Abstract
In this chapter, we reflect on the specific instructional practices that emerge when newcomers in medical radiology gain access to such technical skills in the conditions of practice, under the guidance of experienced workers endorsing the role of mentors. The chapter aims at understanding how participants may use the patient’s body as resources to navigate complex constraints associated with work procedures and epistemic practices. To do so, we adopt the theoretical perspective of multimodal interaction analysis and we use a collection of audio-video data recorded in a public hospital of the canton Geneva in Switzerland. Video recordings inform naturally occurring work and training practices as they take place during internships in a conventional radiology service.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
This data was collected as part of the research programme entitled “Becoming a medical radiologic technologist”, under the responsibility of Prof. Marc Durand, Germain Poizat and Laurence Seferdjeli, and sponsored by the Swiss National Science Foundation (SNSF).
- 2.
The transcription conventions are listed in the Appendix.
References
Antaki, C. (2011). Applied conversation analysis: Intervention and change in institutional talk. Springer.
Billett, S. (2001). Learning through work: Workplace affordances and individual engagement. Journal of Workplace Learning, 13(5), 209–214.
Billett, S. (2006). Constituting the workplace curriculum. Journal of Curriculum Studies, 38(1), 31–48.
Drew, P. (2018). Epistemics in social interaction. Discourse Studies, 20(1), 163–187.
Filliettaz, L. (2010). Guidance as an interactional accomplishment: Practice-based learning within the Swiss VET system. In S. Billett (Ed.), Learning through practice: Models, traditions, orientations and approaches (pp. 156–179). Springer.
Filliettaz, L. (2011). Collective guidance at work: A resource for apprentices? Journal of Vocational Education and Training, 63(3), 485–504.
Filliettaz, L. (2012). Affording learning environments in workplace contexts: An interactional and multimodal perspective. International Journal of Lifelong Education, 32(1), 107–122.
Filliettaz, L. (2014). Learning through interactional participatory configurations: Contributions from video analysis. In A. Rausch, Ch. Harteis, & J. Seifried (Eds.), Discourses on professional learning: On the boundary between learning and working (pp. 317–339). Springer.
Fuller, A., & Unwin, L. (2004). Expansive learning environments: Integrating organizational and personal development. In A. Fuller, A. Munro, & H. Rainbird (Eds.), Workplace learning in context (pp. 142–160). Routledge.
Garfinkel, H. (1967). Studies in ethnomethodology. Polity Press.
Goffman, E. (1961). Encounters: Two studies in the sociology of interaction. The Bobbs-Merill Company.
Goffman, E. (1974). Frame analysis: An essay on the organization of experience. Harvard University Press.
Goffman, E. (1981). Footing: In Forms of talk (pp. 124–159). University of Pennsylvania Press.
Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606–633.
Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of Pragmatics, 32, 1489–1522.
Goodwin, C. (2017). Co-operative action. Cambridge University Press.
Gumperz, J. (1982). Discourse strategies. Cambridge University Press.
Heritage, J. (2012). Epistemics in action: Action formation and territories of knowledge. Research on Language and Social Interaction, 45, 1–29.
Hopwood, N., & Nerland, M. (2019). Epistemic practices in professional-client Partnership Work. Vocations and Learning, 12(2), 319–339.
Knorr Cetina, K. (1999). Epistemic cultures: How the sciences make knowledge. Harvard University Press.
Koschmann, T., LeBaron, C., Goodwin, C., & Feltovich, P. (2011). “Can you see the cystic artery yet?” A simple matter of trust. Journal of Pragmatics, 43(2), 521–541.
Koschmann, T., LeBaron, C., Goodwin, C., Zemel, A., & Dunnington, G. (2007). Formulating the triangle of doom. Gesture, 7(1), 97–118.
Koskela, I., & Palukka, H. (2011). Trainer interventions as instructional strategies in air traffic control training. Journal of Workplace Learning, 23(5), 293–314.
Kress, G., et al. (2001). Multimodal teaching and learning. Continuum Pub: The rhetorics of the science classroom.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Luff, P., Hindmarsh, J., & Heath, C. (2000). Workplace studies: Recovering work practice and informing system design. Cambridge university press.
Lynch, M., & Macbeth, D. (2016). The epistemics of Epistemics: An introduction. Discourse Studies, 18(5), 493–499.
Marra, M., Holmes, J., & Kidner, K. (2017). Transitions and interactional competence: Negotiating boundaries through talk. In S. Pekarek Doehler et al. (Eds.), Interactional competences in Institutional settings: from school to the workplace (pp. 227–251). Palgrave Macmillan.
Mehan, H. (1979). ‘What time is it, Denise?”: Asking known information questions in classroom discourse. Theory into Practice, 18(4), 285–294.
Melander, H. (2017). Becoming a “Good Nurse”: Social norms of conduct and the management of interpersonal relations. In S. Pekarek Doehler et al. (Eds.), Interactional competences in institutional settings (pp. 171–196). Palgrave Macmillan.
Mikkonen, S., Pylväs, L., Rintala, H., Nokelainen, P., & Postareff, L. (2017). Guiding workplace learning in vocational education and training: A literature review. Empirical Research in Vocational Education and Training, 9(1), 2–22.
Mondada, L. (2013). Displaying, contesting and negotiating epistemic authority in social interaction: Descriptions and questions in guided visits. Discourse Studies, 15(5), 597–626.
Mondada, L. (2014). Instructions in the operating room: How the surgeon directs their assistant’s hands. Discourse Studies, 16(2), 131–161.
Nerland, M., & Jensen, K. (2012). Epistemic practices and object relations in professional work. Journal of Education and Work, 25(1), 101–120.
Nguyen, H. T. (2017). Toward a Conversation Analytic framework for fracking interactional competence development from school to work. In S. Pekarek Doehler et al. (Eds.), Interactional competences in institutional settings (pp. 197–225). Palgrave Macmillan.
Pekarek Doehler, S., Bangerter, A., De Weck, G., Filliettaz, L., Gonzalez Martinez & Petitjean, C. (Eds.). (2017). Interactional competences in institutional settings. Palgrave Macmillan.
Rabardel, P. (1995). Les hommes et les technologies. Approche cognitive des instruments contemporains. Presses universitaires de France.
Schegloff, E. (2007). Sequence organization in interaction: A primer in conversation analysis. Cambridge University Press.
Stokoe, E. (2014). The Conversation Analytic Role-play Method (CARM): A method for training communication skills as an alternative to simulated role-play. Research on Language and Social Interaction, 47(3), 255–265.
Suchman, L. A. (1987). Plans and situated actions: The problem of human-machine communication. Cambridge University Press.
Trébert, D., & Durand, I. (2018). L’analyse multimodale des interactions comme ressource pour la formation: le cas du tutorat dans le champ de l’éducation de la petite enfance. In V. Rivière & N. Blanc (Eds.), Observer l’activité multimodale en situations éducatives: Circulations entre recherche et formation (pp. 173–198). Editions ENS.
Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational Research Review, 3, 130–154.
Zemel, A., & Koschmann, T. (2014). ‘Put your fingers right in here’: Learnability and instructed experience. Discourse Studies, 16(2), 163–183.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Appendix: Transcription Conventions
Appendix: Transcription Conventions
- / \:
-
rising and falling intonation
- °xxx°°:
-
decrease in voice volume
- +xxx++:
-
increase in voice volume
- [:
-
overlapping talk
- (.):
-
micro-pause
- (2.1):
-
pauses in seconds
- XXX:
-
inaudible segment
- exTRA:
-
accentuated segment
- ((pointing)):
-
non-verbal behaviour
- STU >:
-
direct address to designated recipient
- [#1]:
-
location of the image in the transcript
Rights and permissions
Copyright information
© 2021 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Filliettaz, L. (2021). The Epistemic Use of the Body in Medical Radiology: Insights from Interactional Video-Ethnography. In: Grosjean, S., Matte, F. (eds) Organizational Video-Ethnography Revisited. Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-030-65551-8_3
Download citation
DOI: https://doi.org/10.1007/978-3-030-65551-8_3
Published:
Publisher Name: Palgrave Pivot, Cham
Print ISBN: 978-3-030-65550-1
Online ISBN: 978-3-030-65551-8
eBook Packages: Business and ManagementBusiness and Management (R0)