Christy Noble, Rola Ajjawi, Linda Furness, Brendan Carrigan, Megan O'Shannessy, Andrew Teodorczuk, Stephen Billett
{"title":"促进工作场所学习:一项录像反思民族志研究","authors":"Christy Noble, Rola Ajjawi, Linda Furness, Brendan Carrigan, Megan O'Shannessy, Andrew Teodorczuk, 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":"{\"title\":\"Enhancing Workplace Learning: A Video Reflexive Ethnography Study\",\"authors\":\"Christy Noble, Rola Ajjawi, Linda Furness, Brendan Carrigan, Megan O'Shannessy, Andrew Teodorczuk, 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. 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Enhancing Workplace Learning: A Video Reflexive Ethnography Study
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.
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.