Stories as data, data as stories: making sense of narrative inquiry in clinical education*

Bleakley, Alan

doi:10.1111/j.1365-2929.2005.02126.x

Cited by 252 publications

(192 citation statements)

References 19 publications

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“…Interviews were audio-recorded and transcribed verbatim by AS using Express Scribe. During transcription, a single comma can result in changing the entire meaning of a sentence (Bleakley 2005). Therefore, each recording was listened to alongside the transcription twice to promote rigour.…”

Section: Data Collectionmentioning

confidence: 99%

The influence of postgraduate qualifications on educational identity formation of healthcare professionals

Sethi

Schofield

McAleer

et al. 2018

Adv in Health Sci Educ

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Demand for postgraduate qualifications in medical education can be judged by the increase in providers worldwide over the last two decades. However, research into the impact of such courses on identity formation of healthcare professionals is limited. This study investigates the influence of such programmes on graduates' educational identities, practices and career progression. Informed by constructivist grounded theory (CGT), semistructured interviews were conducted with 27 graduates (2008-2012) from one postgraduate programme, who were at different stages in their careers worldwide. The audio data were transcribed and analysed using a CGT approach. Participants enrolled in award-bearing medical education courses for various intrinsic and extrinsic reasons. The findings from this study highlight their development as educators, and educational researchers, leaders and learners, as their self-efficacy in educational practices and engagement in scholarly activities increased. Graduates attributed career progression to the qualification, with many being promoted into senior positions. They also described substantial performance attainments in the workplace. The findings contribute to understanding the complexity and nuances of educational identity formation of healthcare professionals. A qualification in medical education encouraged transformational changes and epistemological development as an educator. Awareness of these findings will inform both those considering enrolment and those supporting them of potential benefits of these programmes.

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Section: Data Collectionmentioning

confidence: 99%

The influence of postgraduate qualifications on educational identity formation of healthcare professionals

Sethi

Schofield

McAleer

et al. 2018

Adv in Health Sci Educ

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“…Another type of qualitative research that can be used to better understand lived experiences of athletes recovering from a sport injury involves narrative research methods; however, these methods have rarely been used in examining the experience of injured athletes. Narrative research methods are effective in studying an individual's experiences over time [13] and provide "coherence and continuity to one's experience" [14]. Thus, narrative research methods may provide a full picture of the injury and recovery process over time.…”

Section: Contextmentioning

confidence: 99%

Narratives of Psychosocial Response to Microtrauma Injury among Long-Distance Runners

Russell

Wiese‐Bjornstal

2015

Sports

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Athletes with microtrauma or overuse injuries resulting from an accumulation of repeated small forces may differ from athletes with macrotrauma or acute injuries in their psychosocial responses because of the unique challenges presented by these insidious-onset and often chronic injuries. Our purpose was to use narrative inquiry to examine the psychosocial experiences and responses of 10 long-distance runners who had experienced microtrauma injuries. Qualitative data analysis of interview data led to a chronological timeline of the injury experience and an assessment of the meaning attributed to these injury experiences using a variation of Mishler's core-narrative approach. Participants reported distinct thoughts, feelings, and behaviors during each phase of the injury-pre-injury, injury onset, and outcome. In the pre-injury period, participants indicated specific running-related goals and attributed their injuries to overtraining or a change in training. During the injury onset phase, participants consistently indicated two themes: self-diagnosis and treatment, and not taking time off. Within the outcome phase of injury, participants acknowledged changed training because of the injury, and lessons learned from their injury experiences. The narratives of microtrauma-injured runners revealed psychosocial distress and behavioral tendencies post-injury that have important implications for runners, coaches, and healthcare professionals. OPEN ACCESSSports 2015, 3 160

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“…They support the adoption of mutually collaborative methods to collect qualitative data [30,5].The I-and-It relationship and the I-andThou relationship were brought up by Martin Buber (1878Buber ( -1965. The former is function-oriented; it depersonalizes and objectifies participants, causing the researcher to explore them merely as subjects for data collection.…”

Section: Whose Decisionmentioning

confidence: 93%

Can One Get Fish and Bear's Paws at the Same Time Ethical Dilemma of Qualitative Health Research in Chinese Culture

Yang¹,

Yang²,

Chen³

2013

Proceedings of the 2013 International Conference on the Modern Development of Humanities and Social Science

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Abstract-Ethical considerations of qualitative research are often likely to be ignored or downplayed. This article will follow bioethics principles to explore the dilemmas expressed in the Chinese proverb: One cannot get both fish and bear's paws simultaneously. This succinct expression relates to so many phases of a research, based on the ethical characteristics of qualitative research. Four specific ethical dilemmas will be examined in this paper: the dilemmas between "building trust and rapport" and "informed consent," finding the right balance between "providing benefit to participants" and "coercion through kindness," the trade-off between "burning out researcher" and "ending research relationship," and giving consideration to both "quoting comprehensive qualitative data" and "ensuring participant privacy." Furthermore, the paper explores the different interpretations of autonomy between Chinese culture and Western individualism and their impact on the ethics aspects of qualitative research.

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Stories as data, data as stories: making sense of narrative inquiry in clinical education*

Cited by 252 publications

References 19 publications

The influence of postgraduate qualifications on educational identity formation of healthcare professionals

The influence of postgraduate qualifications on educational identity formation of healthcare professionals

Narratives of Psychosocial Response to Microtrauma Injury among Long-Distance Runners

Can One Get Fish and Bear's Paws at the Same Time Ethical Dilemma of Qualitative Health Research in Chinese Culture

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