Applying positioning theory to examine interactions between simulated patients and medical students: A narrative analysis

Sally Sargeant, Michelle McLean, Patricia Green, Patricia Johnson

Research output: Contribution to journalArticleResearchpeer-review

1 Citation (Scopus)

Abstract

In their journey to becoming doctors, students engage with a range of teachers and trainers. Among these are simulated patients (SPs), who, through role-playing, assist students to develop their communication and physical examination skills, in contexts of formative and summative assessments. This paper explores the teaching and learning relationship between medical students and SPs, and considers how this might affect feedback and assessment. 14 SPs were interviewed on the subject of medical students’ professional identity development in 2014. Data were examined using narrative analysis in conjunction with positioning theory to identify the positions that SPs assigned to themselves and to students. Narrative analysis yielded three interpretative positioning themes: Occupational, familial and cultural and discursive and embodied positioning. The interview process revealed that SPs adopt different positions intra-and interpersonally. SPs appear to hold dissonant perceptions of students in terms relating to their emerging professional identities, which may confound assessment and feedback. Training should include reflections on the SP/student relationship to uncover potential biases and positions, giving SPs the opportunity to reflect on and manage their individual and occupational selves.

Original languageEnglish
Pages (from-to)187-196
Number of pages10
JournalAdvances in Health Sciences Education
Volume22
Issue number1
Early online date1 Jun 2016
DOIs
Publication statusPublished - Mar 2017

Fingerprint

Medical Students
medical student
narrative
interaction
Students
student
Role Playing
examination
communication
Physical Examination
trend
Teaching
teacher
interview
Communication
learning
Learning
Interviews

Cite this

@article{3d27a10813dd49e685fb22648a15d632,
title = "Applying positioning theory to examine interactions between simulated patients and medical students: A narrative analysis",
abstract = "In their journey to becoming doctors, students engage with a range of teachers and trainers. Among these are simulated patients (SPs), who, through role-playing, assist students to develop their communication and physical examination skills, in contexts of formative and summative assessments. This paper explores the teaching and learning relationship between medical students and SPs, and considers how this might affect feedback and assessment. 14 SPs were interviewed on the subject of medical students’ professional identity development in 2014. Data were examined using narrative analysis in conjunction with positioning theory to identify the positions that SPs assigned to themselves and to students. Narrative analysis yielded three interpretative positioning themes: Occupational, familial and cultural and discursive and embodied positioning. The interview process revealed that SPs adopt different positions intra-and interpersonally. SPs appear to hold dissonant perceptions of students in terms relating to their emerging professional identities, which may confound assessment and feedback. Training should include reflections on the SP/student relationship to uncover potential biases and positions, giving SPs the opportunity to reflect on and manage their individual and occupational selves.",
author = "Sally Sargeant and Michelle McLean and Patricia Green and Patricia Johnson",
year = "2017",
month = "3",
doi = "10.1007/s10459-016-9691-8",
language = "English",
volume = "22",
pages = "187--196",
journal = "Advances in Health Sciences Education",
issn = "1382-4996",
publisher = "Springer",
number = "1",

}

Applying positioning theory to examine interactions between simulated patients and medical students: A narrative analysis. / Sargeant, Sally; McLean, Michelle; Green, Patricia; Johnson, Patricia.

In: Advances in Health Sciences Education, Vol. 22, No. 1, 03.2017, p. 187-196.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Applying positioning theory to examine interactions between simulated patients and medical students: A narrative analysis

AU - Sargeant, Sally

AU - McLean, Michelle

AU - Green, Patricia

AU - Johnson, Patricia

PY - 2017/3

Y1 - 2017/3

N2 - In their journey to becoming doctors, students engage with a range of teachers and trainers. Among these are simulated patients (SPs), who, through role-playing, assist students to develop their communication and physical examination skills, in contexts of formative and summative assessments. This paper explores the teaching and learning relationship between medical students and SPs, and considers how this might affect feedback and assessment. 14 SPs were interviewed on the subject of medical students’ professional identity development in 2014. Data were examined using narrative analysis in conjunction with positioning theory to identify the positions that SPs assigned to themselves and to students. Narrative analysis yielded three interpretative positioning themes: Occupational, familial and cultural and discursive and embodied positioning. The interview process revealed that SPs adopt different positions intra-and interpersonally. SPs appear to hold dissonant perceptions of students in terms relating to their emerging professional identities, which may confound assessment and feedback. Training should include reflections on the SP/student relationship to uncover potential biases and positions, giving SPs the opportunity to reflect on and manage their individual and occupational selves.

AB - In their journey to becoming doctors, students engage with a range of teachers and trainers. Among these are simulated patients (SPs), who, through role-playing, assist students to develop their communication and physical examination skills, in contexts of formative and summative assessments. This paper explores the teaching and learning relationship between medical students and SPs, and considers how this might affect feedback and assessment. 14 SPs were interviewed on the subject of medical students’ professional identity development in 2014. Data were examined using narrative analysis in conjunction with positioning theory to identify the positions that SPs assigned to themselves and to students. Narrative analysis yielded three interpretative positioning themes: Occupational, familial and cultural and discursive and embodied positioning. The interview process revealed that SPs adopt different positions intra-and interpersonally. SPs appear to hold dissonant perceptions of students in terms relating to their emerging professional identities, which may confound assessment and feedback. Training should include reflections on the SP/student relationship to uncover potential biases and positions, giving SPs the opportunity to reflect on and manage their individual and occupational selves.

UR - http://www.scopus.com/inward/record.url?scp=84976288720&partnerID=8YFLogxK

U2 - 10.1007/s10459-016-9691-8

DO - 10.1007/s10459-016-9691-8

M3 - Article

VL - 22

SP - 187

EP - 196

JO - Advances in Health Sciences Education

JF - Advances in Health Sciences Education

SN - 1382-4996

IS - 1

ER -