Drawing on experience: exploring the pedagogical possibilities of using rich pictures in health professions education

Molinaro, Monica L; Cheng, Anita; Cristancho, Sayra; LaDonna, Kori A

doi:10.1007/s10459-021-10056-9

Cited by 13 publications

(21 citation statements)

References 47 publications

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“…When exploring factors affecting clinical judgement, for example, Cristancho et al (2015) interviewed surgeons pre-and post-operation and then invited them to draw a 'rich picture' to try to go beyond simple description of tasks and procedures and better access the full experience. On the other hand, when Molinaro et al (2021) explored how trainees, health professionals and parents experienced a (Berg et al, 2017).…”

Section: Rp Use: Alone or Alongside Another Methodsmentioning

confidence: 99%

The ‘Rich Pictures’ Method: Its Use and Value, and the Implications for HRD Research and Practice

Gisby

Ross

Francis-Smythe

et al. 2023

Human Resource Development Review

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Embracing new and innovative qualitative methods has helped researchers in a number of fields to access aspects of the lived experience that traditional methods cannot easily reach. This paper explores the use and value of one such method – ‘rich pictures’: a technique whose origins lie in ‘soft systems’ engineering but which has been successfully applied in a broader range of contexts in recent years including health, medicine and education. Despite its use in these disciplines, however, recent studies suggest that HRD research continues to rely on established methods and that uptake of visual methods – and ‘rich pictures’ in particular – is virtually non-existent. The aim of this paper therefore is to shed light on this underused method and encourage HRD researchers to recognize its potential for studying human development.

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Section: Rp Use: Alone or Alongside Another Methodsmentioning

confidence: 99%

The ‘Rich Pictures’ Method: Its Use and Value, and the Implications for HRD Research and Practice

Gisby

Ross

Francis-Smythe

et al. 2023

Human Resource Development Review

View full text Add to dashboard Cite

show abstract

“…A number of researchers have drawn attention to how issues of power and privilege influence the ability of a 'patient-as-team-member' 23(p.1096) to have an equal voice and role in the research process. [23][24][25] Within A-PM, data from all participants are treated such that each participant is studied with equal attention, and data from one participant are not privileged over another. With the importance of understanding action within context, and the importance of equal participation, A-PM is a methodology that is compatible with narrative, emancipatory, social justice and Indigenous research paradigms.…”

Section: Equal Voices In A-pmmentioning

confidence: 99%

“…From the contextual approach embedded in A‐PM, the relational ethics of caring, connectedness, fairness and trustworthiness are assumed and also sustained by a ‘reliance on dialogue and mutual concern’ 15 (p.89) throughout the research process. A number of researchers have drawn attention to how issues of power and privilege influence the ability of a ‘patient‐as‐team‐member’ 23 (p.1096) to have an equal voice and role in the research process 23–25 . Within A‐PM, data from all participants are treated such that each participant is studied with equal attention, and data from one participant are not privileged over another.…”

Section: Introductionmentioning

confidence: 99%

Action‐project method: An approach to describing and studying goal‐oriented joint actions

Shankar

Young

2022

Medical Education

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Context Practicing health professionals and educators frequently act together in an interdependent or joint capacity to reach goals. Teaching or learning a new skill or engaging with patients in shared decision‐making exemplifies this joint and goal‐directed nature of Health Professions Education (HPE) and practice. However, building a robust understanding of the complexity of action, and joint action in particular, in HPE or patient care remains a challenge because of a limited number of methodologies available within HPE research. Methods In this manuscript, we describe the Action‐Project Method (A‐PM) as a qualitative research approach that can be used to describe and understand goal‐directed joint actions. A‐PM is grounded in contextual action theory and is a methodology focussed on action as an object of study, as it is occurring. A‐PM uses three distinct perspectives to understand goal‐directed joint actions: observable behaviour, internal processes (i.e. reported thoughts and feelings) and the social meaning reflected in goals. Data collection in A‐PM involves observations, interviews, recording of actions and a self‐confrontation procedure—where participants watch video‐recorded segments of action and reflect on their internal processes, describing what they were thinking or feeling as they were completing the action. Together, the rich data generated and the layered approach to analysis provide a means to better understand the joint actions embedded in complex systems and collaborative work. Furthermore, the participants are treated as equal partners within A‐PM, ensuring data equity even when the research context includes hierarchical relationships. Discussion Given increasing recognition to the importance of teamwork, relationships, interdependence, complex environments and centring patient or learner voices, A‐PM is a valuable research approach for HPE. A‐PM deepens our research arsenal with an approach that focusses on interdependent dyads or teams and provides a deeper understanding for how individuals engage together in goal‐oriented actions.

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“…67 In the broader HPE methodological literature, the therapeutic benefits of participants engaging in various visual methods is also reported. 68…”

Section: Revealing the Socialmentioning

confidence: 99%

“…Others have similarly found that mapping one's social network can be a therapeutic strategy during stressful transitional periods 67 . In the broader HPE methodological literature, the therapeutic benefits of participants engaging in various visual methods is also reported 68 …”

Section: Critical Reflections Of An Ego Network Approachmentioning

confidence: 99%

Qualitative ego networks in health professions education: Capturing the self in relation to others

Nimmon

Atherley

2021

Medical Education

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Drawing on experience: exploring the pedagogical possibilities of using rich pictures in health professions education

Cited by 13 publications

References 47 publications

The ‘Rich Pictures’ Method: Its Use and Value, and the Implications for HRD Research and Practice

The ‘Rich Pictures’ Method: Its Use and Value, and the Implications for HRD Research and Practice

Action‐project method: An approach to describing and studying goal‐oriented joint actions

Qualitative ego networks in health professions education: Capturing the self in relation to others

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