Sentence examples for content of each theme from inspiring English sources

The extracts used to illustrate the content of each theme are identified by codes which correspond to the focus group transcripts from which they were taken (Table 1).

Each piece of data was summarised and the content of each theme considered when developing explanations and implications of the data.

The content of each theme was expanded or reduced and sub-themes were formed by reflecting and bringing new questions to the text, such as: what does this specific statement say about experience?

After collating the information resulting from these discussions for each of the seven themes, this four-point structure was used to present the content of each theme to the other participants and to discuss their findings in an open forum.

Free-text feedback from the remaining 73 responders was summarised into six emergent themes (see table 4 for details of the content of each theme): (1) Florence system empowers patients and puts them in control of their health/condition, (2) use of appointments, (3) ease of use, (4) acceptability of the system, (5) acceptability of the protocol(s) and (6) support with using the system.

The main theme was thus generated to describe participants' processes of empowerment, in which the content of the each theme builds on and is interlinked with the others.

However, they added some insight to the content and interpretation of each theme.

During this process the substantive content and elements of each theme are identified.

The reviewers met to compare analyses, and a consensus on the content and explanation of each theme was reached.

Working through the raw data with this level of intensity helps researchers to identify further lines of enquiry to pursue during descriptive analysis, the main purpose being to unpack the content and nature of each theme and to display the data in a way that makes distinctions that are meaningful and to provide content that is illuminating.

Since Curriculum 2001 was implemented in January 2001, it is only in its embryonic stages, a considerable onus therefore rests with curriculum organisers to continue providing feedback to staff and students about evaluation of each theme (content, cases, skills, organisation, etc).