Informal Learning Amongst Pediatric Rehabilitation Teams - An Ethnography of Tea-Room Talk

Hunter, Cynthia; Scheinberg, Adam

doi:10.5772/34652

Cited by 2 publications

(11 citation statements)

References 26 publications

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“…Shared social spaces may be viewed by management teams as a productivity sink 9,41 . However, shared social spaces were also often reported to positively contribute to the quality and delivery of patient care 13,22,49 . The significant attributes of shared social spaces that contributed to functionality as described by the included papers were proximity to the clinical workplace, accessibility, and user ownership.…”

Section: Resultsmentioning

confidence: 99%

“…Twenty were published in 2019, of which 11 were in response to the publication of the British Medical Association (BMA) Fatigue and Facilities charter 21 followed by news of UK government funding. There were five primary research studies: Two ethnographies studying informal learning in backstage spaces 13,22 and three studies evaluating wellness programmes that include a shared space 23–25 . There were no literature reviews or evidence syntheses identified by this study.…”

Section: Resultsmentioning

confidence: 99%

“…The most commonly described space in the included sources was the ‘doctors' mess’, 6,7,9,21,27,29–40 which resembles the American ‘doctors' lounge’, 41–44 also called residents', 24,25 physicians', 28 or surgeons' lounge 45 . Multidisciplinary spaces were described as ‘staff lounge’, 13 ‘staff room’, 6 ‘coffee room’, 46 ‘tea‐room’, 22 or ‘common room’ 3 . Spaces were also more generally referred to under wider umbrella terms, instead of mentioning a particular room, for example, ‘rest space’, 6 ‘rest facilities’, 47,48 ‘communal area’, 49 ‘liminal spaces’, 13 ‘third space’, 40 and ‘in between spaces’ 50 .…”

Section: Resultsmentioning

confidence: 99%

“…The psychological safety of shared social spaces such as the tearoom allowed staff to debrief by telling a story or talking through and sharing emotional aspects of an experience, with less fear of judgement (Quotes 2.a, 2.b). Having an opportunity to ‘talk the affective talk’ allowed junior doctors to ‘free (themselves) up from the affect ‐ to disembody it, to take a rest before moving back into the front stage again’ 22 (Quote 2.h). Sharing these experiences may help develop common coping strategies and help doctors feel that they are not isolated (Quote 2.e).…”

Section: Resultsmentioning

confidence: 99%

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The impact of shared social spaces on the wellness and learning of junior doctors: A scoping review

2022

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Introduction: Impaired wellness among junior doctors is a significant problem. Connectedness and sense of belonging may be important factors to prevent and reduce mental ill-health. Shared social spaces in which health care staff can meet informally are thought to improve connectedness; however, these spaces are in decline. It is unclear what is known about such spaces, how they are used, and their impact on wellness and learning. This study aims to identify and synthetise available literature that informs our current understanding of the nature of shared social spaces as an intervention impacting wellness and learning of junior doctors.Methods: A scoping review was conducted following the Arksey and O'Malley fivestep framework. The review question is 'What is the evidence of the impact of shared social spaces on wellness and learning of junior doctors?' We searched five databases: MEDLINE, EMBASE, APA PsychINFO, APA PsychExtra, and ERIC. We conducted thorough supplementary searches in addition to the database search.Results: We included 41 articles. These were predominantly letters, commentaries, and editorials with only five primary research studies. We identified four significant common attributes of shared social spaces, which can be credited with positive impacts on wellness and learning: (1) Informal: fostering connectedness and belonging, trust and teamwork and offering access to informal help and support; (2) safe: allowing reflection, debrief and raising of concerns; (3) functional: there is planning of clinical care activity, sense of control and engagement from users and provision of refreshment; (4) legitimate: regular maintenance and use of shared social spaces affect role modelling, sustainability and wellness culture.Discussion: This review identified several ways in which shared social spaces impact positively on learning and wellness. There is little primary research in this area. Future research would be useful to further examine how and why this works.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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The impact of shared social spaces on the wellness and learning of junior doctors: A scoping review

2022

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“…Laughter at lunch brought all the teachers together. The results were in line with the literature which indicates that tearoom chats were seen as facilitative for professional learning in CoPs (Wang, 2010cited in Ha, 2013Hunter & Scheinberg, 2012).…”

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confidence: 90%

A Community Of Practice And Its Influence On Vietnamese Efl Teachers' Professional Identities

Tran¹

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This thesis investigates the community of practice (CoP) as a model for professional development for EFL teachers in Vietnam as well as its influences on their professional identities and practices. In the context of Vietnam, although EFL teachers, English language teaching, and professional development (PD) for EFL teachers have been the focus of the national education reforms, and funds and effort are put into PD activities aiming at improving EFL teachers’ language proficiency and updating their teaching methodologies, there has been little evidence of positive changes in teachers' teaching practices and students' learning outcomes. Several collaborative models for teacher professional development which have recently been introduced, despite being helpful, still raise some issues regarding voluntary participation, distributed leadership, trust and collegiality, and the balance between top-down (PD provided and required by an institution or regulatory body) and bottom-up (PD directed and determined by individual and groups of teachers) approaches. The international literature also reveals that effective collaborative communities for teachers are rare and while collaborative models are common in primary and secondary schools, they are limited in higher education. In this thesis, a community of practice (CoP), defined as a group of people “who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis” (Wenger et al., 2002, p. 4), was introduced as a form of professional development in the context of university EFL teaching in Vietnam. This thesis draws on social constructionism and social constructivism as theoretical frameworks for understanding teacher professional identity and the professional learning process within the CoP. A qualitative case study as the research method and action research as the research process were adopted to investigate the complex situations and meanings of the CoP process and teacher professional identity. Eight EFL teachers (including me as the participant) were recruited to participate in the CoP over six months. Multiple instruments including pre-interviews, post- interviews, CoP recordings, reflective writing journals, and artefacts were used to collect data, and discourse analysis was adopted to analyse and interpret the data. Evidence from the data highlights that multiple discourses relating to teaching experience, English language proficiency, Confucian and constructivist teaching approaches, and institutional factors influenced Vietnamese EFL teachers’ professional identities and practices. Conflicting discourses led to tensions in the teachers’ professional identities and negatively influenced their teaching practices. The structure of the CoP, which was characterised by being voluntary, having clear ground rules, a shared repertoire, and no leaders’ involvement offered a safe place for the teachers to collaborate and mutually engage with each other through a variety of activities. The thesis demonstrates that when teachers feel safe, experience agency as well as distributed power in their own professional development, they are able to share their teaching problems honestly. With appropriate scaffolding from More Knowledgeable Others (MKOs), they are able to challenge taken-for-granted knowledge and reconcile conflicts in discourses, thereby transforming their professional identities and practices in a positive way. The CoP elements of mutual engagement, shared repertoire, and joint enterprise were evident in this research, embedded within three key features - Connection, Collaboration, and Reflection. These features made the CoP model used here different from other collaborative models in Vietnam and eliminated some issues of such models, such as a lack of trust, a lack of voluntary participation, and the balance between top-down and bottom-up approaches. The thesis makes significant contributions to knowledge about collaborative PD models for EFL teachers and teacher professional identities in Vietnam. Recommendations are made, which aim to strengthen the basis for collaborative PD amongst Vietnamese teachers and suggest a CoP model appropriate to the Vietnamese context and other similar contexts.

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Informal Learning Amongst Pediatric Rehabilitation Teams - An Ethnography of Tea-Room Talk

Cited by 2 publications

References 26 publications

The impact of shared social spaces on the wellness and learning of junior doctors: A scoping review

The impact of shared social spaces on the wellness and learning of junior doctors: A scoping review

A Community Of Practice And Its Influence On Vietnamese Efl Teachers' Professional Identities

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