Crossing the PBL divide: from PBL medical student to medical teacher

Darnton, Richard

doi:10.1111/j.1365-2929.2007.02696.x

Cited by 2 publications

(7 citation statements)

References 4 publications

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“…This may result in layered texts containing narratives interspersed with analytical discourse, as demonstrated in both our feedback study and in the study by Galle and Lingard . By contrast, Darnton used mainly thematic analysis of his reflections and his transcribed conversation.…”

Section: Autoethnography Methodsmentioning

confidence: 88%

“…Data may also include reflections on past interactions as demonstrated by Darnton as he discussed his experience of moving from a PBL medical student to a teacher in a traditional medical school environment. He began by free‐writing about his experiences with PBL as a medical student and intern, his experiences in a non‐PBL environment as a junior doctor and then his experiences as a teacher using PBL in a non‐PBL medical school.…”

Section: Autoethnography Methodsmentioning

confidence: 99%

“…These reflections and transcribed notes were used as the dataset, and were coded and analysed. The analysis explored the cultural themes at play in the context of working in a setting with educational structures that differed vastly from those experienced by the author as a learner …”

Section: Autoethnography Methodsmentioning

confidence: 99%

“…One of these is a study by Darnton, in which the author provides his reflections on his experience of transitioning from a learner taught in a problem‐based learning (PBL), small‐group environment to an educator teaching in a traditional medical school. In the course of this transition, he developed insights into some of the prejudices and biases that are shaped by the culture in which we learn, and which we subsequently bring to our teaching roles . Galle and Lingard used autoethnography to explore interdisciplinary collaboration from Galle's perspective as a medical student.…”

Section: Introductionmentioning

confidence: 99%

“…They highlighted the impact of the variable access to patients between disciplines and the importance of appreciating the practice of other professionals, while exploring the politics shaping interprofessional placements . In both papers, the authors acknowledged personal gains from the reflexivity required in autoethnography, and recognised that although the studies are not generalisable, the themes developed can be drawn upon as guides for others who may be faced with similar issues . Ultimately, both studies are examples of how autoethnography can ‘illuminate the culture under study’, specifically the complex interactions and interrelationships in medical education.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Autoethnography: introducing ‘I’ into medical education research

et al. 2015

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Section: Autoethnography Methodsmentioning

confidence: 88%

Section: Autoethnography Methodsmentioning

confidence: 99%

Section: Autoethnography Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Autoethnography: introducing ‘I’ into medical education research

et al. 2015

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Thrown into the world of independent practice: from unexpected uncertainty to new identities

Schrewe

2018

Adv in Health Sci Educ

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One of the most exciting yet stressful times in a physician's life is transitioning from supervised training into independent practice. The majority of literature devoted to this topic has focused upon a perceived gap between clinical and non-clinical skills and interventions taken to address it. Building upon recent streams of scholarship in identity formation and adaptation to new contexts, this work uses a Heideggerian perspective to frame an autoethnographical exploration of the author's transition into independent paediatric practice. An archive of reflective journal entries and personal communications was assembled from the author's first 3 years of practice in four different contexts and analyzed using Heidegger's linked existentials of understanding, attunement and discourse. Insights from his journey suggest this period is a time of anxiety and vulnerability when one questions one's competence and very identity as a medical professional. At the same time, it illustrates the inseparable link between practitioners and the network of relationships in which they are bound, how these relationships contextually vary and how recognizing and tuning to these differences may allow for a more seamless transition. While this work is the experience of one person, its insights support the ideas that change is a constant in professional practice and competence is contextual. As a result, developing educational content that inculcates contextual flexibility and an increased comfort level with uncertainty may prepare our trainees not just to navigate the unavoidable novelty of transition, but lay the groundwork for professional identities attuned to engage more broadly with change itself.

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Crossing the PBL divide: from PBL medical student to medical teacher

Cited by 2 publications

References 4 publications

Autoethnography: introducing ‘I’ into medical education research

Autoethnography: introducing ‘I’ into medical education research

Thrown into the world of independent practice: from unexpected uncertainty to new identities

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