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Actor-network theory and ethnography: Sociomaterial approaches to researching medical education
Medical education is a messy tangle of social and material elements. These material entities include tools, like curriculum guides, stethoscopes, cell phones, accreditation standards, and mannequins; natural elements, like weather systems, disease vectors, and human bodies; and, objects, like checkl...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Bohn Stafleu van Loghum
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6565649/ https://www.ncbi.nlm.nih.gov/pubmed/31161478 http://dx.doi.org/10.1007/s40037-019-0513-6 |
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author | MacLeod, Anna Cameron, Paula Ajjawi, Rola Kits, Olga Tummons, Jonathan |
author_facet | MacLeod, Anna Cameron, Paula Ajjawi, Rola Kits, Olga Tummons, Jonathan |
author_sort | MacLeod, Anna |
collection | PubMed |
description | Medical education is a messy tangle of social and material elements. These material entities include tools, like curriculum guides, stethoscopes, cell phones, accreditation standards, and mannequins; natural elements, like weather systems, disease vectors, and human bodies; and, objects, like checklists, internet connections, classrooms, lights, chairs and an endless array of others. We propose that sociomaterial approaches to ethnography can help us explore taken for granted, or under-theorized, elements of a situation under study, thereby enabling us to think differently. In this article, we describe ideas informing Actor-Network Theory approaches, and how these ideas translate into how ethnographic research is designed and conducted. We investigate epistemological (what we can know, and how) positioning of the researcher in an actor-network theory informed ethnography, and describe how we tailor ethnographic methods—document and artefact analysis; observation; and interviews—to align with a sociomaterial worldview. Untangling sociomaterial scenarios can offer a novel perspective on myriad contemporary medical education issues. These issues include examining how novel tools (e.g. accreditation standards, assessment tools, mannequins, videoconferencing technologies) and spaces (e.g. simulation suites, videoconferenced lecture theatres) used in medical education impact how teaching and learning actually happen in these settings. |
format | Online Article Text |
id | pubmed-6565649 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | Bohn Stafleu van Loghum |
record_format | MEDLINE/PubMed |
spelling | pubmed-65656492019-06-28 Actor-network theory and ethnography: Sociomaterial approaches to researching medical education MacLeod, Anna Cameron, Paula Ajjawi, Rola Kits, Olga Tummons, Jonathan Perspect Med Educ A Qualitative Space Medical education is a messy tangle of social and material elements. These material entities include tools, like curriculum guides, stethoscopes, cell phones, accreditation standards, and mannequins; natural elements, like weather systems, disease vectors, and human bodies; and, objects, like checklists, internet connections, classrooms, lights, chairs and an endless array of others. We propose that sociomaterial approaches to ethnography can help us explore taken for granted, or under-theorized, elements of a situation under study, thereby enabling us to think differently. In this article, we describe ideas informing Actor-Network Theory approaches, and how these ideas translate into how ethnographic research is designed and conducted. We investigate epistemological (what we can know, and how) positioning of the researcher in an actor-network theory informed ethnography, and describe how we tailor ethnographic methods—document and artefact analysis; observation; and interviews—to align with a sociomaterial worldview. Untangling sociomaterial scenarios can offer a novel perspective on myriad contemporary medical education issues. These issues include examining how novel tools (e.g. accreditation standards, assessment tools, mannequins, videoconferencing technologies) and spaces (e.g. simulation suites, videoconferenced lecture theatres) used in medical education impact how teaching and learning actually happen in these settings. Bohn Stafleu van Loghum 2019-06-03 2019-06 /pmc/articles/PMC6565649/ /pubmed/31161478 http://dx.doi.org/10.1007/s40037-019-0513-6 Text en © The Author(s) 2019 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. |
spellingShingle | A Qualitative Space MacLeod, Anna Cameron, Paula Ajjawi, Rola Kits, Olga Tummons, Jonathan Actor-network theory and ethnography: Sociomaterial approaches to researching medical education |
title | Actor-network theory and ethnography: Sociomaterial approaches to researching medical education |
title_full | Actor-network theory and ethnography: Sociomaterial approaches to researching medical education |
title_fullStr | Actor-network theory and ethnography: Sociomaterial approaches to researching medical education |
title_full_unstemmed | Actor-network theory and ethnography: Sociomaterial approaches to researching medical education |
title_short | Actor-network theory and ethnography: Sociomaterial approaches to researching medical education |
title_sort | actor-network theory and ethnography: sociomaterial approaches to researching medical education |
topic | A Qualitative Space |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6565649/ https://www.ncbi.nlm.nih.gov/pubmed/31161478 http://dx.doi.org/10.1007/s40037-019-0513-6 |
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