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ERIC Number: EJ1023924
Record Type: Journal
Publication Date: 2013
Pages: 16
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-0965-0792
Supporting Accomplished Facilitation: Examining the Use of Sppreciative Inquiry to Inform the Development of Learning Resources for Medical Educators
McIntosh, Paul; Freeth, Della; Berridge, Emma Jane
Educational Action Research, v21 n3 p376-391 2013
This paper examines the use of appreciative inquiry (AI) to guide development of web-based learning resources for medical educators who facilitate simulation-based learning experiences for doctors-in-training. AI can be viewed as a positive form of action research, which seeks to avoid deficit-based analyses and solutions, and commonly associated defensiveness. The use of AI to guide research and curriculum development has hitherto received scant attention. Simulated medical practice allows learners' needs to take top priority because simulated patients replace real patients (whose care would otherwise be top priority). Each episode of simulated clinical practice is followed by facilitated debriefing. Facilitators complete an initial "train the trainers" course (typically one or three days). Our learning resources aimed to complement and extend initial courses. AI informed data collection and analysis. It focused attention on identifying and understanding what was good about contemporary debriefing practices. We identified examples of practical wisdom and designed resources to help make these more transparent and accessible to all facilitators. Selected video records and interview excerpts demonstrated key points. We found opportunities to introduce ideas that would extend facilitators' expertise. We critique AI as an approach to action research and curriculum development, and recommend further use of AI in other contexts.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Reports - Research; Journal Articles
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (London)