ORCID Profile
0000-0001-5006-2136
Current Organisations
Maastricht University
,
University of Tasmania
,
University of Melbourne
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Publisher: Ubiquity Press, Ltd.
Date: 27-07-2018
DOI: 10.1007/S40037-018-0446-5
Abstract: Introduction Creativity and improvisation are recognized as important aspects of training expertise in domains such as business and the arts, yet rarely discussed in medical education. This article examines how creativity and improvisation play out in the ways teachers give ‘expressive instructions’ to medical students when teaching physical skills. Methods Ethnographic fieldwork was conducted in a medical school in Maastricht, the Netherlands, with first, second and third year students learning physical examination skills. Over 230 h of fieldwork was conducted in the Skills Lab, including 34 tutorials of 1.5 h duration, with 11 different teachers and over 500 students. Patterns found in the fieldnotes were thematically analyzed using an inductive approach, drawing on sociological theories of craftsmanship. Results Findings showed that teachers improvise beyond the standardized lesson structure and classroom set-up, giving what we call, drawing on sociological theory, ‘expressive instructions’. This was visible in two main ways: 1) by teachers using their own bodies 2) by teachers using materials that came to hand. Discussion This research highlights the important yet underexplored role of creativity and improvisation in teaching physical skills. Creativity and improvisation appear to be particularly important when training expertise in skills that are difficult to articulate and thus require expressive instructions, due for ex le to their sensory nature. Focusing on how expressive instructions play out in medical education offers insights into the tacit components of expertise development, a process which builds upon a long period of teachers’ skilled practice.
Publisher: SAGE Publications
Date: 03-09-2021
DOI: 10.1177/01622439211041159
Abstract: Medicine is often criticized in science and technology studies (STS) for its dominating measuring practices. To date, the focus has been on two areas of “metric work”: health-care workers and metric infrastructures. In this article, I step back into the training of clinicians, which is important for understanding more about how practices of measurement are developed. I draw on ethnographic fieldwork in a Dutch medical school to look at how a ubiquitous and mundane tool––measuring tapes––is embodied by medical students as they learn to coordinate their sensory knowledge. In doing so, they create their own bodies as the standard or measure of things. Unpacking educational practices concerning this object, I suggest that tracing the making of measuring bodies offers new insights into medical metric work. This also speaks to the growing interest in STS in sensory science, where the body is fashioned as a measuring instrument. Specifically, two interrelated contributions build on and deepen STS scholarship: first, the article shows that learning is an embodied process of inner-scaffold making second, it suggests that the numerical objectification of sensory knowing is not a calibration to “objectivity machines” but rather to oscillations between bodies and objects that involve sensory-numerical work.
Publisher: SAGE Publications
Date: 04-12-2020
Abstract: Sensory ethnographers deploy methods such as drawing, video and photography in order to examine the more ineffable and non-representational aspects of practices. Usually, these studies are conducted by in idual researchers who deal only with their own material. What happens when a team of ethnographers explores questions of a sensory or non-representational nature? How do they share their findings not only with their audiences, but also with each other? Team ethnography is becoming increasingly common across the social sciences and humanities, yet to date there has been little attention paid to the important work of communicating findings within a group. To explore this further, we conducted a methodological ‘proof of concept’ study, observing and documenting people learning to make omelettes. We found that sensory methods have a role not only in studying practices but crucially, in also facilitating a form of immersion into the ethnographic practices and imaginations of others within the team. In the end, we suggest that experiments with sensory methods, such as through proof of concept methodological studies, are useful for thinking about how teams of social scientists work together, whether their research deals with sensory topics or not.
Publisher: Brill
Date: 06-11-2020
DOI: 10.24894/GESN-EN.2020.77005
Abstract: For centuries, those training doctors have been faced with the challenges of standardising subjective experiences and constructing “the universal body” in learning situations. Various technologies have been introduced to address these challenges, with varying degrees of success. In this article we focus on the stethoscope, specifically the electrical and digital stethoscope models. Historical and social studies of medicine have already underlined the sociomateriality of learning in medicine. In this article we underscore the per formative nature of teaching and learning in the sociomaterial context. We do so by juxtaposing ethnographic and historical events that stage electrical and digital stethoscopes. These are not documentations of everyday practices but rather reconstructions of choreographed performances for learning about the body. In these stagings, the novice is taught to focus attention and avoid distraction, when learning the sounds of “the body”. Through engaging with, and comparing, different ethnographic and historic materials and artefacts, and through methodological reflection, we examine the importance not only of attention and distraction in learning a bodily skill, but also of dealing with distortion . We argue that these ethnographic and historic insights into distortion illuminate a neglected aspect of medical training, and more generally, in shaping sensory perceptions.
Publisher: Edinburgh University Library
Date: 24-04-2020
DOI: 10.17157/MAT.7.1.738
Abstract: This paper explores the material histories which influence contemporary medical education. Using two obstetric simulators found in the distinct teaching environments of the University of Development Studies in the north of Ghana and Maastricht University in the south of the Netherlands, this paper deconstructs the material conditions which shape current practice in order to emphasise the past practices that remain relevant, yet often invisible, in modern medicine. Building on conceptual ideas drawn from STS and the productive tensions which emerge from close collaboration between historians and anthropologists, we argue that the pull of past practice can be understood as a form of friction, where historical practices ‘stick’ to modern materialities. We argue that the labour required for the translation of material conditions across both time and space is expressly relevant for the ongoing use and future development of medical technologies.
Publisher: Springer Science and Business Media LLC
Date: 24-06-2022
DOI: 10.1186/S12909-022-03551-Z
Abstract: Reporting on the effect of health humanities teaching in health professions education courses to facilitate sharing and mutual exchange internationally, and the generation of a more interconnected body of evidence surrounding health humanities curricula is needed. This study asked, what could an internationally informed curriculum and evaluation framework for the implementation of health humanities for health professions education look like? The participatory action research approach applied was based on three iterative phases 1. Perspective sharing and collaboration building. 2. Evidence gathering 3. Development of an internationally relevant curriculum and evaluation framework for health humanities. Over 2 years, a series of online meetings, virtual workshops and follow up communications resulted in the production of the curriculum framework. Following the perspective sharing and evidence gathering, the Inspir E5 model of curriculum design and evaluation framework for health humanities in health professions education was developed. Five principal foci shaped the design of the framework. Environment : Learning and political environment surrounding the program. Expectations: Graduate capabilities that are clearly articulated for all, integrated into core curricula and relevant to graduate destinations and associated professional standards. Experience: Learning and teaching experience that supports learners’ achievement of the stated graduate capabilities. Evidence: Assessment of learning (formative and/or summative) with feedback for learners around the development of capabilities. Enhancement: Program evaluation of the students and teachers learning experiences and achievement. In all, 11 Graduate Capabilities for Health Humanities were suggested along with a summary of common core content and guiding principles for assessment of health humanities learning. Concern about objectifying, reductive biomedical approaches to health professions education has led to a growing expansion of health humanities teaching and learning around the world. The Inspir E5 curriculum and evaluation framework provides a foundation for a standardised approach to describe or compare health humanities education in different contexts and across a range of health professions courses and may be adapted around the world to progress health humanities education.
Publisher: Informa UK Limited
Date: 10-02-2023
Publisher: Ubiquity Press, Ltd.
Date: 02-01-2018
DOI: 10.1007/S40037-017-0396-3
Abstract: None
Publisher: Zenodo
Date: 2020
Publisher: Zenodo
Date: 2017
Publisher: Open Library of the Humanities
Date: 17-06-2020
DOI: 10.16995/JER.30
Publisher: SAGE Publications
Date: 03-2021
Publisher: Springer Science and Business Media LLC
Date: 10-11-2021
DOI: 10.1186/S12909-021-03002-1
Abstract: The articulation of learning goals, processes and outcomes related to health humanities teaching currently lacks comparability of curricula and outcomes, and requires synthesis to provide a basis for developing a curriculum and evaluation framework for health humanities teaching and learning. This scoping review sought to answer how and why the health humanities are used in health professions education. It also sought to explore how health humanities curricula are evaluated and whether the programme evaluation aligns with the desired learning outcomes. A focused scoping review of qualitative and mixed-methods studies that included the influence of integrated health humanities curricula in pre-registration health professions education with programme evaluate of outcomes was completed. Studies of students not enrolled in a pre-registration course, with only ad-hoc health humanities learning experiences that were not assessed or evaluated were excluded. Four databases were searched (CINAHL), (ERIC), PubMed, and Medline. The search over a 5 year period, identified 8621 publications. Title and abstract screening, followed by full-text screening, resulted in 24 articles selected for inclusion. Learning outcomes, learning activities and evaluation data were extracted from each included publication. Reported health humanities curricula focused on developing students’ capacity for perspective, reflexivity, self- reflection and person-centred approaches to communication. However, the learning outcomes were not consistently described, identifying a limited capacity to compare health humanities curricula across programmes. A set of clearly stated generic capabilities or outcomes from learning in health humanities would be a helpful next step for benchmarking, clarification and comparison of evaluation strategy.
Publisher: SAGE Publications
Date: 09-2021
DOI: 10.1177/26349795211042760
Abstract: How to render sensory memory? In this article, I speculate on the possibilities of textural methods which attend closely to textile forms, specifically embroidery, as a way to explore this enduring question in multimodal research. To open up concerns about bodily relations between humans, as well as the more-than-human bodies we share worlds with, this article focuses on sensory memory fragments of encounters with the microbial conglomerations of sourdough bread starter. I offer three bubbling, sour-sweet texts: 1) an archived auto-ethnographic account of learning how to make a sourdough starter 2) a social-media inspired piece on the sticky home archives of quarantine and 3) a future speculative citizen science project. These fragments co-exist with microbes I have embroidered on ancient linens. From the tangy strings of sourdough histories, and the tangled threads in cloth I draw concrete methodological suggestions for new directions in textural research projects, such as material fieldnotes and crafted data. In doing so, I join other authors in this special issue in the call for multimodal forms of ethnographic storytelling about sensory memory, in this case one that attends not only to messy entanglements with bodies but also their textural, material, layered histories extending into the depth of their surfaces.
Publisher: Zenodo
Date: 2020
Publisher: Elsevier BV
Date: 05-2021
Start Date: 2010
End Date: 2012
Funder: Dutch Research Council
View Funded ActivityStart Date: 2010
End Date: 2015
Funder: Dutch Research Council
View Funded ActivityStart Date: 2016
End Date: 2022
Funder: European Research Council
View Funded Activity