More than words: how multimodal analysis can inform health professions education
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More than words: how multimodal analysis can inform health professions education Christen Rachul1 · Lara Varpio2 Received: 27 March 2020 / Accepted: 21 October 2020 © Springer Nature B.V. 2020
Abstract The contexts and methods for communicating in healthcare and health professions education (HPE) profoundly affect how we understand information, relate to others, and construct our identities. Multimodal analysis provides a method for exploring how we communicate using multiple modes—e.g., language, gestures, images—in concert with each other and within specific contexts. In this paper, we demonstrate how multimodal analysis helps us investigate the ways our communication practices shape healthcare and HPE. We provide an overview of the theoretical underpinnings, traditions, and methodologies of multimodal analysis. Then, we illustrate how to design and conduct a study using one particular approach to multimodal analysis, multimodal (inter)action analysis, using examples from a study focused on clinical reasoning and patient documentation. Finally, we suggest how multimodal analysis can be used to address a variety of HPE topics and contexts, highlighting the unique contributions multimodal analysis can offer to our field. Keywords Multimodal analysis · Multimodal (inter)action analysis · Communication · Health informatics · Sociomateriality In 1964, Marshal McLuhan wrote that “the medium is the message” (McLuhan 1964). McLuhan was presciently proposing that mediums—e.g., computers, movies, smartphones—were so vitally important to the information conveyed through our communications that the mediums themselves would act as messages changing the foundations of our society. Examples of this impact are clear in today’s healthcare environments: moving from handwritten consultation letters delivered by physical mail to e-mail has changed our social expectations of a timely response; shifting from face-to-face collaborations to partnerships
Disclaimer: The views expressed in this manuscript are solely those of the authors and do not necessarily reflect those of the Uniformed Services University of the Health Sciences or the United States Department of Defense. * Christen Rachul [email protected] 1
Rady Faculty of Health Sciences, University of Manitoba, S204, 750 Bannatyne Avenue, Winnipeg, MB R3E 0W2, Canada
2
Department of Medicine, Uniformed Services University of the Health Sciences, Bethesda, USA
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enabled by social media has altered our conceptualizations of relationships; video conferencing and telehealth have transformed our perception of physical space. Time, relationships, and physical space are essential elements of healthcare, and they have been fundamentally altered by communication media. These are just some of the alterations that are part of the context in which health professions education (HPE) and patient care are delivered; these alterations deeply shape HPE and patient care. Indeed, the contexts of our communications profoundly affect
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