Self-confrontation Interviews Research Articles

Understanding The Needs of Mentoring in Surgery to Guide the Design of Surgical Telementoring Systems

All along their careers, surgeons learn through mentoring, operating on patients side-by-side with expert surgeons. However, access to experts is more and more challenging as they are often located far from learners. Telementoring can increase the reach of mentors by supporting mentoring at a distance, but despite their potential, current systems remain rarely institutionalized. We investigate current surgical mentoring practices, to inform future design of telementoring systems in providing support for learning. In a field study, we observe 11 surgeries and conduct follow-up self-confrontation interviews with mentor-mentee pairs. Through Thematic Analysis, we find that the domain of surgery results in mentee's needs for reassurance regarding safety, being spared from workload and risk, both essential to support the acquisition of skills. Second, that mentors understand the situation primarily through the surgical site view but also through inspecting the mentee's posture and the patient's body. Thirdly, that mentors take physical distance as their presence limits mentees' autonomy development. We discuss the limits of current surgical telementoring systems and rethink their role as companions of onsite mentoring.

Trust in Anonymous News? How Users Navigate Political News Channels on Russian Telegram

The paper explores the phenomenon of anonymous news channels on Russian Telegram, which have become increasingly popular in recent years. Drawing on 25 self-confrontation interviews, we answer the following questions: Do users trust anonymous news? If not, why do they keep using this information source? How does a restrictive socio-political context influence users’ trust in alternative news sources? Our results show that, in Russia, the concept of trust is linked to the normative democratic understanding of journalistic functions. At the same time, many users believe that trust in media is not at all necessary and develop individual strategies to navigate a “chaos of narratives”. The paper discusses Telegram’s role in shaping trust or distrust in news.

Compliance and initiative: A discussion on the relationship between standards and activities in radiopharmaceutical production

This study investigated how a standard could become reality-based in a workplace where certain types of deviations are not permitted, such as a radiopharmaceutical production unit. Compliance with standards is necessary to ensure the safety of individuals who manufacture such substances as well as the security of patients receiving treatment. In this qualitative case study, an ergonomic analysis of work (also known as activity analysis) was performed, with noncompliance recorded in internal audits as a starting point: the lack of double-checking in radiopharmaceutical synthesis cassette assembly. Field observations and self-confrontation interviews with workers from a production unit were conducted to analyze the activities. Although a double-check did not occur, the radiopharmaceutical synthesis operator apparently developed another risk control strategy, focusing his attention to the equipment assembly details, which necessitated continuous control and verification actions to ensure that there were no problems at this stage of production. A multilevel approach was used to demonstrate how the safety and quality of production processes based on standard compliance only become effective and adherent to the activity after resolving various conflicts at work, including control systems (external and internal audits), work collectives, the contradiction of the activity itself, and the discussion of singular situations arising daily. This study contributes to the discussion on workplace safety considering standardization and advances the discussion on changing perspectives regarding rule compliance.

Analyse des savoirs mobilisés par des stagiaires en enseignement pour évaluer leurs élèves

<p>This paper presents the results of a qualitative-interpretative study on the mobilization of assessment knowledge of five teacher candidates. The data was collected by the conduct of 10 in-class observations and 10 self-confrontation interviews. Based on the analysis of the results, teacher candidates primarily face challenges associated with knowledge of learning design and targeting learning objectives. As a result, the assessment activities are only carried out at the end of each lesson to confirm what has been learned. This article concludes by proposing a model that ranks the different types of assessment knowledge while proposing accompaniment strategies destined to teacher candidate supervisors.</p>

Biomechanical Characterization of Preparation for Airs above the Ground: A Mixed Approach.

Equitation in the French tradition is a school of riding that emphasizes harmonious relations between humans and horses. The best-known community is the Cadre Noir of Saumur, whose specialty is the air above the ground (AAG). No study has yet looked at the horse-rider interaction in this specific context. The purpose of this study was to identify and quantify indicators of AAGs based on the empirical perception of the écuyers expressed by a method of self-confrontation interviews. Fourteen training sessions were the subject of phenomenological and biomechanical approaches. Contact, balance, and hoof-beat, decisive for performance quality, were characterized for 49 AAGs, performed by five horses trained by two expert écuyers, with rein tension meters integrated in their double bridle (curb and snaffle reins) and six inertial measurement units fixed on the limbs, sternum, and croup. Their action was characterized by a peak of 65 ± 39 N on the inside curb rein. They considered that their horse was in balance (forehand inclined 13 ± 7° and -12 ± 9° for the hind hand). After the peak, during the 3.3 ± 2 s the horse's trunk was stable and the écuyers released the contact until the AAG was perceived as satisfactory by the écuyer. The mixed approach allowed a pattern of action to be envisaged for the écuyer based on contact, balance, and hoof-beat in the execution of AAGs. The quantification of rein tension, trunk movements, and acceleration of the four limbs objectified the expert écuyers' feeling of developing aptitudes for their actions in the human-horse interactions for improved transmission to young écuyers. The mixed approach used in this study has given rise to new training methods that are transferable to other equestrian activities.

Las prescripciones y la epistemología práctica de los profesores de música: el caso de la orquesta escolar

This study focuses on research into the work of music teachers and visiting musicians in a primary school in France. Their teaching activities are part of the "Orchestre à l'école" scheme. This scheme enables children from working-class and sometimes disadvantaged backgrounds to access and develop instrumental and orchestral practice at different times of the week. The observations were made at the request of the music teachers, who wanted to take stock of their work after several years. The pedagogical quality of these music and music teaching professionals, the institutional framework and the friendly atmosphere of the project enabled this participatory research to take place under the best possible conditions. The study focuses on the effects of the prescriptions set out by the instrument teachers on their practical epistemology. The hypothesis is that the polymorphous nature of the prescription, of the instruction, has as much effect on the pupils as on the teacher's practical epistemology. To verify this hypothesis, the analysis of the documents collected during this participatory research concerns the transcripts of the instrument lessons and the simple self-confrontation interviews conducted with the teachers. How does the practical epistemology of a music teacher evolve through feedback from his or her pupils?
 After reviewing the literature on the notions of prescription and practical epistemology, the article describes the main methodological aspects and develops an analysis of snippets of lessons and interviews selected by the teachers, before proposing a discussion. If the top-down prescription reveals the teacher's practical epistemology, then the students' bottom-up prescriptions should reveal what makes it evolve.

The Remote Self-Confrontation Interview Method: Gaining Insights into Users’ Perceptions of Digital Media Content from a Distance

For researchers interested in studying users’ perceptions and immediate reactions to digital media content—even from a distance—this article introduces the remote self-confrontation interview method. This adapted version of the self-confrontation interview method uses videoconferencing software and combines four interrelated steps: First, participants are observed scrolling through/using a stimulus, which allows the assessment of attention, emotional reactions, and the intensity of participants’ engagement. Second, self-confrontation interviews are conducted, discussing and re-evaluating participants’ observed behavior. Third, further research aims are addressed in semi-structured interviews, and fourth, in problem-focused tasks. Weighting up advantages and challenges for participants and researchers, we discuss the method as an effective and broadly applicable approach to examine digital media users’ perceptions and evaluations.

EFL novice teachers’ emotions and professional development

ABSTRACT The first years of teaching are often described as ‘emotionally challenging’ by English as a foreign language (EFL) teachers in secondary schools in France because their professional identity and skills are still under construction. How, then, can novice teachers (NTs) be supported during this process? The present study focuses on 14 NTs (pre-service, Years 1 and 2 in-service teachers) who volunteered to be filmed in class and to take part in ‘self-confrontation interviews’. These followed the iterative EmoDERE model where the NTs reviewed their video-recorded classroom practice, focusing on motion(s) felt during action, Description of action, Evaluation of action, Reflective search for alternatives, and Emotion(s) felt at the end of the interview. This article analyses how this model helped participants reflect on their practice through the prism of emotion (Plutchik 1980). It shows how reflexivity led them to reverse the valence of initial emotions, encouraged them to continue new cycles of reflection and allowed them to develop their growth competence, thus building their sense of self-efficacy. Limitations to this approach were seen in pre-service teachers’ limited emotional granularity. The paper concludes with practical ideas for helping NTs build their emotional awareness and develop their professional reflexivity.

Caring for patients with substance use disorders: a qualitative investigation of difficulties encountered by hospital-based clinicians

Background: Caring for patients with substance use disorders (SUD) is held in low regard and many clinicians resist treating them. To address this situation, numerous research projects assessed training program gaps and professional attitudes. In contrast, this study explored the actual clinical difficulties that a variety of hospital-based professionals encounter when treating patients with SUD. Methods: Qualitative multiple method design including: (1) individual semi-structured interviews with SUD experts and educators; (2) video-elicited, cross self-confrontation interviews with clinicians working in a specialist addiction unit; (3) paired semi-structured interviews with clinicians working in non-specialist units. Participants were recruited within one university hospital. Data collected at stages (1) and (3) relied on an interview guide and were analyzed using conventional content analyses. Data collected at stage (2) consisted of discussions of video recorded clinical interviews and were analyzed based on a participatory approach. Results: Twenty-three clinicians from seven hospital units participated. Forty-four difficulties were reported that we classified into six categories: knowledge-based; moral; technical; relational; identity-related; institutional. We identified seven cross-category themes as key features of SUD clinical complexity: exacerbation of patient characteristics; multiplication of medical issues; hybridity and specificity of medical discipline; experiences of stalemate, adversity, and role reversal. Conclusions: Our study, providing a comprehensive analysis of the difficulties of caring for patients with SUD, reveals a highly challenging clinical practice for a diversity of healthcare providers. They represent a complementary approach to addressing resistance as an important feature of a complex clinical system, and valuable material to discussing professional preparedness.

One fidelity fits all? How civil protection simulations afford (or not) improvement opportunities for novice and occasional crisis managers

Novice and occasional crisis managers (NOCM) such as elected officials or public service managers play an essential role in civil protection. Although simulations are an important way of preparing for crisis response , conditions of simulation effectiveness for this target group are under-investigated. Specifically, high-fidelity is generally thought to be a paramount condition for simulation effectiveness. This conviction is regularly doubted in the literature, especially when it comes to novice or occasional practitioners. The aim of this study was to understand how high- and low-fidelity mechanisms in crisis simulations afford improvement opportunities for novice and occasional crisis managers. We video-recorded (i) four participants’ behavior in two contrasting typical high- and low-fidelity simulations, and (ii) four self-confrontation interviews. Using Billett’s theory of workplace learning (2001) combined with the course-of-action framework (Poizat et al., 2022), we analyzed and synthesized high- and low-fidelity simulation conditions with a four-dimension model. Results show that a slow tempo, a clearly stated fictional contract, physical and functional fidelity, a crisis element, and an appropriate pedagogical support tend to afford improvement opportunities for NOCMs. Implications for simulation design and pedagogical support are discussed. We propose an alternative for costly high-fidelity simulations: the “good enough simulation”.

Exploring in a climbing task during a learning protocol: a complex sense-making process.

In perceptual-motor learning, constant and variable practice conditions have been found to have differential effects on learners' exploratory activity and their ability to transfer their skills to novel environments. However, how learners make sense of these practice conditions during practice remains unclear. This study aimed to analyse learners' experiences of different practice conditions during a climbing learning protocol and to examine how these experiences might further inform learners' exploratory activity. Twelve participants assigned to either 'Constant practice', 'Imposed Novelty', or 'Chosen novelty' groups climbed a 'Control route' (i.e. a route common to all groups) and a 'transfer route' (i.e. a new route) before and after a ten session learning protocol. Descriptions of learners' experiences during previews and climbs were collected using self-confrontation interviews. After identifying general dimensions via a thematic analysis, a hierarchical cluster analysis on these general dimensions allowed the identification of phenomenological clusters (PhC). The distribution of these PhCs was compared between the first and last learning sessions, the control and transfer routes, and the practice condition groups. We identified seven PhCs reflecting learners' meaningful exploratory activity during the previews and climbs. Significant differences in the distribution of these PhCs were found between (i) the first and the last session, (ii) the control and the transfer route and (iii) the Chosen-novelty group and the other two practice groups. These results suggest that exploration is part of a complex sense-making process linked to practice conditions, which can be described by a joint analysis of the intentions, perceptions and actions.

La rééducation pédiatrique de la paralysie cérébrale utilisant les niveaux d’évolution motrice répond-elle aux attendus actuels de pratique professionnelle en kinésithérapie ? Enquête par entretiens d’autoconfrontation

IntroductionCerebral palsy is the largest cause of motor deficiency in children. However their best practice recommendations for rehabilitation spark debate. The relevance of the work of “motor development milestone” is criticized in this regard. This study aims to identify the professional practice expectations and to observe whether invariants can be observed during care built on the work of “motor development milestone” for children with cerebral palsy (CP) in order to know whether they meet these expectations. MethodA literature review was conducted to identify the expectations of professional practice for the rehabilitation of CP children using qualitative analysis sorted by thematization to construct an analysis grid. An observational study of practice by a selfconfrontation interview with 3 independent physiotherapists was carried out. The interviews were analyzed using the grid in order to first identify possible invariants of practice and then, if necessary, to link them to the expectations of professional practice. ResultsForty-one “sub-headings” were identified to describe the professional practice expectations for the rehabilitation of CP children. Analysis of the self-confrontation interviews showed that 24 subheadings were common to all 3 observations. The subheadings most represented in the literature review were most often encountered during the sessions. Discussion/ConclusionThe results suggest that there are practice invariants in rehabilitation using NEM for CP children and that they partially meet practice expectations. The development of good practice guidelines, the EBP and patient expectations require justification of therapeutic choices and their performance. Their formalization must be developed in order to make them assessable according to validated scientific standards.

Bringing to light a pedagogical heritage: An ergo-didactic approach

This study aimed to provide first responses to the question whether the pedagogical heritage of an instrumental or vocal music teacher can be reconstructed by analysing and comparing the discourse and the teaching concerns of his or her former students. To address this question, a newly developed ergo-didactical approach (Author, 2018a) was used. The quantitative and qualitative analysis of simple and cross self-confrontation interviews conducted with six former students of the great violinist and violin instructor Veda Reynolds yielded strong similarities in the importance these former students seemed to attach to the five teaching concerns of the Bucheton and Soulé (2009) model in their own practice and in their discourse on Veda Reynold’s teaching.

Assessing MSDs before Introduction of a Cobot: Psychosocial Aspects and Employee’s Subjective Experience

Musculoskeletal disorders (MSDs) are one of the main causes of work disability (EU-OSHA, 2019; WHO, 2019). Several solutions, including the cobotic system (EUROGIP, 2017), have been put forward to improve unhealthy working conditions and prevent MSDs. We sought to identify the MSD risk factors of workers on a screen-printed glass production line prior to introduction of a cobot. We used a mixed data collection technique: video observations and assessment of MSD risk factors by expert ergonomists, and then self-confrontation interviews with six production-line operators and subjective perception of risk factors. The two types of assessment (by experts and by operators) showed that the most demanding risk factors were physical (e.g., work posture) and psychosocial (e.g., mental workload). Certain risk factors were viewed differently by the experts and the operators. One question remains: How can a cobot make work more meaningful for operators?

Entrevistas de autoconfrontación como método para la formación de docentes en el ámbito de la educación literaria

This paper studies the training process performed by several primary teachers. The analysis of such training is the main line in this paper, together with the in-class activity. The project focuses on the teaching of literature; precisely, on verbal interactions that emerge in the classroom when working with illustrated books. Part of the training consisted in self-confrontation interviews, where the teachers visualized their lessons and have reflected on their practice. The results obtained from the aforesaid interviews have suggested that there has been an evolution between different self-confrontations; for example, the teachers moved from an external look into an internal one, where the practice is analysed from the internal prism of the author.

Coaching player decision making in rugby union: exploring coaches espoused theories and theories in use as an indicator of effective coaching practice

ABSTRACT Introduction: Researchers exploring how coaches can best support the development of their players decision making within team invasion sports have often been conducted from a cognitive or ecological approach, which differ in their views regarding the presence and absence of memory representations. This difference has, in turn, resulted in practical implications that are theoretically different, but not pedagogically different. Research has categorised such approaches to coaching decision making into intentional decision making training or incidental decision making training that offer different suggestions for how coaching methods may be used within their practice. Sometimes, these categories of training have been offered as the way coaches should operate over the careful selection of coaching methods given their intentions for impact. Instead, within this study we aim to explore the pragmatic nature of coaching practice, rather than adherence only to theoretical principles or beliefs. Materials and Methods: In this study five English Regional Academy Rugby Union Coaches participated in a semi-structured interview, three categorised systematic observations of their coaching practice and a self-confrontation interview to explore; (i) the espoused theories coaches believe they use in practice; (ii) the theories in use within their coaching practice and; (iii) the alignment and misalignment between their espoused theories and theories in use during their coaching practice. Results & Discussion: Our findings demonstrate that coaches employed a balance and blend of intentional and incidental coaching methods concurrently. Coaches proposed the use of non-linear pedagogy and the manipulation of constraints to promote learning activities which captured the representative nature of the competitive decision making environment. Yet also promoted the role and importance of shared mental models, tactical frameworks, off field video analysis and deliberate if–then rules of thumb when supporting the development of their players decision making. Thematic analysis extracted from interview data regarding coaches espoused theories, alongside the coaches theories in use, captured through categorised frequencies of coach behaviours and learning activities through systematic observations, present clear misalignments between proposed coaching methods and those used in practice. Misalignments were apparent for learning activities, where coaches espoused the need for representative practice but used more single-phase and huddle based scenarios, and coach behaviours, where coaches espoused the importance of setting problems for their participants through divergent questioning, yet used more instructional behaviours and convergent questions leading players toward a shared mental model of collective decision making behaviour. From our findings, we offer practical implications to coaches which suggest that when supporting player decision making, coaches should consider using their judgment to select the appropriate evidence-informed coaching method given their wider intentions for impact in the session and the context in which they operate. Furthermore, we offer a suggestion to coaches and researchers where we encourage the exploration of the chain and gap between what coaches they think they do, and what they actually do in practice as a means for critical reflection.

MENTORING CONFERENCE WITH A DIGITAL TABLET FOR SECURE THE TEACHING-LEARNING GYMNASTIC ENVIRONMENT

This study focuses on preservice teacher's mentoring in a French University Graduate Schools of Teacher Education. It focuses on physical education and learning activities of middle school pupils. Photographs and videos are mobilised during post-lesson mentoring conference to help the preservice teacher (PT) to reduce the risk of injury. The data from a case study are made up of extracts from mentoring interview and self-confrontation interview analysed from a cultural-historical activity theory perspective (C.H.A.T). Results highlights the potential relevance of using 1) traces of learning activity during mentoring interactions to optimise the pedagogical design of PT’s 2) and to prevent the risks of pupils’ physical integrity. The theoretical model contributes to a global understanding of the problems arising in the collective teaching-learning activity and about modalities contributing to the joint tutoring activity independently of the disciplinary field.

User Experience of the Co-design Research Approach in eHealth: Activity Analysis With the Course-of-Action Framework.

BackgroundThe cocreation of eHealth solutions with potential users, or co-design, can help make the solution more acceptable. However, the co-design research approach requires substantial investment, and projects are not always fruitful. Researchers have provided guidelines for the co-design approach, but these are either applicable only in specific situations or not supported by empirical data. Ways to optimize the experience of the co-design process from the point of view of the participants are also missing. Scientific literature in the co-design field generally provides an extrinsic description of the experience of participants in co-design projects.ObjectiveWe addressed this issue by describing a co-design project and focusing on the participants’ experiences looking at what was significant from their point of view.MethodsWe used a qualitative situated cognitive anthropology approach for this study. Data were collected on a co-design research project that aimed to support the help-seeking process of caregivers of functionally dependent older adults. The methodology was based on the perspective of experience by Dewey and used the course-of-action theoretical and methodological framework. Data collection was conducted in 2 phases: observation of participants and recording of sessions and participant self-confrontation interviews using the session recordings. We interviewed 27% (20/74) of the participants. We analyzed the data through nonexclusive emerging categorization of themes using the constant comparative method.ResultsIn total, 5 emerging themes were identified. The perception of extrinsic constraints and the effects of the situation was central and the most important theme, affecting other themes (frustrating interactions with others, learning together, destabilization, and getting personal benefits). Co-occurrences between codes allowed for a visual and narrative understanding of what was significant for the participants during this project. The results highlighted the importance of the role of the research team in preparing and moderating the sessions. They also provided a detailed description of the interactions between participants during the sessions, which is a core aspect of the co-design approach. There were positive and negative aspects of the participants’ experiences during this co-design project. Reflecting on our results, we provided potential affordances to shape the experience of participants in co-design.ConclusionsPotential users are an essential component of the co-design research approach. Researchers and designers should seek to offer these users a positive and contributory experience to encourage participation in further co-design initiatives. Future research should explore how the proposed affordances influence the success of the intervention.

How social media users perceive different forms of online hate speech: A qualitative multi-method study

Although many social media users have reported encountering hate speech, differences in the perception between different users remain unclear. Using a qualitative multi-method approach, we investigated how personal characteristics, the presentation form, and content-related characteristics influence social media users’ perceptions of hate speech, which we differentiated as first-level (i.e. recognizing hate speech) and second-level perceptions (i.e. attitude toward it). To that end, we first observed 23 German-speaking social media users as they scrolled through a fictitious social media feed featuring hate speech. Next, we conducted remote self-confrontation interviews to discuss the content and semi-structured interviews involving interactive tasks. Although it became apparent that perceptions are highly individual, some overarching tendencies emerged. The results suggest that the perception of and indignation toward hate speech decreases as social media use increases. Moreover, direct and prosecutable hate speech is perceived as being particularly negative, especially in visual presentation form.

Controlling the flight on double-handed foiling catamarans: The role of shared equipment on the crew members' mutual modes of regulation

The purpose of this study was to contribute to the understanding of the role of shared sport equipment in the collective coordination of a team. It was conducted within an enactive approach of human cognition by mobilizing the methodological tools and methods of the Course of Action framework. Six crew members of hydrofoil sailing catamarans participated in this study. Data collection consisted in video-recording training sessions followed by individual self-confrontation interviews. A qualitative analysis of the data allowed typical modes of regulation of the flight to be characterized from each crew member's perspective. Three main modes of regulation were identified. All of them involved either salient perception of the boat's movements, or actions directed to regulating the boat’s movement. In the discussion, we propose a distinction between three types of collective sport situations, regarding the role of the material environment of athletes in their coordination. This distinction opens new perspectives both for future research on team coordination, and for pedagogical and training implications.