Nurturing anaesthetic expertise: On narrative, affect and professional inclusivity
Abstract
Download Media
PDF Subscribers OnlyDOI: 10.1558/cam.32897
References
Bleakley, A. (2006) Broadening conceptions of learning in medical education: The message from teamworking. Medical Education 40 (2): 150-157.
https://doi.org/10.1111/j.1365-2929.2005.02371.x
Bloor, G. (1999) Organisational culture, organisational learning and total quality management: A literature review and synthesis. Australian Health Review 22 (3): 162-179.
https://doi.org/10.1071/AH990162
Boreham, N. (2004) A theory of collective competence: Challenging the neo-liberal individualisation of performance at work. British Journal of Educational Studies 52 (2): 5-17.
https://doi.org/10.1111/j.1467-8527.2004.00251.x
Boreham, N. C., Shea, C. E. and Mackway-Jones, K. (2000) Clinical risk and collective competence in the hospital emergency department in the UK. Social Science & Medicine 51 (1): 83-91.
https://doi.org/10.1016/S0277-9536(99)00441-4
Bosk, C. (2003) Forgive and Remember: Managing Medical Failure (2nd edition). Chicago: University of Chicago Press.
https://doi.org/10.7208/chicago/9780226924687.001.0001
Branch, W. T. and Frankel, R. (2016) Not all stories of professional identity formation are equal: An analysis of formation narratives of highly humanistic physicians. Patient Education & Counseling 99 (8): 1394-1399.
https://doi.org/10.1016/j.pec.2016.03.018
Charon, R. (2001) Narrative medicine: A model for empathy, reflection, profession, and trust. Journal of the American Medical Association 286 (15): 1897-1902.
https://doi.org/10.1001/jama.286.15.1897
Clandinin, J., Cave, M. T. and Berendonk, C. (2017) Narrative inquiry: A relational research methodology for medical education. Medical Education 51 (1): 89-96. doi:10.1111/medu.13136
https://doi.org/10.1111/medu.13136
De Vries-Erich, J. M., Dornan, T., Boerboom, T., Jaarsma, D. C. and Helmich, E. (2016) Dealing with emotions: Medical undergraduates’ preferences in sharing their experiences. Medical Education 50 (8): 817-828.
https://doi.org/10.1111/medu.13004
Degeling, P., Hill, M. and Kennedy, J. (2001) Mediating the cultural boundaries between medicine, nursing and management - The central challenge in hospital reform. Health Services Management Research 14 (1): 36-48.
https://doi.org/10.1258/0951484011912519
DelVecchio Good, M., Gadmer, N. M., Ruopp, P., Lakoma, M., Sullivan, A. M., Redinbaugh, E., Arnold, R.M. and Block, S.D. (2004) Narrative nuances on good and bad deaths: Internists’ tales from high technology work places. Social Science & Medicine 58 (5): 939-953.
https://doi.org/10.1016/j.socscimed.2003.10.043
Dobie, S. (2007) Reflections on a well-traveled path: Self-awareness, mindful practice, and relationship centered care as foundations for medical education. Academic Medicine 82 (4): 422-427.
https://doi.org/10.1097/01.ACM.0000259374.52323.62
Eisenberg, E. M., Murphy, A. G., Sutcliffe, K., Wears, R., Schenkel, S., Perry, S. and Vanderhoef, M. (2005) Communication in emergency medicine: Implications for patient safety. Communication Monographs 72 (4): 390-413.
https://doi.org/10.1080/03637750500322602
Erickson, F. (1999) Appropriation of voice and presentation of self as a fellow physician: aspects of a discourse of apprenticeship in medicine. In S. Sarangi and C. Roberts (eds) Talk, Work and the Institutional Order: Discourse in Medical, Mediation and Management Settings, 109-144. Berlin: Mouton de Gruyter.
https://doi.org/10.1515/9783110208375.2.109
Fletcher, G., Flin, R., McGeorge, P., Glavin, R., Maran, N. and Patey, R. (2003) The anaesthetists’ non-technical skills system (ANTS): Evaluation of a behavioural marker system. British Journal Anaesthesia 90 (5): 580-588.
https://doi.org/10.1093/bja/aeg112
Greenhalgh, T., Russell, J. and Swinglehurst, D. (2005) Narrative methods in quality improvement research. BMJ Quality and Safety Health Care 14 (6): 443-449.
https://doi.org/10.1136/qshc.2005.014712
Iedema, R. (2007) Essai: The materiality, contingency and multi-modality of organizational discourse. Organization Studies 28 (6): 931-946.
https://doi.org/10.1177/0170840607075264
Iedema, R., Jorm, C. and Lum, M. (2009) Affect is central to patient safety: The horror stories of young anaesthetists. Social Science & Medicine 69 (12): 1750-1756.
https://doi.org/10.1016/j.socscimed.2009.09.043
Iedema, R., Carroll, K., Hor, S., Collier, A., Mesman, J. and Wyer, M. (2019) Video-Reflexive Ethnography in Healthcare Research and Healthcare Improvement. London: Taylor & Francis.
https://doi.org/10.1201/9781351248013
Karnieli-Miller, O., Vu, T. R., Frankel, R. M., Holtman, M. C., Clyman, S. G., Hui, S. L. and Inui, T. S. (2011) Which experiences in the hidden curriculum teach students about professionalism? Academic Medicine 86 (3): 369-377.
https://doi.org/10.1097/ACM.0b013e3182087d15
Lave, J. (1993) The Practice of learning. In S. Chaiklin and J. Lave (eds) Understanding Practice: Perspectives on Activity and Context, 3-32. Cambridge: Cambridge University Press.
https://doi.org/10.1017/CBO9780511625510.002
Martin, J. R. (1992) English Text: System and Structure. Amsterdam: John Benjamins.
https://doi.org/10.1075/z.59
Massumi, B. (2002) Parables for the Virtual: Movement, Affect, Sensation. Durham, NC: Duke University Press.
https://doi.org/10.1215/9780822383574
McKechnie, C. C. (2014) Anxieties of communication: The limits of narrative in the medical humanities. BMJ Journal of Medical Ethics & Medical Humanities 40 (2): 119-124.
https://doi.org/10.1136/medhum-2013-010466
McDonald, R., Waring, J. and Harrison, S. (2005) ‘Balancing risk, that is my life’: The politics of risk in a hospital operating theatre department. Health, Risk & Society 7 (4): 397-411.
https://doi.org/10.1080/13698570500390705
McDonald, R., Waring, J. and Harrison, S. (2006) Rules, safety and the narrativisation of identity: A hospital operating theatre case study. Sociology of Health and Illness 28 (2): 178-202.
https://doi.org/10.1111/j.1467-9566.2006.00487.x
Rees, C., Monrouxe, L. V. and McDonald, L. A. (2013) Narrative, emotion and action: Analysing ‘most memorable’ professionalism dilemmas. Medical Education 47 (1): 80-96.
https://doi.org/10.1111/j.1365-2923.2012.04302.x
Rittel, H. and Webber, M. (1973) Dilemmas in a general theory of planning. Policy Sciences 4 (2): 155-169.
https://doi.org/10.1007/BF01405730
Schleifer, R. and Vannatta, J. B. (2013) The Chief Concern of Medicine: The Integration of the Medical Humanities and Narrative Knowledge into Medical Practices. Ann Arbor: University of Michigan Press.
https://doi.org/10.3998/mpub.3157169
Schulman, P. R. (2004) General attributes of safe organisations. Quality and Safety in Health Care 13 (supp ii): ii39-ii44.
https://doi.org/10.1136/qshc.2003.009613
Smith, A., Goodwin, D., Mort, M. and Pope, C. (2003).Expertise in practice: An ethnographic study exploring acquisition and use of knowledge in anaesthesia. British Journal of Anaesthesia 91 (3): 319-328.
https://doi.org/10.1093/bja/aeg180
Smith, A. C. and Kleinman, S. (1989) Managing emotions in medical school: Students’ contacts with the living and the dead. Social Psychology Quarterly 52 (1): 56-69.
https://doi.org/10.2307/2786904
Strawson, G. (2004). Against narrativity. Ratio 17 (4): 428-452.
https://doi.org/10.1111/j.1467-9329.2004.00264.x
Weaver, R., Peters, K., Koch, J. and Wilson, I. (2011) ‘Part of the team’: Professional identity and social exclusivity in medical students. Medical Education 45 (12): 1220-1229.
https://doi.org/10.1111/j.1365-2923.2011.04046.x
Weick, K. and Roberts, K. H. (1993) Collective mind in organizations: Heedful interrelating on flight decks. Administrative Science Quarterly 38 (3): 357-381.
https://doi.org/10.2307/2393372
Woods, A. (2011) The limits of narrative: Provocations for the medical humanities. Journal of Medical Ethics & Medical Humanities 37 (2): 73-78.
https://doi.org/10.1136/medhum-2011-010045
Refbacks
- There are currently no refbacks.