Collaborative Reflection Under the Microscope: Using Conversation Analysis to Study the Transition From Case Presentation to Discussion in GP Residents' Experience Sharing Sessions

Veen, Mario; Croix, Anne de la

doi:10.1080/10401334.2015.1107486

Cited by 23 publications

(28 citation statements)

References 46 publications

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“…Adult learning theory was used as a vehicle for the idea of learner‐centredness . Experiential learning was used as a vehicle for learning in the context of doing, and communities of practice theory was used as a vehicle for the idea of people working together with a common purpose …”

Section: Resultsmentioning

confidence: 99%

“…Complex character development of a theory was valuable when the focus was theory and the audience theorists; however, this could be alienating in the context of a focus on an educational intervention and an audience of education practitioners. The paper by Veen and de la Croix was an example of this tension . This paper examined the transition between case presentation and group reflection in facilitated peer debriefing groups.…”

Section: Resultsmentioning

confidence: 99%

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Theory, a lost character? As presented in general practice education research papers

et al. 2019

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Objectives The use of theory in research is reflected in its presence in research writing. Theory is often an ineffective presence in medical education research papers. To progress the effective use of theory in medical education, we need to understand how theory is presented in research papers. This study aims to elicit how theory is being written into general practice (GP) vocational education research papers in order to elucidate how theory might be more effectively used. This has relevance for the field of GP and for medical education more broadly. Methods This is a scoping review of the presentation of theory in GP vocational education research published between 2013 and 2017. An interpretive approach is taken. We frame research papers as a form of narrative and draw on the theories of Aristotle's poetics and Campbell's monomyth. We seek parallels between the roles of theory in a research story and theories of characterisation. Results A total of 23 papers were selected. Theories of ‘reflective learning’, ‘communities of practice’ and ‘adult learning’ were most used. Six tasks were assigned to theory: to align with a position; to identify a research problem; to serve as a vehicle for an idea; to provide a methodological tool; to interpret findings, and to represent an object of examination. The prominence of theory in the papers ranged from cameo to major roles. Depending on the way theory was used and the audience, theory had different impacts. There were parallels between the tasks assigned to theory and the roles of four of Campbell's archetypal characters. Campbell's typology offers guidance on how theory can be used in research paper ‘stories’. Conclusions Theory can be meaningfully present in the story of a research paper if it is assigned a role in a deliberate way and this is articulated. Attention to the character development of theory and its positioning in the research story is important.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Theory, a lost character? As presented in general practice education research papers

et al. 2019

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“…In an explorative stage, two researchers made an inventory of the different topics and issues discussed in the 176 cases . We used observable ways in which participants themselves mark topic and task transitions to compile a corpus of fragments of transitions, such as the transition between case presentation and case discussion . We noticed a recurring pattern, in that these are often transitions between four different phases or activity types that participants were oriented towards in these sessions: ‘goal‐defined, socially constituted, bounded events with constraints on participants, settings, and so on, but above all on the kinds of allowable contributions’ .…”

Section: Methodsmentioning

confidence: 99%

“…The limited number of extracts presented in this paper are meant as an illustration of the OSO of EoE. However, we note that the results are based on extensive microanalyses of numerous transitional sections throughout the entire dataset, such as presented in our previous study …”

Section: Methodsmentioning

confidence: 99%

“…the way a learning issue emerges during a problem‐based learning meeting). In a previous study, we examined the transition from the experience to reflecting on the experience at this level . Our focus now lies on the third level of overall structural organisation (OSO): the way a conversation is structured in relation to its overarching goal .…”

Section: Introductionmentioning

confidence: 99%

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The swamplands of reflection: using conversation analysis to reveal the architecture of group reflection sessions

Veen

Croix²

2017

Med Educ

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In 'Exchange of Experience', the overall structural organisation consisted of activity types through which a case becomes shared, reflectable, learnable and valuable. There are essential discrepancies between cognitive reflection models and the reality of the classroom. Being conscious of this overall structural organisation can be a tool for tutors of these groups to help them navigate from one activity to another or to diagnose what is not working in the group discussion.

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Using conversation analysis to explore feedback on resident performance

Duitsman

Braak

Stommel

et al. 2019

Adv in Health Sci Educ

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Feedback on clinical performance of residents is seen as a fundamental element in postgraduate medical education. Although literature on feedback in medical education is abundant, many supervisors struggle with providing this feedback and residents experience feedback as insufficiently constructive. With a detailed analysis of real-world feedback conversations, this study aims to contribute to the current literature by deepening the understanding of how feedback on residents’ performance is provided, and to formulate recommendations for improvement of feedback practice. Eight evaluation meetings between program directors and residents were recorded in 2015–2016. These meetings were analyzed using conversation analysis. This is an ethno-methodological approach that uses a data-driven, iterative procedure to uncover interactional patterns that structure naturally occurring, spoken interaction. Feedback in our data took two forms: feedback as a unidirectional activity and feedback as a dialogic activity. The unidirectional feedback activities prevailed over the dialogic activities. The two different formats elicit different types of resident responses and have different implications for the progress of the interaction. Both feedback formats concerned positive as well as negative feedback and both were often mitigated by the participants. Unidirectional feedback and mitigating or downplaying feedback is at odds with the aim of feedback in medical education. Dialogic feedback avoids the pitfall of a program director-dominated conversation and gives residents the opportunity to take ownership of their strengths and weaknesses, which increases chances to change resident behavior. On the basis of linguistic analysis of our real-life data we suggest implications for feedback conversations.

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Collaborative Reflection Under the Microscope: Using Conversation Analysis to Study the Transition From Case Presentation to Discussion in GP Residents' Experience Sharing Sessions

Cited by 23 publications

References 46 publications

Theory, a lost character? As presented in general practice education research papers

Theory, a lost character? As presented in general practice education research papers

The swamplands of reflection: using conversation analysis to reveal the architecture of group reflection sessions

Using conversation analysis to explore feedback on resident performance

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