Collaborative Reflection Under the Microscope: Using Conversation Analysis to Study the Transition From Case...

Area of Science:

• Medical Education
• Sociolinguistics
• Workplace Learning

Background:

• Reflection sessions are integral to workplace learning in higher education, particularly in General Practitioner (GP) training programs.
• The 'Exchange of Experiences' meetings in Dutch GP training involve collaborative learning from shared experiences.
• Limited research exists on the specific structure and process of these collaborative reflection sessions.

Purpose of the Study:

• To describe the structure and characteristics of group reflection sessions in GP training.
• To analyze the sequential nature of interactions, focusing on transitions between case presentation and discussion.
• To detail the tutor's interactional roles to inform faculty development.

Main Methods:

• Employed conversation analysis to study group reflection meetings.
• Focused on the transition phases between case presentations and subsequent discussions.
• Examined the interactional roles of all participants, including the tutor.

Main Results:

• Transitions in group reflection are conversationally complex and ambiguous.
• These transitions serve as negotiation arenas for knowledge and floor-taking (epistemics).
• Tutors adopt multiple roles (teacher, expert, facilitator, participant), influencing the 'hidden curriculum'.

Conclusions:

• Conversation analysis reveals interaction as a key component of learning in group settings.
• Understanding transitions, floor management, and tutor roles can enhance collaborative learning design.
• Insights gained can inform medical educators on structuring effective group reflection sessions.