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Ad hoc supervision of general practice registrars as a 'community of practice': analysis, interpretation and re-presentation

Clement, T., Brown, J., Morrison, J. and Nestel, D. 2016, Ad hoc supervision of general practice registrars as a 'community of practice': analysis, interpretation and re-presentation, Advances in health sciences education, vol. 21, no. 2, pp. 415-437, doi: 10.1007/s10459-015-9639-4.

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Title Ad hoc supervision of general practice registrars as a 'community of practice': analysis, interpretation and re-presentation
Author(s) Clement, T.
Brown, J.
Morrison, J.
Nestel, D.
Journal name Advances in health sciences education
Volume number 21
Issue number 2
Start page 415
End page 437
Total pages 23
Publisher Springer
Place of publication Dordrecht, The Netherlands
Publication date 2016-05
ISSN 1573-1677
Keyword(s) Ad hoc supervision
Clinical supervision
Communities of practice
General practice
Identity
Legitimate peripheral participation
Naturalistic generalisation
Power
Situated learning
Socio-cultural theory
Social Sciences
Science & Technology
Life Sciences & Biomedicine
Education & Educational Research
Education, Scientific Disciplines
Health Care Sciences & Services
MEDICAL-EDUCATION
PRACTITIONERS
PARTICIPATION
CLERKSHIP
PATIENT
SAFETY
MODEL
CARE
Summary General practice registrars in Australia undertake most of their vocational training in accredited general practices. They typically see patients alone from the start of their community-based training and are expected to seek timely ad hoc support from their supervisor. Such ad hoc encounters are a mechanism for ensuring patient safety, but also provide an opportunity for learning and teaching. Wenger's (Communities of practice: learning, meaning, and identity. Cambridge University Press, New York, 1998) social theory of learning ('communities of practice') guided a secondary analysis of audio-recordings of ad hoc encounters. Data from one encounter is re-presented as an extended sequence to maintain congruence with the theoretical perspective and enhance vicariousness. An interpretive commentary communicates key features of Wenger's theory and highlights the researchers' interpretations. We argue that one encounter can reveal universal understandings of clinical supervision and that the process of naturalistic generalisation allows readers to transfer others' experiences to their own contexts. The paper raises significant analytic, interpretive, and representational issues. We highlight that report writing is an important, but infrequently discussed, part of research design. We discuss the challenges of supporting the learning and teaching that arises from adopting a socio-cultural lens and argue that such a perspective importantly captures the complex range of issues that work-based practitioners have to grapple with. This offers a challenge to how we research and seek to influence work-based learning and teaching in health care settings.
Language eng
DOI 10.1007/s10459-015-9639-4
Field of Research 130209 Medicine, Nursing and Health Curriculum and Pedagogy
1302 Curriculum And Pedagogy
Socio Economic Objective 929999 Health not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2015, Springer Science+Business Media Dordrecht
Persistent URL http://hdl.handle.net/10536/DRO/DU:30083283

Document type: Journal Article
Collection: School of Medicine
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