A worked example of Braun and Clarke’s approach to reflexive thematic analysis

TLDR

Braun and Clarke’s approach to thematic analysis is one of the most detailed methods, yet confusion remains about how to implement it correctly, prompting the authors to clarify misconceptions in subsequent publications. This paper presents a worked example of Braun and Clarke’s contemporary reflexive thematic analysis to clarify its position among existing thematic analysis typologies. Using data from health and wellbeing education research on educators’ attitudes, the example demonstrates how to apply RTA and shows that the approach is transferable to other contexts. The authors note that many researchers who claim to use RTA actually fail to fully adhere to its principles.

Abstract

Abstract Since the publication of their inaugural paper on the topic in 2006, Braun and Clarke’s approach has arguably become one of the most thoroughly delineated methods of conducting thematic analysis (TA). However, confusion persists as to how to implement this specific approach to TA appropriately. The authors themselves have identified that many researchers who purport to adhere to this approach—and who reference their work as such—fail to adhere fully to the principles of ‘reflexive thematic analysis’ (RTA). Over the course of numerous publications, Braun and Clarke have elaborated significantly upon the constitution of RTA and attempted to clarify numerous misconceptions that they have found in the literature. This paper will offer a worked example of Braun and Clarke’s contemporary approach to reflexive thematic analysis with the aim of helping to dispel some of the confusion regarding the position of RTA among the numerous existing typologies of TA. While the data used in the worked example has been garnered from health and wellbeing education research and was examined to ascertain educators’ attitudes regarding such, the example offered of how to implement the RTA would be easily transferable to many other contexts and research topics.