Exploring Trainer and Trainee Emotional Talk in Narratives about Workplace-Based Feedback Processes

Autor/inn/en	Dennis, A. A.; Foy, M. J.; Monrouxe, L. V.; Rees, C. E.
Titel	Exploring Trainer and Trainee Emotional Talk in Narratives about Workplace-Based Feedback Processes
Quelle	In: Advances in Health Sciences Education, 23 (2018) 1, S.75-93 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-017-9775-0
Schlagwörter	Work Environment; Feedback (Response); Interviews; Foreign Countries; Emotional Response; Personal Narratives; Discourse Analysis; Computational Linguistics; Trainees; Trainers; Interpersonal Relationship; Role; Patients; Safety; Humor; Figurative Language; Workplace Learning; United Kingdom + Suchen Sie Ihr Suchwort? Arbeitsmilieu; Interviewing; Interviewtechnik; Ausland; Emotionales Verhalten; Erlebniserzählung; Diskursanalyse; Linguistics; Computerlinguistik; Auszubildender; Weibliche Auszubildende; Ausbildungslehrer; Trainer; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Rollen; Patient; Sicherheit; Humoristische Darstellung; Großbritannien
Abstract	Emotion characterises learners' feedback experiences. While the failure-to-fail literature suggests that emotion may be important, little is known about the role of emotion for educators. Secondary analyses were therefore conducted on data exploring 110 trainers' and trainees' feedback experiences. Group and individual narrative interviews were conducted across three UK sites. We analysed 333 narratives for emotional talk using textual analysis: Linguistic Inquiry and Word Count. Furthermore, thematic framework analysis was conducted on the trainer narratives to explore aspects of feedback processes that are emotional. An additional in-depth little "d" discourse analysis was conducted on selected trainer narratives to enable us to explore the complex relationship between the "whats" (reported events) and the "hows" (emotional talk). Trainer narratives did not differ significantly in positive or negative emotional talk from trainee narratives. By exploring the interplay of the "whats" and the "hows", several aspects of feedback processes were identified as potentially emotional for trainers including trainers being concerned about upsetting learners and worried about patient safety. This was illustrated through numerous linguistic devices to establish emotional tone such as metaphoric talk and laughter. These findings suggest that feedback processes can be emotional for trainers. It highlights the need to better understand the "filter" of emotion for trainers but also to better understand how emotion plays a role in feedback as a complex social process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01