A Developmental Perspective to Studying Objects in Robotic Surgery

Seppänen, Laura; Kloetzer, Laure; Riikonen, Jarno; Wahlström, Mikael

doi:10.1007/978-3-319-49733-4_14

Cited by 5 publications

(4 citation statements)

References 29 publications

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“…Sharing the practices makes tacit (Polanyi, 1983) knowledge more explicit and helps others learn from them. Learning from the “good” helps the practitioner develop at work (Seppänen et al , 2016; Kloetzer, in press).…”

Section: Discussionmentioning

confidence: 99%

“…The Empatia applies Clot's Clinic of Activity ( 2009) model. This model is a videoassisted, three-phased method that starts with observation and ends with collective analysis and has various kinds of videorecorded material (sequences of the activity, simple autoconfrontation and crossed auto-confrontation) (Clot, 2009;Clot and Kostulski, 2011;Seppänen et al, 2016). During auto-confrontation, the participants view the video alone JWL 35,8 (simple) or with peers (crossed) and researchers, who prompt self-reflection and question their actions (Clot, 2009).…”

Section: Video-stimulated Reflection Methods In Workplace Learningmentioning

confidence: 99%

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Empatia – video reflection method for reflecting on empathic interactions between care worker and client

Levonius,

Saari

2023

JWL

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Purpose This paper aims to introduce the Empatia video reflection method, designed to enhance care workers’ awareness of empathic care. The method makes the quality of care visible, which is needed when digitalization efforts in elder care focus on the efficiency and adequacy of care work. Design/methodology/approach The Empatia method leans on previous studies of the interaction between care professionals and clients and elaborates further previous video reflection methods. In empathic care work, the care worker sees the client on their life continuum, rather than focusing on only medical treatments. Findings The empirical example demonstrates how a care worker gained awareness of their empathic interaction habits. Within the work community, the reflection process sparked discussions on values: the purpose of care work and how to conduct empathic care. Focusing on empathic relationships in care fosters both the client’s and the care worker’s well-being. Practical implications The strength of the Empatia method is that it makes empathy visible in interaction and something that is individually and collectively learnable. The Empatia includes an analytical tool for researchers to reveal empathy in client interaction. It can be developed further into a reflection tool for service work to learn how to be empathic in service encounters. Originality/value Compared to other video-stimulated recall methods, the Empatia involves contextual understanding of care work. Empowering positive interactions instead of detecting errors and solving problems is a novel concept and is scantily used in studies of organizational learning. The Empatia provides a detailed method description that allows for the replication of the method by anyone.

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Section: Discussionmentioning

confidence: 99%

Section: Video-stimulated Reflection Methods In Workplace Learningmentioning

confidence: 99%

Empatia – video reflection method for reflecting on empathic interactions between care worker and client

Levonius,

Saari

2023

JWL

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“…Champagne [ 39 ] argues that “ Quality teaching moments will only be realized when emphasis is placed on preparation, useful instruction during the procedure, and postoperative feedback. ” Previous work also indicates that the self-confrontation technique, which was used here to investigate the teaching processes, is useful not only as a research tool to explore training issues, but also as a training tool in itself to foster reflexivity [ 32 , 40 ]; it thus appears to be a promising tool for debriefing, to enhance trainees' and trainers' conceptualizations following robotic procedures.…”

Section: Discussionmentioning

confidence: 99%

“…Edited excerpts of the montages were subsequently used to conduct video-based self-confrontation interviews [ 30 , 31 ] with the lead surgeon and two assistant surgeons. This self-confrontation technique, which has been fruitfully implemented to study robotic expertise [ 32 ], consists of showing the practitioner a video of themselves at work and asking them to comment on it to understand their take on their own activity, while also fostering reflexivity.…”

Section: Methodsmentioning

confidence: 99%

Teaching and learning robotic surgery at the dual console: a video-based qualitative analysis

et al. 2021

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Robotic-assisted surgery (RAS) involves training processes and challenges that differ from open or laparoscopic surgery, particularly regarding the possibilities of observation and embodied guidance. The video recording and the dual-console system creates a potential opportunity for participation. Our research, conducted within the department of visceral surgery of a big Swiss, public, academic hospital, uses a methodology based on the co-analysis of video recordings with surgeons in self-confrontation interviews, to investigate the teaching activity of the lead surgeon supervising a surgeon in training at the dual console. Three short sequences have been selected for the paper. Our analysis highlights the skills-in-construction of the surgeon in training regarding communication with the operating team, fluency of working with three hands, and awareness of the whole operating site. It also shows the divergent necessities of enabling verbalization for professional training, while ensuring a quiet and efficient environment for medical performance. To balance these requirements, we argue that dedicated briefing and debriefing sessions may be particularly effective; we also suggest that the self-confrontation video technique may be valuable to support the verbalization on both the mentor’s and the trainee’s side during such debriefing, and to enhance the mentor’s reflexivity regarding didactic choices.

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