부산대학교 도서관

In this paper we report on how a group of general practitioner (GP) educators, a medical sociologist and an educationalist learned to construct a shared understanding of ethnographic case study and how their different perspectives could be used to strengthen the investigative gaze of the study. We examine how our research traditions shaped what we understand research to be and how to use it. This examination identifies the key understandings we needed to develop to enable us to work sensitively and effectively in evaluating the contribution a Balint approach has to offer in the vocational training of GPs. Selecting one from seven ethnographic case studies documented, we illuminate both the learning processes within small groups and the contribution ethnography has to make. The case study selected brings us inside the research process and to the nub of the learning and teaching issues of small group work. It reflects the contribution ethnographic case studies may offer learner, teacher and those with responsibility for professional preparation and development. [ABSTRACT FROM AUTHOR]