Navigating Multiple Researcher Roles in the Analysis of Video-Recorded Simulation-Based Learning

Issue: Although literature suggests different ways research teams can engage with qualitative data, there is little guidance on how researchers' different perspectives can be reconciled. This article presents reflections and insights from a team-based analysis of video-recorded data. Approach: We analysed a subset of 58 video-recorded simulation-based learning experiences (SLEs) in the field of Audiology. This subset comprised nine videos, which were first analysed by team members individually. We subsequently used a paired analysis approach for five of these videos, selecting two for team discussion because paired analysis revealed varying perspectives that required further 'unpacking'. We reflect on our experience here as an opportunity to illuminate the process, affordances, and challenges of analysing qualitative data via a multidisciplinary team approach comprising academics with different backgrounds, roles, and experience levels, influencing their positionality relative to the phenomenon under investigation. Insights: Multidisciplinary qualitative data analysis can be both valuable and complex. We refined our assumptions about researcher positionality and how it can be limiting, particularly as one's positionality can shift during the analytic process. Our reflections led us to understand that positionality and reflexivity are co-constructed and constantly negotiated. Recommendations: Multidisciplinary teamwork is valuable in qualitative data analysis, offering more than one perspective on the data. Multidisciplinary qualitative data analysis needs to be further interrogated as team member roles are fluid and cannot be solely defined by 'insider'/'outsider' boundaries. Hence, the analytical process needs to be refined over time, together with and in relation to ongoing reflection on positionality.