‘Doing being an expert’

A conversation analysis of expertise enactments in experience discussions in medical education

Bibliographic Data

ID21582425
AuthorsMarije Van Braak (0000-0003-2938-1508, Erasmus University Rotterdam, corresponding author), Mike Huiskes (0000-0001-9381-6428, University of Groningen)
Year2022
Volume69
Pages101052
Publication date2022-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueLinguistics and Education (JOURNAL)
Journal identifiersISSN: 0898-5898 • E-ISSN: 1873-1864
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.linged.2022.101052
OpenAlexW4224238253
LanguageEN
Citations received10
References cited51

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

Conversation · Conversation analysis · Discourse analysis · Linguistics · Medical education · Pedagogy · Socialization · Computer Science · Counseling, Therapy, and Family Dynamics · Discourse Analysis in Language Studies · Language, Discourse, Communication Strategies · Medicine · Psychology · Social Psychology

Tools

Open DOIOpen Access