D Jean Clandinin1, Marie T Cave2, Charlotte Berendonk3. 1. Faculty of Education, University of Alberta, Edmonton, Alberta, Canada. 2. Faculty of Medicine, University of Alberta, Edmonton, Alberta, Canada. 3. Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada.
Abstract
CONTEXT: Narrative research, an inclusive term for a range of methodologies, has rapidly become part of medical education scholarship. CONCEPTS: In this paper we identify narrative inquiry as a particular theoretical and methodological framework within narrative research and outline its characteristics. We briefly summarise how narrative research has been used in studying medical learners' identity making in medical education. USES OF NARRATIVE INQUIRY: We then turn to the uses of narrative inquiry in studying medical learners' professional identity making. With the turn to narrative inquiry, the shift is to thinking with stories instead of about stories. CONCLUSIONS: We highlight four challenges in engaging in narrative inquiry in medical education and point toward promising future research and practice possibilities.
CONTEXT: Narrative research, an inclusive term for a range of methodologies, has rapidly become part of medical education scholarship. CONCEPTS: In this paper we identify narrative inquiry as a particular theoretical and methodological framework within narrative research and outline its characteristics. We briefly summarise how narrative research has been used in studying medical learners' identity making in medical education. USES OF NARRATIVE INQUIRY: We then turn to the uses of narrative inquiry in studying medical learners' professional identity making. With the turn to narrative inquiry, the shift is to thinking with stories instead of about stories. CONCLUSIONS: We highlight four challenges in engaging in narrative inquiry in medical education and point toward promising future research and practice possibilities.