In this article we describe an experimental mentoring program conducted in a major medical school in the Northeast of the United States. In it, primary care physicians mentored medical students in the course of conducting their daily practices. All involved were trained in a special reflecting practice that led them to focus on, and to discuss, concrete events occurring during the day. We illustrate how, both in pairs and in larger meetings, in discussing events within their practice together that they were 'struck by', student-mentees not only came to a more practical grasp of the medical knowledge of the classroom and textbook, but that all involved in the program came to create between them a resourceful community. At work within this program was a practice that functioned, not only to help the students, but the whole ongoing practice: for within it, besides moments of teaching, where other kinds of shared moments to do with the details of clinical practice, ethical issues, administrative problems, and so on — with all involved helping each other with what we have called the appreciative evaluation and elaboration of their practices.
2012. Organizational Learning: The Sociology of Practice. In Handbook of Organizational Learning and Knowledge Management, ► pp. 43 ff.
2009. What Is Professional Practice? Recognising and Respecting Diversity in Understandings of Practice. In Elaborating Professionalism, ► pp. 139 ff.
Sullivan, Gavin B.
2001. Wittgenstein and Social Constructionism: Methods of “Social Poetics” or “Knots in our Thinking”?. In Theoretical Issues in Psychology, ► pp. 181 ff.
Sullivan, Gavin B.
2015. Wittgenstein’s later philosophy and “pictures” of mixed-method research in psychology: A critical investigation of theories and accounts of methodological plurality. Theory & Psychology 25:4 ► pp. 473 ff.
2008. Creating organizational knowledge dialogically. In The Routledge Companion to Creativity, ► pp. 160 ff.
This list is based on CrossRef data as of 22 november 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.