家庭装修水电工验收标准.ppt

Metaphor theory in qualitative inquiry: A research journey Charlotte E. Rees Office of Postgraduate Medical Education, Sydney Medical School Presentation aims to: Demonstrate how a cognitive linguistics theory of metaphor informed the construction of post-hoc research questions How the theory informed the analysis of focus group data Discuss the strengths and challenges of employing theory-based analysis The research journey Patient involvement in medical education study (06/04-11/05) A priori RQ: What are the views and experiences of multiple stakeholders about patient involvement in medical education? Conducted 8 focus group discussions with medical students, medical educators (incl. doctors) and patients Conducted framework analysis to consider what participants said and how they said it (1) Important process-related theme identified was participants’ metaphoric talk… so what? Enter theory Cognitive linguistics theory of metaphor (2) Metaphors are ubiquitous in everyday talk (2) They structure our thinking and behavior (2) Understanding people’s metaphoric talk can reveal how they conceptualize themselves, their relationships with others and educational processes Conceptual metaphors Metaphor involves understanding an abstract domain (target) in terms of another, more concrete domain (source) e.g. ARGUMENT AS WAR (2) “Your claims are indefensible. He attacked every weak point in my argument… He shot down all my arguments (2, p. 4) How did the theory help? Theory helped us construct an original research question: What conceptual metaphors underpin stakeholders’ talk about student/doctor-patient relationships? Theory helped us determine how we should re-interogate our data: Systematic metaphor analysis (3) Systematic metaphor analysis (3) Determine target area for metaphor analysis (student, doctor, patient, S-P relationship, D-P relationship) Unsystematic collection of background metaphors (e.g. paternalism, consumerism etc.) Identify and code all MLEs p