ArticleThe clinical teacher2025
The Possibilities of Observational Research in Workplace Learning: The Case of Video-Reflexive Ethnography.
Article in The clinical teacher, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Emotions Meet Reflexivity in Workplace Training: A Person-Centered Approach to Understanding Transfer of Learning.Behavioral sciences (Basel, Switzerland) · 2026Article
- Enhancing Workplace Learning: A Video Reflexive Ethnography Study.The clinical teacher · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
Abstract
objectiveThis paper, using video-reflexive ethnography (VRE) as a case study, explores the prospects for and possibilities of observational research in workplace learning.
methodsFocusing on VRE methodology and drawing on its principles of care, collaboration, exnovation (paying attention to existing strengths) and reflexivity, we elaborate the prospects for and scope of possibilities for observational research.
resultsVRE's flexibility and participatory nature enable researchers and participants to understand the complexities of learning in situ and the dynamic interactions between learning and work practice. We emphasise the importance of considering participants' (e.g., clinicians) lived experiences and recommend prioritising their engagement, reflexivity and knowledge co-creation in observational research to inform processes of learning through work practice. This participatory approach enables capturing and articulating diverse perspectives on these learning processes and, importantly, embraces the diverse perspectives of participants and researchers informing this situational approach to learning.
conclusionThe case study of VRE illustrates the potential and prospects of observational approaches in improving our understanding and facilitation of learning through practice in health professions education, highlighting its flexibility and innovation. By foregrounding participants' perspectives and fostering a collaborative research environment, VRE offers fresh insights into the complexities of learning in clinical settings. This research contributes to the broader discourse on educational methodologies, suggesting that VRE can significantly advance research in workplace learning.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.