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Autoethnography: introducing 'I' into medical education research

Farrell, Laura, Bourgeois-Law, Gisele, Regehr, Glenn and Ajjawi, Rola 2015, Autoethnography: introducing 'I' into medical education research, Medical education, vol. 49, no. 10, pp. 974-982, doi: 10.1111/medu.12761.

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Title Autoethnography: introducing 'I' into medical education research
Author(s) Farrell, Laura
Bourgeois-Law, Gisele
Regehr, Glenn
Ajjawi, RolaORCID iD for Ajjawi, Rola orcid.org/0000-0003-0651-3870
Journal name Medical education
Volume number 49
Issue number 10
Start page 974
End page 982
Total pages 9
Publisher Wiley
Place of publication London, Eng.
Publication date 2015-10
ISSN 0308-0110
1365-2923
Summary Context: Autoethnography is a methodology that allows clinician-educators to research their own cultures, sharing insights about their own teaching and learning journeys in ways that will resonate with others. There are few examples of autoethnographic research in medical education, and many areas would benefit from this methodology to help improve understanding of, for example, teacher-learner interactions, transitions and interprofessional development. Objectives: We wish to share this methodology so that others may consider it in their own education environments as a viable qualitative research approach to gain new insights and understandings. Methods: This paper introduces autoethnography, discusses important considerations in terms of data collection and analysis, explores ethical aspects of writing about others and considers the benefits and limitations of conducting research that includes self. Results: Autoethnography allows medical educators to increasingly engage in self-reflective narration while analysing their own cultural biographies. It moves beyond simple autobiography through the inclusion of other voices and the analytical examination of the relationships between self and others. Autoethnography has achieved its goal if it results in new insights and improvements in personal teaching practices, and if it promotes broader reflection amongst readers about their own teaching and learning environments. Conclusions: Researchers should consider autoethnography as an important methodology to help advance our understanding of the culture and practices of medical education. Discuss ideas arising from the article at www.mededuc.com discuss. © 2015 John Wiley
Language eng
DOI 10.1111/medu.12761
Field of Research 130209 Medicine, Nursing and Health Curriculum and Pedagogy
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2015, John Wiley & Sons
Persistent URL http://hdl.handle.net/10536/DRO/DU:30081245

Document type: Journal Article
Collection: Office of the Deputy Vice-Chancellor (Education)
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