Phenomenographic or phenomenological analysis: does it matter? Examples from a study on anaesthesiologists’ work

TLDR

Phenomenography, originating from education, is often misinterpreted when applied outside its original context. The article demonstrates the distinction between phenomenography and phenomenology through an interview study of anaesthesiologists’ work perceptions. Researchers conducted both phenomenographic and phenomenological analyses on identical interview transcripts and compared the outcomes. The phenomenographic analysis identified four categories of work understanding—monitoring vital functions, guiding safely, serving colleagues, and leading the team—while the phenomenological analysis distilled the essence of an anaesthesiologist as a vigilant, responsible guardian of patient life.

Abstract

Phenomenography is a research approach developed from an educational framework. However, practised in other areas this research approach can be misunderstood as seems to be the case in some reports on allegedly phenomenographic studies. In this article, the authors show how the phenomenographic approach differs from a phenomenological one, using as an example an interview study on anaesthesiologists’ understanding of work. Having performed both a phenomenographic and a phenomenological analysis of the same transcripts, the researchers compared the results from the two approaches. The result of the phenomenographic study was four ways of understanding work: (a) monitoring and controlling the patient's vital functions; (b) guiding the patient safely through the operation; (c) serving patients, other doctors and nurses; (d) leading the operating theatre and team. The phenomenological analysis showed the essence of being an anaesthesiologist: Carrying the responsibility for the patient's vital functions; always being alert, watching carefully over the patient's body, ready to act whenever the patient's life is in danger, however difficult the circumstances. The authors discuss the differences between the two research approaches, stressing the value of phenomenographic studies in educational settings as well as its limited value in research on patients’ experiences of illness.