ways. So that is about as technical.
Theoretical as we get the next bit is just that working to a long example,
because I don't know what I'm really telling you, but I think qualitative research is best meant by doing it.
You need to be engaged in it.
You can read as much as you can about it and about the various techniques, and it's all you're doing that you don't really understand your own biases.
You don't stand on the blind spots that you have when you're doing your research.
So by doing it, you can start to engage with and understand how it is.
You engage with a particular piece of data. Okay. But do we have any any questions about what I've said so far?
I raced through that. Sorry. Brilliant, bright, clever day of sleep.
So the example, very simple question how might we understand an account of Miss Cancer diagnosis chosen this way simply because it's
something I'm working a moment and have a nice little clip that works really nicely for this and it's a good little exercise,
so hopefully it's self interest to most of you. Most people here will be have a health interest to that qualitative research.
So having it so just by way of context, so I'm not coming to this blind, I'm not gonna theory would argue that you come to it,
you know, and you work your way up and you get through your literature.
But most of the time in our research lives, we've done a lot of reading before, we've applied for money, so we've had to do a huge amount of work.
We've got a really good idea of what we're thinking about when we hit the field and do some data collection.
So just thinking from that point of view,
I know these particular things about the health care context that may or may not be affecting how people think about cancer diagnosis.
So we know the structural economic pressures in health care. We know that how acute that is right now.
But these are things that have been going on for us ten, 20 years in different ways.
And we know the fantastic advances in biosensors, in biomedicine,
but it poses particular challenges for how we understand science and how that's communicated to people, to patients.
And they're getting the diagnosis and what they understand to be happening.
Often, if the doctor is not 100% sure, as we see specialisation of clinical knowledge,
it can be quite difficult for the patient to understand what exactly is happening.
And we can think about that in terms of a lot of oncology specialists will be specialise in a particular form of oncology for that.
But we also know the stages of investigation of a diagnosis and of a treatment and these might be particular breaks on how people go through health
care system and about how clinicians thinking about what should be done and how patients might be thinking about how things should be done.
We also know patient empowerment, choice and responsibility really big issues for today's health care, how we think about health care oriented,
certainly things and that's had an effect on the doctor patient relationship in terms of relational practices,
shared decision making, patient centred care.
So it's just the literature that's out that these are some of the things that are in our head when we we get to our data.
So here's an example. I'm going to switch the lights off.
You can see this, but I want you to think about this is a short two minute clip of Kylie and that's the Australian connection coming to it.
But. Well, just think about what Sam she's talking about and how we might understand and just start
to think about some themes you might use to code what you haven't done a class in coding.
Most people just think about what might be happening there. So.
Okay, so she continues. That's enough data.
Okay. So that's that's what we're thinking about. So I've done the transcribing, so you don't need to do that.
And I've also given it a quick edit to remove some of the chat memory.
If we're doing conversation analysis,
we could analyse the really awful interviewing technique that if somebody tell somebody something really private and it's got oh,
it's taken me years of watching that video to get over the cringe every time.
And I never make too few, few bits and pieces to give us a nice compact bit of text there to just work on.
And this is going to like say simplified approach. Just to give you an idea of how we build up and out in our analysis.
So this is the the text. And just in case for the podcast and that video is not allowed on, I'm going to read this out.
I was diagnosed initially. So my message to all of you,
everyone at home is because someone is in a white coat and using big medical instruments doesn't necessarily mean their rights.
And they might have stories that I've heard of women going for diagnosis, being told, don't worry about a thing, it's fine.
I don't want to say that to frighten people, but it's just a fact.
I guess you follow your intuition and if you have any doubt, go back again.
That's what we're going to spend the rest of this time looking at.
So what anticipated themes might we be thinking about?
If we're going to do our analysis, we've got all these things in the background of our head how if we get a code this data, what do we.
What things we use to code it? He sat in front of in vivo.
You've got your coding frame, open type something. So.
Diagnosis. Yeah. Okay. What sort of went on here?
I would think about these things. I mean, we've got advances in science and medicine, specialisation, clinical knowledge.
So I'm thinking about knowledge things and think about the state in terms of what knowledge is known and used,
where empowerment seems to be quite important to the field.
And Kylie So let's talk about empowerment and responsibility.
These seem key themes, and I'm also going to talk about shared decision making or something around this sort of area here.
So I'm just going to put shared and bundle things in there. Okay.
So that's why I came up with responsibility, power. Knowledge and sharing is my rough coach.
Absolutely. I could come up with completely different ones, but this is part of the qualitative processes.
You're going to approach this particular view and this is your understanding of the literature and what you want to get out this data.
So are these the right questions? And you put your coats together and then you tackle the data trust and big issue there.
Yeah. Yeah. Good question. Yeah.
And absolutely. But, you know, think about that in that way and and could have a fifth one trust.
I mean, I can absolutely put in but as we put in, you know, choice, you know, choice and choosing and healthcare is the key thing.
What I've done is just simplify it again, just choosing for and not exhausting my list just to go to this talk.
But that decision already is orientated me to the data to think about it in a particular way.
Okay. I need to be clear to myself why I'm doing that.
So if somebody asks me, I can explain to them now. I know from my own experience that usually the first set of code you come up with,
you get halfway through your first or second interview and you realise these are really not working, okay?
This is not helping, not this, this, this is isn't going right.
So you put them in the pen, start again and you think of some of the codes and you can do that two or three times.
And I've done that with colleagues here. We, we spend a lot of time thinking about the ultimate use, how they interact with the data,
how that shapes our understanding of that data, and then deciding that it doesn't seem to be working too well.
Let's try some of the code before with exercise. Who's going to keep it simple and look at for you.
Okay, so here we go.
Here's my text and let's take that first sentence.
You might want to write those down responsibility, power, knowledge and change.
So I'm going to ask you to code this text with me. Okay. So.
The first one. First, at first sentence, I was misdiagnosed initially.
How would you tell that? What is that going?
And responsibility, power and knowledge of sharing and tracking across an invisible cannot put it in one knowledge.
Top of the class. That's exactly how I would put it. I can understand other people putting it somewhere else,
but for the purpose of this exercise I only get to put it in one and put in there the next one.
So my message to all of you and everyone at home is I put that in responsibility, I think.
Sharing. Sorry. Of course. So this is about sharing her story with other people.
And this is how I is going to categorise that.
And that was the next one, because someone is in a white coat and using medical instruments doesn't necessarily mean that.
Right. Oh, power. Okay.
Mine felt for it was power to say this is great.
And I mean, if you're doing it to rating reliability, we'd be doing very well.
But I don't. And and the amount of stories that I've heard of women going for diagnosis and being told, don't worry about a thing, it's fine.
So we've got power, knowledge, responsibility and charity.
So sharing here. And again it's about telling stories.
Stories are sharing thing. So I would be happy to pop it in there for now.
I didn't want to say that to frighten people, but that's just a fact.
Yeah. It's about what is and is not knowledge. Oh, and if you follow your intuition, you have any doubt?
Again, there two, two types of understanding that some knowledge and then the last one go back again.
Or if you have any doubt, go back again. Yeah.
But still the place it sort of features.
And even though I said we're not double counting a double counted, so which is just to make sense of go back again if you have any doubt, go back.
So that's just going to help me when it comes to it. So there you go.
You've done your first bit of analysis, you've got your data, you've coded it and you've broken it all up into these various bits and pieces.
Now we're going to start getting more up and out. Now we're going to analyse this.
So we take our first code knowledge. We've got to look at we've got and we will spit it out as I was misdiagnosed initially,
I don't want to say that to frighten people, but it's just a fact. I guess you follow your intuition if you have any doubt.
So just keep it very simple step by step.
Just describe that data to yourself to write a little paragraph,
paraphrasing that using as much as you can participants words so medicine can and does get things wrong.
And this is something we should recognise is true. Your intuition can be a basis upon which you act just describing what is saying that okay.
Not to be judgemental about it. I'm not trying to do too much, just trying to describe what to say.
Say we say. Then we can start to do some interpretation.
We can start to add some value.
Okay, I start to use some of the sociological imagination and I've got some the knowledge you've got to interpret what might be happening.
Just, you know, again thinking you've got your data for me, you can just my days down.
Individual experience brings about doubt about medical knowledge and authority.
She doesn't use the words medical knowledge or authority,
but I'm interpreting what's happening there as to using those two categories of sound to alter the data as I see it,
establishment of personal experience as a neutral observation of the accuracy of diagnostic medicine.
So her experience means that the person might not be always right.
Okay, this is a fact. Knowing when she says this is a fact is she's not trying to scare people.
It's just something that did happen.
And the use of her subjective experience, her intuition to suggest, is a basis for interpreting doubt something along those lines.
So, you know, down to some something she can understand.
And she's interpreting her intuition as an interaction going on now of some sort about how she understands what's happening.
And again, I've used the term subjective experience.
That's my categorisation. I need to think about why I'm using those terms to me, but that's how I want to interpret that.
And I've done that for all of these categories sharing.
So my message to all of you and at home is the amount of stories that I've heard of women going for diagnosis,
being told, don't you worry about a thing, it's fine. Again, very simple.
Just do a paraphrased description through the story she's heard shared.
She's come to understand that this is also the experience of others.
So she's telling us, you know, not try to use any any terms that are alien to the to the quotes himself.
But when I start to interpret that, what do I know about stories? I know stories can be charming of stories can be empowering.
And as they demonstrated to the actual performance of telling one's own story.
So you have to remember, there's more than one story going on. She's recounting the stories of other people that told her.
She's also telling a story to the audience and the people at home.
So, you know, different storytelling, things going on that stories about stories.
And these can be empowering acts.
And we know that the MeToo campaign and the moment, you know, people telling their story helps them on what's happening.
You know, it's part of that. So this is this empowering. That's and again,
she doesn't talk about this about being an empowering act or performativity all these things say something about how I'm seeing what she's doing.
I'm sorry to tip it up using my own knowledge and the message for everyone, the audience,
you know, we all have this in common, she says, Is everybody here and everybody at home?
There's no distinguishing between, Oh, this is just for people here. This is just for women.
This is just for Americans, everybody. So she's categorising who she's talking to.
The subject of this in sociological terms, has this particular thing in common.
There's a commonality we all share because someone is in a white coat using big medical instruments doesn't necessarily mean they're right.
Okay. And again, just a brief description of that, despite what they know and how they come across doctors.
And the only way to know what is right okay. Is challenge.
If the doctor says patient, patient does. I do that by questioning the medical symbols.
She doesn't talk about medical symbols. I interpret these different things as symbols of medicine.
Okay. This is the message is giving out to people. You have a right to question and go back.
If you're not sure, go back to the doctors.
But the person doing the questioning is you have that responsibility to think about that in that way and down
to not knowing based on subjective knowledge are a legitimate way to basis to to question and take action.
You don't need to go back to your clinician, which is, you know, we are homemade protesters and thinking,
okay, just having enough doubts about what's going on, no question is legitimate.
Okay. Which is a different way to thinking about perhaps how we think about patients should and shouldn't take.
Okay. So it's trying to understand this context from these points of view.
Okay. And how she's made sense of what's happened to her. So.
What I did is that. So what I'm going to do now is just bring all that together and show you how you would write that up.
So a little bit more working up and out. And then again, start to engage some of the data, some of the literature,
which that's to address some of these questions about power and medical establishment and all these things.
So just taking those descriptive bits, putting them in into a paragraph, reading around to make grammatical sense, what have you.
But essentially we have, you know, and this would go into the finding section and some point, you know, just describing the data,
kind of the account describes how much medicine can and does get things wrong and that is something we should all recognise is true.
So to the she's her she has shared,
she's come to understand that this is also the experience of others doctors with their symbols of medical authority,
not the only way to know what is true.
She explains that there are times when your intuition can be a basis upon which you act and that you have an individual responsibility to act upon.
Your doubts naturally should take that out. That's not what she says.
So I can see how a very witness and how I would edit it again.
Proof it, and that's it. But that's part of the process. This is where things start to get interesting, I would say.
This is where we start to add some value in terms of how we thinking about it.
I'm not going to think about what she's done in terms of the categories that are in my head and about
how I understand the literature around people acting in terms of getting their cancer diagnosis.
Part of that I'm not going to talk about Kaitlyn will talk about this participant or this person.
It's time to recognise that this voice is my voice. Now it's me interacting with this data.
So I'm not trying to pretend that this is Kylie's account of what's happening.
I am adding stuff to this, okay? And I need to respect that in the way I write it.
This person's experience has brought into doubt,
medical knowledge and authority an outcome that has reasons to be a neutral observation about the accuracy of diagnostic medicine.
Questioning medical symbols can be seen to take both authority and responsibility away from the medical establishment.
The use of subjective experience intuition. It suggested a legitimate basis for interpreting doubts.
What is also notable is a place that sharing stories has both.
The act of listening and performing of telling in this account have been empowering acts.
Moreover, the message proffered is for everyone. This suggests an audience with something in common.
So standard to read into this. Think about it in particular is in particular sociological categories.
And I'm going to come back to this in a second and show you how I've done in recognising this and this.
I've separate this paragraph out because I started when I was writing this thought and I'm going to push it a little bit further.
Okay. In recognising this, we can point to how individual subjective acts Kellie's description of what she's doing to own an imaginative,
imagined collective of citizens. She's imagining that the people are like her,
are in a similar situation to mobilise a language of subjective awareness as a basis
upon which to doubt medical authority and take responsibility to preserve their health.
Okay, so really push that interpretation. Okay.
And I'll show you how a little bit how I've done that often. So I'm going to come back to that in a second.
Just to recap where we're up to, we're moving up.
As you can see, we're moving further and further away from the original data, but we're adding value by thinking about that,
using different categories to think about what is happening that make it a little bit strange, what's going on.
So let's think about how we might interpret it in different ways.
What we need to think about now also is that we're not just dealing with the states within the whole load of literature as well.
We're not the first people to look at this, first people to think about health care and patients relationships with clinicians.
So we need to go back to that data that we started with, that literature we started with,
and start to interact with that as we're doing our writing and our thinking.
Okay. And the way I would ask my question to myself is how is this data problematise the preconceived ideas or concepts as understood in literature?
So there's no I'm not looking to say this is an example of medicalisation, you know,
I want to think about how this may or may not be medicalisation or say that fault.
So how have I moved out, started to move out of this data a little bit, if you like,
by engaging the literature and thinking about it using sociological concepts.
So the other ideas I put in bold key terms when I handed and interpreted what's happening, you know,
terms like medical knowledge and authority speak to a particular literature as much as they do to the data.
They bridge space, medical authority, responsibility, interpretation,
all these different key words all speak to a different type of literature organised by data.
My thinking about that data in a particular way, and when you read a paragraph like this,
when you're picking up qualitative research, you can see that what you start to see, you know, if this was a film.
Filter would happen and you would be able to start to jump out at you. Is that see this is where the authors I think that that's what they're doing.
They're using these particular terms in these ways so that I can understand the data slightly differently than once originally put.
So just to move towards the outs with this would be a whole other lecture.
And you know, if I'm he invites me back, I'll do that one.
But, um, how do we go back to the, to the literature?
I got another slide now. So if you went back to that original, that slide with the background, I could go back and go, right.
Well, these are the literatures and I want to talk to them, pick up this account and start to engage with that.
Or I could go and look at these are the things that that are out there that people are talking about that this might talk to.
I mean, you know, these kind of these are an example of medicalisation.
You know, to get into that, we need to know a lot more about medicalisation how people think about it.
The book's field articles excellent for that references at the end of this.
But we could say she's moving away from medical establishment.
She's talking about taking her own position that this isn't medicalisation of total,
that she's putting a lot of distance between the patient and medicine.
But we can also see that, you know, she doesn't get away from medicine either.
She's all things of through those terms about going back, about how she's engaging her body.
You know, that that language is is part of being drawn into the medical discourse.
She doesn't go off and look for complementary medicines.
And, you know, she's thinking about it in a particular way so we can insight and interrogate this data.
So that concept and go back to that fact interpretation paragraph from complete rewrite and to to think about those things.
And we can do that with all these other things. But I won't I won't go through them all at this point because it's an awesome discussion.
So. Hopefully, as I said at the beginning, it's a really simple message and hopefully I've confused you enough,
but we get to the end and sort of go, Yeah, okay, I can still live that. Okay.
I might not agree with how you've done it and that's brilliant. That's exactly how it should be.
Should be able to see enough from what I've done to understand how I've done it and to disagree with it.
Okay. Hopefully that times I will convince you. And in terms of my creative with the people who read my work in the I think that's fine.
I look, I can see how you've got that and I agree, but you can see that as an intellectual craft that okay,
it does take practice and it does and it involves a particular amount whether you have to show how you've done it.
And that's often down to the general as much as anything. But if you need if somebody comes back to you, says, how did you get here?
As you do, how did you get here? You know, I can't follow you.
I need to be able to explain myself to you. And if I can't, then there's something wrong with the process I've gone.
And that's the qualitative and that's the beginning of qualitative research.
She's been able to explain how I got from here this data to this interpretation.
If you can do that, if there's a problem that does take creativity and does take inspiration, sometimes you do need to go to the places.
You do need to change your thinking. And if you need to find ways to do that, then I'm creative and you can sometimes feel inspired.
That's, you know, that's part of the process. But it must be a reflexive process.
Must be think about it. You can't I can't put it into a computer and then it spit it out.
The when you need to understand your place and how you've interacted with that data and be able to account for that in your writing.
Okay. Thank you so much. Thank you for putting that and any questions.