Navigating Challenging Conversations: The Interplay Between Inquiry and Knowledge Drives Preparation for Future Learning.
Journal
Perspectives on medical education
ISSN: 2212-277X
Titre abrégé: Perspect Med Educ
Pays: Netherlands
ID NLM: 101590643
Informations de publication
Date de publication:
2023
2023
Historique:
received:
28
02
2023
accepted:
29
06
2023
medline:
1
8
2023
pubmed:
31
7
2023
entrez:
31
7
2023
Statut:
epublish
Résumé
While some physicians hone their skills through informal learning in clinical practice, others do not. There is a lack of understanding of This qualitative observational study involved over 100 hours of observation of eight pediatric rehabilitation physicians as they interacted with patients and families at an academic teaching hospital in 2018-2020. Detailed field notes of observations, post-observation interviews, and exit interviews were the data sources. Data collection and analysis using a constructivist grounded theory approach occurred iteratively, and themes were identified through constant comparative analysis. Through their daily work, experienced physicians employ 'habits of inquiry' by constantly seeking a better understanding of how to navigate challenging conversations in practice through monitoring and attuning to situational and contextual cues, taking risks and navigating uncertainty while exploring new and varied ways of practicing, and seeking why their strategies are successful or not. Engaging in communication challenges drives physician learning through an interplay between habits of inquiry and knowledge: inquiry into how to improve their communication supported by existing conceptual knowledge to generate new strategies. These 'habits of inquiry' prompt continual reinvestment in problem solving to refine existing knowledge and to build new skills for navigating communication challenges in practice.
Identifiants
pubmed: 37520507
doi: 10.5334/pme.949
pmc: PMC10377743
doi:
Types de publication
Observational Study
Journal Article
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
304-314Informations de copyright
Copyright: © 2023 The Author(s).
Déclaration de conflit d'intérêts
The authors have no competing interests to declare.
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