'Let's talk more about this': An analysis of how experts engage novice physicians in pedagogical dialogue. (30th December 2016)

• Record Type: Journal Article
• Authors: Awad Scrocco, Diana
• Is Part Of: Communication & medicine. Volume 13:Number 2(2016)
• Page Start: 227
• Page End: 241
• Publication Date: 2016-12-30
• Subjects: expert–novice communication -- medical education -- medical learning -- medical communication -- professionalization; Communication in medicine -- Periodicals; Medical ethics -- Periodicals; Social medicine -- Periodicals; Medical care -- Psychological aspects -- Periodicals; Medical personnel and patient -- Periodicals; 610.696
• DOI: 10.1558/cam.27062
• Languages: English
• ISSNs: 1612-1783

Abstract

Abstract : This exploratory study examines conversations between faculty physician preceptors and resident physicians to identify communicative actions that encourage pedagogical dialogue. Using a modified grounded theory approach, this study considers resident-preceptor conversations at the levels of the conversational exchange and the clause. Four categories of exchanges emerged from the analysis: presenting the case, teaching clinical concepts, initiating clinical discussion, and offering/requesting direct instruction. Focusing on the latter two categories, this study identifies common communicative actions in the clauses of speakers' conversational turns. I contend that clinical-discussion exchanges best support the academic goal of these conversations by engaging novices with open-ended, interpretation-focused questions, proposals, and assessments; in contrast, direct-instruction exchanges support the workplace objective of treating patients through imperative proposals and procedure-focused questions and assessments. This analysis offers communication scholars insight into how expert-novice conversations support professionalization and provides preceptors with an understanding of communicative actions that may facilitate pedagogical dialogue.