Centre for Medical Education, Queen's University Belfast, Belfast, UK.
Department of Sociology & Anthropology, and Faculty of Nursing, The University of Prince Edward Island, Charlottetown, Canada.
Perspect Med Educ. 2019 Feb;8(1):17-24. doi: 10.1007/s40037-019-0499-0.
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.
这篇“定性空间”文章批判性地审视了多萝西·史密斯（Dorothy Smith）所倡导的探究方法，即制度民族志（institutional ethnography），以及它在当代健康职业教育研究中的潜力。我们深入探讨了制度民族志的哲学基础，阐述了在这种批判性女性主义方法中，研究者需要进行的本体论转变。我们使用了一些关于一线医疗保健、患者健康工作和教育的研究例子，让读者考虑一个制度民族志研究项目可能会提供什么。我们阐述了我们对制度民族志研究在健康职业教育领域潜在发展的愿景，并解释了为什么我们认为现在是采用制度民族志的恰当时机，以一种提供明智变革的方式应对健康职业教育面临的一些挑战。
