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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...

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Detalles Bibliográficos
Autores principales: MacLeod, Anna, Cameron, Paula, Ajjawi, Rola, Kits, Olga, Tummons, Jonathan
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Bohn Stafleu van Loghum 2019
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.
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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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