Exhibiting understanding: The body in apprenticeship

Hindmarsh, Jon; Reynolds, Patricia; Dunne, Stephen

doi:10.1016/j.pragma.2009.09.008

Cited by 108 publications

(71 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…An Australian survey on informal interpretation in dentistry found informal interpreters of Italian, Chinese and Vietnamese were the most satisfactory means of communication, despite the issues raised regarding dentists' -language-related communication barriers‖ (Goldsmith et al 2005). Discourse-based work in clinical dentistry is limited with some early sociolinguistic work (Candlin et al, 1983) setting the foundations for later ethnomethodological studies (Anderson, 1989;Hindmarsh et al, 2011) and mixed-method research (Author et al, 2011). The latter, pilot work for this study found DSAs to be key interactants negotiating meaning in clinical dental education across integrated Polyclinics.…”

Section: Dental Communication and Interpretingmentioning

confidence: 99%

“…Some CA research in dental education has examined the interactional co-construction of empathy (Author et al, 2010) and corporeal dynamics (Hindmarsh, 2011). However, as a context for investigation, while prior research has considered nurses performing the dual roles of medical support staff and medical interpreters, no micro-analytic discourse-based investigations into medical interpreting as a locally organized activity have as yet been undertaken in the field of dentistry.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Interpreter-mediated dentistry

Bridges

Drew

Zayts

et al. 2015

Social Science & Medicine

View full text Add to dashboard Cite

The global movements of healthcare professionals and patient populations have increased the complexities of medical interactions at the point of service. This study examines interpreter mediated talk in cross-cultural general dentistry in Hong Kong where assisting para-professionals, in this case bilingual or multilingual Dental Surgery Assistants (DSA), perform the dual capabilities of clinical assistant and interpreter. An initial language use survey was conducted with Polyclinic DSAs using a logbook approach to provide self-report data on language use in clinics. Frequencies of mean scores using a 10-point visual analogue scale (VAS) indicated that the majority of DSAs spoke mainly Cantonese in clinics and interpreted for postgraduates and professors. Conversation Analysis (CA) examined recipient design across a corpus (n=21) of video-recorded review consultations between non-Cantonese speaking expatriate dentists and their Cantonese L1 patients. Three patterns indicated were: dentist designated expansions; dentist directed interpretations; and assistant initiated interpretations to both the dentist and patient. The third, rather than being perceived as negative, were found to be framed either in response to patient difficulties or within the specific task routines of general dentistry. The findings illustrate trends in dentistry towards personalized care and patient empowerment as a reaction to the predominant product delivery approach to patient management. Implications are indicated for both treatment adherence and the education of dental professionals.

show abstract

Section: Dental Communication and Interpretingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Interpreter-mediated dentistry

Bridges

Drew

Zayts

et al. 2015

Social Science & Medicine

View full text Add to dashboard Cite

show abstract

“…Hence, the instructor looks for displays of understanding in the routine instructional work that takes place in the simulator environment (cf. Hindmarsh et al 2011). While it might be difficult to make any strong statements on how the students learn from the verbal instruction and the enactments of the ship's movements, there are interesting aspects of synchronizing body position and movements between Student 2 and the instructor in the first episode.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Hutchins 1995). Drawing on an analysis of clinical work during dental education as an example, Hindmarsh et al (2011) found that the bodily conduct of the students provides an exhibit of understanding that can either support or undermine a verbal claim of understanding. BIn verbally claiming understanding the student simultaneously looks and, maybe more importantly, shows movement to look more closely into the patient's mouth.…”

Section: The Role Of Gestures In Distributed Cognitionmentioning

confidence: 99%

“…For the instructor, the student's explanation becomes an exhibit of understanding (cf. Hindmarsh et al 2011). Bodily conduct can either support or undermine a verbal claim of understanding, and in this case the student's hand gesture shows the direction and exhibits that he has at least a fundamental understanding on how the ship would move at sea following this particular manoeuvre.…”

Section: Representing Direction and Enacting Swaymentioning

confidence: 99%

See 1 more Smart Citation

Representing and enacting movement: The body as an instructional resource in a simulator-based environment

Sellberg

2016

Educ Inf Technol

View full text Add to dashboard Cite

Simulators are used to practice in a safe setting before training in a safetycritical environment. Since the nature of situations encountered in high-risk domains is complex and dynamic, it is considered important for the simulation to resemble conditions of real world tasks. For this reason, simulation-based training is often discussed in terms of realism in relation to real world work practices. However, regardless of the realism of the simulator, there are always glitches in the perception of the simulation as a realistic work setting. In this study video-recorded data is used to explore these glitches between a simulation and the real world. The analysis is focused on maritime instructors' use of body and talk to represent aspects of the real world missing in high-fidelity simulators. Moreover, the study explores the role of these representations in developing the students' understanding of the ship's movements in manoeuvring also in a simulator environment. Results show that instructions given in the simulator have the potential to facilitate students' learning of the ship's movements by using the body as an instructional resource. In the study, a combination of bodily conduct and instructive talk that are coupled towards the simulator, as well as aspects of an imagined real world, is used to address glitches in the simulator. The results contribute to a growing corpus of research, which show that realism in simulatorbased training is an instructional achievement rather than a matter of technical fidelity of the simulator.

show abstract

Seeing Through the Dentist's Eyes: Video–Based Clinical Demonstrations in Preclinical Dental Training

Rystedt

Reit

Johansson

et al. 2013

Journal of Dental Education

View full text Add to dashboard Cite

The clinical demonstration is an established way of bridging the disciplinary content in preclinical and clinical courses. In dentistry, however, clinical demonstrations have often been perceived as less rewarding due to the restricted visual access to the details of the treatment. This study investigated a course in endodontics at the University of Gothenburg, Sweden, in which traditional clinical demonstrations were replaced by instructor-led seminars that enabled students to follow and discuss broadcasted root canal treatments. Two cameras provided overviews of the operating room, whereas a third camera attached to a surgical microscope offered a magniied view of procedures carried out in the inner parts of teeth. The hypothesis was that this arrangement would increase the students' sense of the clinical relevance of basic scientiic knowledge. Two focus group interviews were designed to explore the students' perceptions of this change. The students expressed that the video-based seminars offered ample opportunities to integrate theoretical and clinical understanding. The major reasons were that the visualization displayed procedures on a suficiently detailed level; instructors demonstrated clinical reasoning in situ and provided the context necessary for understanding procedures; and the interactive format encouraged discussions on the generalizability of knowledge beyond the speciic case.

show abstract

Exhibiting understanding: The body in apprenticeship

Cited by 108 publications

References 19 publications

Interpreter-mediated dentistry

Interpreter-mediated dentistry

Representing and enacting movement: The body as an instructional resource in a simulator-based environment

Seeing Through the Dentist's Eyes: Video–Based Clinical Demonstrations in Preclinical Dental Training

Contact Info

Product

Resources

About