The Possibilities of Observational Research in Workplace Learning: The Case of Video‐Reflexive Ethnography

ABSTRACTObjectiveThis paper, using video‐reflexive ethnography (VRE) as a case study, explores the prospects for and possibilities of observational research in workplace learning.MethodsFocusing on VRE methodology and drawing on its principles of care, collaboration, exnovation (paying attention to existing strengths) and reflexivity, we elaborate the prospects for and scope of possibilities for observational research.ResultsVRE's flexibility and participatory nature enable researchers and participants to understand the complexities of learning in situ and the dynamic interactions between learning and work practice. We emphasise the importance of considering participants' (e.g., clinicians) lived experiences and recommend prioritising their engagement, reflexivity and knowledge co‐creation in observational research to inform processes of learning through work practice. This participatory approach enables capturing and articulating diverse perspectives on these learning processes and, importantly, embraces the diverse perspectives of participants and researchers informing this situational approach to learning.ConclusionThe case study of VRE illustrates the potential and prospects of observational approaches in improving our understanding and facilitation of learning through practice in health professions education, highlighting its flexibility and innovation. By foregrounding participants' perspectives and fostering a collaborative research environment, VRE offers fresh insights into the complexities of learning in clinical settings. This research contributes to the broader discourse on educational methodologies, suggesting that VRE can significantly advance research in workplace learning.