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Integrating everything (and nothing)
Published in Justin Amery, The Integrated Practitioner, 2022
The acquisition of tacit knowledge and expertise develops best in social contexts, where professionals can discuss and test knowledge with each other. It also requires an open and permissive culture of learning, wherein people feel able to share mistakes as well as successes.
Ethnomethodological workplace studies and learning in clinical practice
Published in Viv Cook, Caroline Daly, Mark Newman, Work-based Learning in Clinical Settings, 2021
Will Gibson, Helena Webb, Dirk vom Lehn
The perspective of workplace studies offers an empirical approach for understanding in detail the very specific ways in which tacit knowledge operates in those environments. As we saw earlier, the key characteristics of tacit knowledge are that it operates in the background of consciousness, it is hard to articulate verbally, it is learnt through doing and it is contextual. Therefore, there is a problem for the workplace students in that in addition to the very pragmatic issues of ‘getting on’ in the setting, they need, in essence, to research the environments so that they can learn how to do the jobs required of them. Workplace studies aims to study these types of environments and to produce findings related to the contextual operation of skills and practices that can inform the design of educational programmes for workers in those environments. In this respect, it offers a very useful methodological approach for those who wish to understand in detail the challenging and changing contexts of medical practice.
Treatment and management strategies
Published in Stephanie Martin, Working with Voice Disorders, 2020
Tacit knowledge is a construct conceived by Polanyi (1967), who wrote that we should start from the fact that ‘we can know more than we can tell’, terming this pre-logical phase of knowing as ‘tacit knowledge’. Tacit knowledge comprises a range of conceptual and sensory information and images that can be brought to bear in an attempt to make sense of something. Translating this into clinical practice, Polanyi’s concept of a tacit dimension allows clinicians to value intuition and hunches, and come to a better understanding of what is going on in certain situations. This may well encourage clinicians to feel confident that their tacit knowledge is of value in the face of a concern over reasoned and critical interrogation. It may also allow clinicians to better understand that a patient’s resistance to a particular intervention, despite evidence to the contrary, may be due to their pre-existing tacit knowledge.
What is “Personal” About Personal Experience? A Call to Reflexivity for All
Published in The American Journal of Bioethics, 2023
Colin Halverson, Meghan Halley
Nelson et al. take issue with such forms of knowledge production due to what they see as their outsized potential for bias. However, it is not only through personal experience—per Nelson et al.’s conceptualization—that such tacit knowledge is produced. On the contrary, individuals develop tacit knowledge through all forms of subjective experience (Biehl, Good, and Kleinman 2007), a broader term from phenomenological anthropology that we use to refer to the process through which experience and associated tacit knowledge are shaped by the situated and relational entwining of individuals and their worlds—personal, professional, or otherwise. As such, the development of tacit knowledge regarding a particular topic—for example, a rare disease—can result not only from one’s identity as a patient living with a rare disease (though identity may arise from personal experience), but from intimacy, or close, repeated, in-depth encounters with a given topic or event.
Exploring clinical reasoning in Austrian mental health physiotherapy: the physiotherapist´s perspective
Published in Physiotherapy Theory and Practice, 2022
Stefan Perner, Louise Danielsson
The narrative model of CR focuses mainly on understanding the patients’ experiences and subjective expressions of their story (Edwards and Richardson, 2008; Mattingly, 1991; Mattingly and Fleming, 2019). Within this model, the physiotherapist takes an inductive, second-person perspective, allowing the patient to communicate their experiences verbally and non-verbally (Edwards et al., 2004; Øberg, Normann, and Gallagher, 2015). Tacit knowledge (Polanyi, 1958) is here seen as an important dimension of the physiotherapists’ and patients’ way of knowing (Henry, 2010; Mattingly and Fleming, 2019). Narrative CR follows an interpretivistic paradigm, where knowledge and reality are assumed as subjective and relative - depending on experience, social convention, context, culture and discourse (Bunniss and Kelly, 2010; Guba and Lincoln, 1994; Rosenberg, 2016; Shaw and Connelly, 2012).
Expounding the knowledge conversion processes within the occupational safety and health management system (OSH-MS) using concept mapping
Published in International Journal of Occupational Safety and Ergonomics, 2022
Negin Esmaeili, Jahanyar Bamdad Soofi
Profound investigations into the role of knowledge for safety implementation improvement of the occupational safety and health management system (OSH-MS) led to the integration of knowledge management in the traditional approach to the OSH-MS [16,17]. Developing knowledge management principles and techniques is indispensable for improving the OSH-MS [17,18]. In order to drive the organization into achieving effective goals, converting tacit knowledge into a graspable form of knowledge, which is easy to transmit and process, is essential. Mainly known as explicit knowledge, this type of knowledge can be widely applied within an organization, including the OSH-MS [10,19]. In this regard, the pivotal matter is that organizational knowledge must be created through a dynamic interrelationship of tacit and explicit knowledge [8,20,21].