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Title
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Student-Led Improvement Science Projects: A Praxiographic, Actor-Network Theory Study
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Abstract/Description
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Improvement science methodology is promoted in the National Health Service (NHS) in Scotland for implementing rapid change in hospital practices. Student-Led Improvement Science Projects (SLISPs) have been developed as a result of this, where medical students work with clinical teams to identify, implement and monitor quality improvements in the workplace. Working with improvement science in real-life working practices in a hospital environment presents opportunities for different ways to conceptualise learning, for both educators and students. This paper draws from ethnographic and praxiographic methods combined with the sociomaterial approach of actor-network theory (ANT) to investigate the pedagogies of improvement science. The research concludes with three implications for medical education and education in general: (1) conceptualising learning as a network effect can guide educators and students towards a broader range of pedagogies for improvement science; (2) treating human and non-human elements of the network equally can lead to noticing details of practice that might otherwise be overlooked; (3), instead of collapsing improvement science into a singular meaning, multiple worlds allows for different enactments of improvement science to co-exist.
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Date
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2020
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In publication
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Studies in Continuing Education
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Volume
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42
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Issue
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1
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Pages
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133-146
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Open access/full-text available
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en
Yes
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Peer reviewed
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en
Yes
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ISSN
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0158-037X
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Citation
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Mitchell, B. (2020). Student-Led Improvement Science Projects: A Praxiographic, Actor-Network Theory Study. Studies in Continuing Education, 42(1), 133–146. https://doi.org/10.1080/0158037X.2019.1577234
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