Why institutional ethnography? Why now? Institutional ethnography in health professions education

This ‘A Qualitative Space’ article takes a critical look at Dorothy Smith’s approach to inquiry known as institutional ethnography and its potentiality in contemporary health professions education research. We delve into institutional ethnography’s philosophical underpinnings, setting out the ontolo...

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Bibliographic Details
Published inPerspectives on medical education Vol. 8; no. 1; pp. 17 - 24
Main Authors Kearney, Grainne P., Corman, Michael K., Hart, Nigel D., Johnston, Jennifer L., Gormley, Gerard J.
Format Journal Article
LanguageEnglish
Published Houten Bohn Stafleu van Loghum 01.02.2019
Ubiquity Press
Subjects
A Qualitative Space
Anthropology, Cultural
Education
Ethnography
Health education
Health Occupations - education
Humans
Medical Education
Ontology
Qualitative Research
Research Design
Social Theory
Qualitative research
Critical methodology
Institutional ethnography
Health professions education
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Summary:This ‘A Qualitative Space’ article takes a critical look at Dorothy Smith’s approach to inquiry known as institutional ethnography and its potentiality in contemporary health professions education research. We delve into institutional ethnography’s philosophical underpinnings, setting out the ontological shift that the researcher needs to make within this critical feminist approach. We use examples of research into frontline healthcare, into the health work of patients and into education to allow the reader to consider what an institutional ethnography research project might offer. We lay out our vision for potential growth for institutional ethnography research within the health professions education field and explain why we see this as the opportune moment to adopt institutional ethnography to meet some of the challenges facing health professions education in a way that offers informed change.
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ISSN:2212-2761
2212-277X
2212-277X
DOI:10.1007/s40037-019-0499-0