Difference between revisions of "Harms2021"
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|Language=English | |Language=English | ||
|Journal=Discourse Studies | |Journal=Discourse Studies | ||
| + | |Volume=23 | ||
| + | |Number=5 | ||
| + | |Pages=636-651 | ||
|URL=https://journals.sagepub.com/doi/10.1177/14614456211016801 | |URL=https://journals.sagepub.com/doi/10.1177/14614456211016801 | ||
|DOI=10.1177/14614456211016801 | |DOI=10.1177/14614456211016801 | ||
|Abstract=This paper examines how expertise is treated as a separable domain of epistemics by looking at simulated intensive care shift-handovers between resident physicians. In these handovers, medical information about a patient is transferred from an outgoing physician (OP) to an incoming physician (IP). These handovers contain different interactional activities, such as discussing the patient identifiers, giving a clinical impression, and discussing tasks and focus points. We found that with respect to (factual) knowledge about the patient, the OPs display an orientation to a knowledge imbalance, but with respect to (clinical) procedures, reasoning, and activities, they display an orientation to a knowledge balance. We use ‘expertise’ to refer to this latter type of knowledge. ‘Expertise’ differs from, and adds to, how knowledge is often treated in epistemics in that it is concerned with professional competence or ‘knowing how’. In terms of epistemics, the participants in the handovers orient to a steep epistemic or knowledge gradient when it concerns the patient, while simultaneously displaying an orientation to a horizontal expertise gradient. | |Abstract=This paper examines how expertise is treated as a separable domain of epistemics by looking at simulated intensive care shift-handovers between resident physicians. In these handovers, medical information about a patient is transferred from an outgoing physician (OP) to an incoming physician (IP). These handovers contain different interactional activities, such as discussing the patient identifiers, giving a clinical impression, and discussing tasks and focus points. We found that with respect to (factual) knowledge about the patient, the OPs display an orientation to a knowledge imbalance, but with respect to (clinical) procedures, reasoning, and activities, they display an orientation to a knowledge balance. We use ‘expertise’ to refer to this latter type of knowledge. ‘Expertise’ differs from, and adds to, how knowledge is often treated in epistemics in that it is concerned with professional competence or ‘knowing how’. In terms of epistemics, the participants in the handovers orient to a steep epistemic or knowledge gradient when it concerns the patient, while simultaneously displaying an orientation to a horizontal expertise gradient. | ||
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Revision as of 12:03, 9 November 2021
| Harms2021 | |
|---|---|
| BibType | ARTICLE |
| Key | Harms2021 |
| Author(s) | Paulien Harms, Tom Koole, Ninke Stukker, Jaap Tulleken |
| Title | Expertise as a domain of epistemics in intensive care shift-handovers |
| Editor(s) | |
| Tag(s) | EMCA, Conversation Analysis, Intensive care shift-handovers, Epistemics, Expertise, In press |
| Publisher | |
| Year | 2021 |
| Language | English |
| City | |
| Month | |
| Journal | Discourse Studies |
| Volume | 23 |
| Number | 5 |
| Pages | 636-651 |
| URL | Link |
| DOI | 10.1177/14614456211016801 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This paper examines how expertise is treated as a separable domain of epistemics by looking at simulated intensive care shift-handovers between resident physicians. In these handovers, medical information about a patient is transferred from an outgoing physician (OP) to an incoming physician (IP). These handovers contain different interactional activities, such as discussing the patient identifiers, giving a clinical impression, and discussing tasks and focus points. We found that with respect to (factual) knowledge about the patient, the OPs display an orientation to a knowledge imbalance, but with respect to (clinical) procedures, reasoning, and activities, they display an orientation to a knowledge balance. We use ‘expertise’ to refer to this latter type of knowledge. ‘Expertise’ differs from, and adds to, how knowledge is often treated in epistemics in that it is concerned with professional competence or ‘knowing how’. In terms of epistemics, the participants in the handovers orient to a steep epistemic or knowledge gradient when it concerns the patient, while simultaneously displaying an orientation to a horizontal expertise gradient.
Notes
