Enhancing Workplace Learning: A Video Reflexive Ethnography Study

IF 1.4 Q4 MEDICINE, RESEARCH & EXPERIMENTAL
Clinical Teacher Pub Date : 2025-04-29 DOI:10.1111/tct.70096
Christy Noble, Rola Ajjawi, Linda Furness, Brendan Carrigan, Megan O'Shannessy, Andrew Teodorczuk, Stephen Billett
{"title":"Enhancing Workplace Learning: A Video Reflexive Ethnography Study","authors":"Christy Noble,&nbsp;Rola Ajjawi,&nbsp;Linda Furness,&nbsp;Brendan Carrigan,&nbsp;Megan O'Shannessy,&nbsp;Andrew Teodorczuk,&nbsp;Stephen Billett","doi":"10.1111/tct.70096","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Introduction</h3>\n \n <p>The clinical environment offers rich learning opportunities through activities and interactions. Yet, because workplace learning (WPL) is embedded in practice, it tends to be invisible. For clinical teachers and researchers, identifying what is learned and how to enhance learning is challenging. Video reflexive ethnography (VRE), an innovative observational methodology, can illuminate and enhance workplace learning processes. This study explored WPL using VRE to determine its insights and potential to enhance learning.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>Conducted in a rural Australian GP setting, this study utilised VRE, a practice-based methodology. Participants, including medical students and GPs, engaged in video ethnography (Phase 1) and captured workplace learning encounters in brief video clips (Phase 2). Reflexive sessions followed, where participants appraised these videoed encounters (Phase 3). Framework analysis, informed by workplace learning theory, explored (1) the video excerpts to explore workplace learning affordances and (2) transcripts of the reflexive sessions to examine learners' and supervisors' learnings.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>Analysis identified how supervisors guided students' learning through debriefing, dialogue, and articulation of clinical reasoning. Students shared their insights about workplace learning processes and their roles. Supervisors (medical and allied health) deepened their understanding of supervision by reflecting on their own and others' practices through video analysis.</p>\n </section>\n \n <section>\n \n <h3> Discussion</h3>\n \n <p>This study suggests VRE is a feasible research approach that also enhances WPL. Observational and participatory research methods can make the tacit explicit and open to dialogue, offering valuable contributions to workplace learning research.</p>\n </section>\n </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4000,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70096","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Clinical Teacher","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/tct.70096","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"MEDICINE, RESEARCH & EXPERIMENTAL","Score":null,"Total":0}
引用次数: 0

Abstract

Introduction

The clinical environment offers rich learning opportunities through activities and interactions. Yet, because workplace learning (WPL) is embedded in practice, it tends to be invisible. For clinical teachers and researchers, identifying what is learned and how to enhance learning is challenging. Video reflexive ethnography (VRE), an innovative observational methodology, can illuminate and enhance workplace learning processes. This study explored WPL using VRE to determine its insights and potential to enhance learning.

Methods

Conducted in a rural Australian GP setting, this study utilised VRE, a practice-based methodology. Participants, including medical students and GPs, engaged in video ethnography (Phase 1) and captured workplace learning encounters in brief video clips (Phase 2). Reflexive sessions followed, where participants appraised these videoed encounters (Phase 3). Framework analysis, informed by workplace learning theory, explored (1) the video excerpts to explore workplace learning affordances and (2) transcripts of the reflexive sessions to examine learners' and supervisors' learnings.

Results

Analysis identified how supervisors guided students' learning through debriefing, dialogue, and articulation of clinical reasoning. Students shared their insights about workplace learning processes and their roles. Supervisors (medical and allied health) deepened their understanding of supervision by reflecting on their own and others' practices through video analysis.

Discussion

This study suggests VRE is a feasible research approach that also enhances WPL. Observational and participatory research methods can make the tacit explicit and open to dialogue, offering valuable contributions to workplace learning research.

Abstract Image

促进工作场所学习:一项录像反思民族志研究
临床环境通过活动和互动提供了丰富的学习机会。然而,由于工作场所学习(WPL)嵌入到实践中,它往往是不可见的。对于临床教师和研究人员来说,确定学到了什么以及如何加强学习是具有挑战性的。视频反思民族志(VRE)是一种创新的观察方法,可以阐明和加强工作场所的学习过程。本研究探索了使用VRE的WPL,以确定其洞察力和增强学习的潜力。方法在澳大利亚农村全科医生设置中进行,本研究采用VRE,一种基于实践的方法。包括医学生和全科医生在内的参与者参与了视频人种学(第一阶段),并在简短的视频片段中捕捉了工作场所的学习经历(第二阶段)。随后是反思环节,参与者评估这些视频中的遭遇(第三阶段)。在工作场所学习理论的指导下,框架分析研究了(1)视频摘录,以探索工作场所学习的启示;(2)反思性会议的记录,以检查学习者和主管的学习情况。结果分析确定了导师如何通过汇报、对话和临床推理的表达来指导学生的学习。学生们分享了他们对职场学习过程和角色的见解。监事(医疗和联合健康)通过视频分析反思自己和他人的实践,加深了他们对监管的理解。本研究表明VRE是一种可行的研究方法,也可以提高WPL。观察性和参与性研究方法可以使隐性学习变得明确和开放,为工作场所学习研究提供有价值的贡献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Clinical Teacher
Clinical Teacher MEDICINE, RESEARCH & EXPERIMENTAL-
CiteScore
2.90
自引率
5.60%
发文量
113
期刊介绍: The Clinical Teacher has been designed with the active, practising clinician in mind. It aims to provide a digest of current research, practice and thinking in medical education presented in a readable, stimulating and practical style. The journal includes sections for reviews of the literature relating to clinical teaching bringing authoritative views on the latest thinking about modern teaching. There are also sections on specific teaching approaches, a digest of the latest research published in Medical Education and other teaching journals, reports of initiatives and advances in thinking and practical teaching from around the world, and expert community and discussion on challenging and controversial issues in today"s clinical education.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信