To read this content please select one of the options below:

Struggling with involuntary expressive behaviours: Chinese doctors' professional learning in working contexts

Songge Ma (Institute of Vocational and Adult Education, East China Normal University, Shanghai, China)

Journal of Workplace Learning

ISSN: 1366-5626

Article publication date: 7 September 2012

278

Abstract

Purpose

This paper aims to explore what Chinese doctors have learned in authentic medical practice, what they want to learn, and the dynamics behind their professional learning in working contexts.

Design/methodology/approach

The paper uses Narrative Inquiry, qualitative data which were collected by open‐ended face‐to‐face interviews and participative observation. Seven doctors from three hospitals in Shandong province were purposefully invited. Each participant was interviewed at least once, and all interview recordings were transcribed into research texts. The author narrated and re‐narrated stories of one chosen participant named Li Hengyang (pseudonym).

Findings

The paper finds that Chinese doctors divided their learning into two kinds: “professional” and “non‐professional”. The intrinsic‐motive‐driven learning of medical knowledge and techniques was attributed to “professional” and the extrinsic‐motive‐driven learning of “other things” was treated as “non‐professional”. The resultant force of intrinsic and extrinsic motives caused a performance disorder, a vague sense of professional identity, and involuntary expressive behaviours. The author finally pointed out that Chinese doctors' professional learning in working contexts is, to some extent, identity‐oriented.

Research limitations/implications

Single theoretical perspective constrained the analysis; future research may use different theoretical perspectives besides Goffman's theatrical performance theory.

Practical implications

The paper presents identity‐oriented learning of Chinese doctors and the dynamics behind it, which have practical implications for Chinese doctors, medical professional educators and national medical policy makers.

Originality/value

Although Chinese doctors' training and education have been explored a lot, their professional learning in working contexts was rarely studied before.

Keywords

Citation

Ma, S. (2012), "Struggling with involuntary expressive behaviours: Chinese doctors' professional learning in working contexts", Journal of Workplace Learning, Vol. 24 No. 7/8, pp. 447-460. https://doi.org/10.1108/13665621211260963

Publisher

:

Emerald Group Publishing Limited

Copyright © 2012, Emerald Group Publishing Limited

Related articles