Beyond the Medical Model: Thinking Differently about Medical Education and Medical Education Research

Biesta, Gert; Braak, Marije van

doi:10.1080/10401334.2020.1798240

Cited by 48 publications

(49 citation statements)

References 31 publications

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“…By talking about recognizable issues, residents can also become aware of their position towards full membership of the profession [24][25][26][27]. Such professional socialization [28] appears to be the ultimate goal of collaborative reflection, as revealed in our overview.…”

Section: Discussionmentioning

confidence: 99%

A professional knowledge base for collaborative reflection education: a qualitative description of teacher goals and strategies

et al. 2021

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Introduction For several decades, educational experts have promoted reflection as essential to professional development. In the medical setting, collaborative reflection has gained significant importance across the curriculum. Collaborative reflection has a unique edge over individual reflection, but many medical teachers find facilitating group reflection sessions challenging and there is little documentation about the didactics of teaching in such collaborative reflection settings. To address this knowledge gap, we aim to capture the professional knowledge base for facilitating collaborative reflection by analyzing the formal and perceived goals and strategies of this practice. Methods The professional knowledge base consists of formal curricular materials as well as individual teacher expertise. Using Template Analysis, we analyzed the goals and strategies of collaborative reflection reported in institutional training documents and video-stimulated interviews with individual teachers across all Dutch general practitioner training institutes. Results The analysis resulted in a highly diverse overview of educational goals for residents during the sessions, teacher goals that contribute to those educational goals, and a myriad of situation-specific teacher strategies to accomplish both types of goals. Teachers reported that the main educational goal was for residents to learn and develop and that the teachers’ main goal was to facilitate learning and development by ensuring everyone’s participation in reflection. Key teacher strategies to that end were to manage participation, to ensure a safe learning environment, and to create conditions for learning. Discussion The variety of strategies and goals that constitute the professional knowledge base for facilitating collaborative reflection in postgraduate medical education shows how diverse and situation-dependent such facilitation can be. Our analysis identifies a repertoire of tools that both novice and experienced teachers can use to develop their professional skill in facilitating collaborative reflection.

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Section: Discussionmentioning

confidence: 99%

A professional knowledge base for collaborative reflection education: a qualitative description of teacher goals and strategies

et al. 2021

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“…(Williamson 2017: 106) Simple numeric measures may lend the sheen of science to evaluation processes (Hanson 1993), particularly when bolstered by seemingly objective and systematic uses of technology to perform complex, opaque mathematics on proxies of quality. Yet they reduce our appreciation of the interplay between educational elements, thus diminishing our ability to apply results to new contexts (Biesta and van Braak 2020). They may obscure not only the educational practices involved, but also the context and theoretical understandings underpinning those practices (McLaughlin and Mitra 2001).…”

Section: How Has Datafication Affected Course Evaluation?mentioning

confidence: 99%

Towards Ecological Evaluation of Online Courses: Aiming for Thick Description

Fawns

Sinclair

2021

Online Postgraduate Education in a Postdigital World

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“…In organizational sciences, these challenges are referred to as Organizational Socialization (OS) which can be defined as ‘a process by which an individual acquires the social knowledge and skills necessary to assume an organizational role’ [ 7 ]. In doing so, newcomer residents become part of existing social, cultural and political practices and traditions within a department [ 8 ]. Therefore, ‘learning the ropes’ seems to be an important challenge in transitioning from one role to another [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

Learning the ropes: strategies program directors use to facilitate organizational socialization of newcomer residents, a qualitative study

et al. 2022

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Background Many residents experience their transitions, such as from medical student to resident, as demanding and stressful. The challenges they face are twofold: coping with changes in tasks or responsibilities and performing (new) social roles. This process of ‘learning the ropes’ is known as Organizational Socialization (OS). Although there is substantial literature on transitions from the perspective of residents, the voices of program directors (PDs) who facilitate and guide residents through the organizational socialization process have not yet been explored. PDs’ perspectives are important, since PDs are formally responsible for Postgraduate Medical Education (PGME) and contribute, directly or indirectly, to residents’ socialization process. Using the lens of OS, we explored what strategies PDs use to facilitate organizational socialization of newcomer residents. Methods We conducted semi-structured interviews with 17 PDs of different specialties. We used a theory-informing inductive data analysis study design, comprising an inductive thematic analysis, a deductive interpretation of the results through the lens of OS and, subsequently, an inductive analysis to identify overarching insights. Results We identified six strategies PDs used to facilitate organizational socialization of newcomer residents and uncovered two overarching insights. First, PDs varied in the extent to which they planned their guidance. Some PDs planned socialization as an explicit learning objective and assigned residents’ tasks and responsibilities accordingly, making it an intended program outcome. However, socialization was also facilitated by social interactions in the workplace, making it an unintended program outcome. Second, PDs varied in the extent to which they adapted their strategies to the newcomer residents. Some PDs used individualized strategies tailored to individual residents’ needs and skills, particularly in cases of poor performance, by broaching and discussing the issue or adjusting tasks and responsibilities. However, PDs also used workplace strategies requiring residents to adjust to the workplace without much intervention, which was often viewed as an implicit expectation. Conclusions PDs’ used both intentional and unintentional strategies to facilitate socialization in residents, which may imply that socialization can occur irrespective of the PD’s strategy. PDs’ strategies varied from an individual-centered to a workplace-centered approach to socialization. Further research is needed to gain a deeper understanding of residents’ perceptions of PD’s efforts to facilitate their socialization process during transitions.

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Beyond the Medical Model: Thinking Differently about Medical Education and Medical Education Research

Cited by 48 publications

References 31 publications

A professional knowledge base for collaborative reflection education: a qualitative description of teacher goals and strategies

A professional knowledge base for collaborative reflection education: a qualitative description of teacher goals and strategies

Towards Ecological Evaluation of Online Courses: Aiming for Thick Description

Learning the ropes: strategies program directors use to facilitate organizational socialization of newcomer residents, a qualitative study

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Beyond the Medical Model: Thinking Differently about Medical Education and Medical Education Research

Cited by 48 publications

References 31 publications

A&nbsp;professional knowledge base for collaborative reflection education: a&nbsp;qualitative description of teacher goals and strategies

A&nbsp;professional knowledge base for collaborative reflection education: a&nbsp;qualitative description of teacher goals and strategies

Towards Ecological Evaluation of Online Courses: Aiming for Thick Description

Learning the ropes: strategies program directors use to facilitate organizational socialization of newcomer residents, a qualitative study

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A professional knowledge base for collaborative reflection education: a qualitative description of teacher goals and strategies

A professional knowledge base for collaborative reflection education: a qualitative description of teacher goals and strategies