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Open-ended responses are widely used to explore and understand participants' experiences and perspectives in a variety of fields. As one of the most powerful computer-assisted qualitative data analysis software, NVivo allows researchers to analyze open-ended responses to survey and/or interview questions, as well as other text data like reflective writing, image, and videos. The purpose of this paper is to describe and demonstrate how the NVivo word frequency, text search, and matrix coding features can be used to analyze qualitative data from a longitudinal evaluation project. The authors show how the matrix coding feature maximizes NVivo utilities in an analysis of open-ended responses and highlights differences across and within participants' groups. The authors explain this approach by presenting a step by step overview: data cleaning and case coding; data import; word frequency analysis; text coding and reference extracting; and matrix coding and inductive analysis. Using this approach, the Clinical Translational Science Institute (CTSI) evaluation team acquired deeper insight into the participants' experiences and perspectives about CTSI programs and received insights that may lead to improvement. From a methodological perspective, this approach capitalizes on NVivo's features to mine qualitative data. The methodology described in this paper is applicable to other educational or program evaluations. Also, it is appropriate for analyzing large samples or longitudinal qualitative data in marketing and management.

Analyzing open-ended responses can provide insight regarding participants' experiences or illuminate organizational issues. The purpose of this study was to qualitatively analyze 1096 open-ended responses to a longitudinal survey and report patterns observed across participants. Word frequency, text search and matrix coding were used to analyze the data. Thematic differences were noted by the college group denoting the participant's primary appointment. Although perceived gaps between expectations and service delivery were expected, participants' statements pointed out informational inaccuracies or an absence of awareness. The inherent richness and insight of the analysis yielded complexities, otherwise not discernable using quantitative analyses. The authors offer suggestions for improving the university clinical translational science institute's delivery of biomedical research services.

Dental schools are required to utilize teaching practices that increase students' culture competence and ensure their ability to deliver equitable oral care. This study explored the impact of active teaching, an approach that offered comprehensive engagement and experiential learning. Students participated in small group activities, conducted interviews and developed reflective writings. A QUAN→qual sequential mixed method was used to analyze their reflective writings. Quantitative results indicated that students' cultural competence was significantly enhanced. Qualitative findings showed that students recognized their unconscious biases and reported an increase of cultural competence. This study demonstrates the effectiveness of experiential learning, particularly the addition of small group discussions, in instruction aimed at enhancing cultural competence among 84 first year pre-doctoral dental students.