The conversational rollercoaster: Conversation analysis and the public science of talk

Albert, Saul; Albury, Charlotte; Alexander, Marc; Harris, Toby; Hofstetter, Emily; Holmes, Edward J. B.; Stokoe, Elizabeth

doi:10.1177/1461445618754571

Cited by 11 publications

(6 citation statements)

References 66 publications

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“…Like all social contact, it is a negotiation taking place through communication. Future studies could also focus on conversation analysis where naturalistic audio recordings of TGD patients and health care practitioners are deconstructed (Albert et al, 2018), and the spontaneous flow of communication is critiqued from both sides. This type of research would provide both parties with much needed insight into how to approach this situation in a more effective manner.…”

Section: Discussionmentioning

confidence: 99%

Unmet Expectations in Health Care Settings: Experiences of Transgender and Gender Diverse Adults in the Central Great Plains

et al. 2019

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Transgender and gender diverse (TGD) individuals face a long-term, multifaceted process if they choose to begin a gender affirmation journey. Decisions to go on hormone therapy and/or have a surgical procedure necessitate the TGD individual to set up an appointment with a health care provider. However, when TGD patients interact with health care practitioners, problems can arise. This article documents and categorizes the types of unmet expectations that are common in the TGD patient–health care provider social dynamic in the Central Great Plains of the United States. Utilizing a community-based participatory research model, qualitative in-depth interviews were conducted with 27 TGD individuals about their health care experiences. From this, the researchers identified four main themes of unmet expectations: probing, gatekeeping, stigmatizing stance, and misgendering/deadnaming. Steps that can be taken by both the health care provider and the TGD individual to have a more successful encounter are discussed.

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Section: Discussionmentioning

confidence: 99%

Unmet Expectations in Health Care Settings: Experiences of Transgender and Gender Diverse Adults in the Central Great Plains

et al. 2019

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“…In that sense, there is also something paradoxical about ethnography as a word people struggle to say and a type of research, about which they might not even have heard, whilst being equipped with some of the key skills necessary to get the job done. Importantly, other social research methods grounded in everyday life have also highlighted that training in research skills is not necessary to make valuable observations, when people are well supported (Albert et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

‘'Ethno…graphy?!? I can't even say it”: Co‐designing training for ethnographic research for people with learning disabilities and carers

Mikulak

Ryan

Bebbington³

et al. 2021

Brit J Learn Disabil

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Accessible Summary We are a team of academic researchers, people with learning disabilities and carers. We worked together to design training materials for people with learning disabilities and carers to work as co‐researchers on research projects. The training was for doing a type of research called ethnography. When you do ethnography, you spend time with people to learn about their lives. In this article, we describe what we did and what we learnt. We think more people with learning disabilities and carers should be involved in research but many do not have the confidence to do it. Training can help with that. We also think that ethnography is a type of research that can be easier to do than other types of research. This is because ethnography uses the skills lots of us already have the following: watching, listening and talking to people. Abstract Background There is a strong ethical case and an urgent need for more participatory research practices in disability research but a lack of resources to support this. It is important to involve people with learning disabilities and carers at all stages, including when designing training for co‐research. Methods We co‐developed training materials to support people with learning disabilities and carers to work as ethnographic co‐researchers and for academic researchers to facilitate co‐research. We focused on what people with learning disabilities and carers thought was important to learn. Findings Whilst not all types of research methods are easy to democratise, ethnographic observation is a research method that lends itself well to participatory co‐research. Conclusions For people to be able to meaningfully participate, research processes need to become more accessible and transparent. Training that considers the needs and priorities of people with learning disabilities and carers and addresses the confidence gap is key for meaningful co‐research.

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“…The people teaching bring a range of important perspectives and experience, however it is fraught with difficulty as the interest, engagement, and expertise of tutors and supervisors varies markedly. Building an understanding of the science of talk (Albert et al, 2018) serves to give students the confidence in their interpretation of their learning as a student observing, role-playing, and engaging in activities requiring effective clinical communication.…”

Section: Discussionmentioning

confidence: 99%

The science of talk in clinical science: using a conversation analytic approach as a foundation for communication skills training

White¹

2019

MedEdPublish

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Communication skills are considered a central part of medical and health professional curricula. The focus for both theoretical knowledge and practical skills in these curricula is often, necessarily, on that which is directly relevant to consultations and other clinical activities. Prior to engaging in this more specific and often experiential learning, it is arguable that the inclusion of foundational learning around how interaction works to adequately scaffold more specific, clinically-contextualised learning, building through the zone of proximal development. In this paper, I describe a conversation analysis-informed curriculum for communication skills in an undergraduate pre-clinical science degree which is designed to enhance the ability to critically and constructively reflect on their own communication.

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The conversational rollercoaster: Conversation analysis and the public science of talk

Cited by 11 publications

References 66 publications

Unmet Expectations in Health Care Settings: Experiences of Transgender and Gender Diverse Adults in the Central Great Plains

Unmet Expectations in Health Care Settings: Experiences of Transgender and Gender Diverse Adults in the Central Great Plains

‘'Ethno…graphy?!? I can't even say it”: Co‐designing training for ethnographic research for people with learning disabilities and carers

The science of talk in clinical science: using a conversation analytic approach as a foundation for communication skills training

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