Vanbraak2022
| Vanbraak2022 | |
|---|---|
| BibType | ARTICLE |
| Key | vanbraak2022 |
| Author(s) | Marije van Braak, Mike Huiskes |
| Title | ‘Doing being an expert’: A conversation analysis of expertise enactments in experience discussions in medical education |
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| Tag(s) | ‘Doing being an expert’, Expert identity, Professional socialization, Medical education, Conversation analysis |
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| Year | 2022 |
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| Journal | Linguistics and Education |
| Volume | 69 |
| Number | |
| Pages | 101052 |
| URL | Link |
| DOI | https://doi.org/10.1016/j.linged.2022.101052 |
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Abstract
Traditionally, medical experts are key actors in the socialization of future doctors. In this paper, we focus on how medical teachers and residents enact for the teachers the institutionally provided identity of ‘expert’, and how that enactment contributes to the socialization of medical professionals. Using Conversation Analysis, we analyze a collection of instances where teachers ‘do being an expert’ in group discussions about experiences from practice in the context of Dutch postgraduate training of General Practitioners. We show how enactment of expertise is an interactional accomplishment. Participants enact expertise in two sequential contexts, which are consequential for the interactional function of the displays of expertise and contribute to socialization in various ways. Theoretically, this detailed description of contributes to our understanding expertise in educational context. The practical suggestions derived from the analyses can contribute to training of future medical professionals in a variety of educational contexts.
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