Thematic analysis of qualitative data: AMEE Guide No. 131

Abstract

Thematic analysis is a widely used, yet often misunderstood, method of qualitative data analysis. It is a useful and accessible tool for qualitative researchers, but confusion regarding the method’s philosophical underpinnings and imprecision in how it has been described have complicated its use and acceptance among researchers. In this Guide, we outline what thematic analysis is, positioning it in relation to other methods of qualitative analysis, and describe when it is appropriate to use the method under a variety of epistemological frameworks. We also provide a detailed definition of a theme, as this term is often misapplied. Next, we describe the most commonly used six-step framework for conducting thematic analysis, illustrating each step using examples from our own research. Finally, we discuss advantages and disadvantages of this method and alert researchers to pitfalls to avoid when using thematic analysis. We aim to highlight thematic analysis as a powerful and flexible method of qualitative analysis and to empower researchers at all levels of experience to conduct thematic analysis in rigorous and thoughtful way.

Keywords:

• Thematic analysis
• qualitative research methods
• qualitative analysis

Disclaimer

The views represented in this article are those of the authors alone and do not represent those of the United States Air Force, Department of Defense, or United States Government.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Additional information

Notes on contributors

Michelle E. Kiger

Dr. Michelle E. Kiger, MD, is Assistant Professor, Department of Pediatrics, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA. She is a general pediatrician and the Military Element Program Director for the integrated Wright State University/Wright-Patterson Medical Center Pediatric Residency Program. Her research focuses on the concept of patient ownership and promotion of self-directed learning. She earned her MD from Vanderbilt University and is currently a PhD student in Health Professions Education at USU.

Lara Varpio

Dr. Lara Varpio, PhD, is Professor, Department of Medicine, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA. Her program of research investigates the many kinds of teams involved in medical education – e.g. inter professional care teams in clinical settings, medical education research and innovation unit teams, and scholarly collaboration teams. She uses qualitative methodologies and methods, along with theories from the social sciences and the humanities, to develop practical and theory-based evidence.