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Collaborative autoethnography: The potential for health professional education research.

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Title: Collaborative autoethnography: The potential for health professional education research.
Authors: Fox, B.1 brandi.fox@deakin.edu.au, Mahoney, P.2, Bellingham, R.1, North-Samardzic, A.3, Scarparo, S.4, Taylor, D.5, Thomas, M.1, Volkov, M.6, Bearman, M.2
Source: Focus on Health Professional Education (2204-7662). 2025, Vol. 26 Issue 1, p84-97. 14p.
Subject Terms: *Education research, *Curriculum change, *Online education, *Health education, *Qualitative research, Autoethnography, Coworker relationships
Abstract: Collaborative autoethnography (CAE) is a qualitative methodology that enables new knowledge through a process of collective meaning making. Common in higher education, the paucity of CAE in health professional education scholarship indicates that its value remains underexplored in the field. This paper describes the experiences and processes underpinning one example of CAE applied in higher education and how this approach informed the use of CAE as part of a clinical education research project. We offer one means of conducting CAE, highlighting our own experiences as well as the potential for health professional education scholarship. In the context of a centrally sponsored curriculum redesign project that promoted online modes of teaching, we detail how CAE data can be generated through a mix of written reflections and structured collaborative conversations over a defined period of data collection. Data was analysed individually, collectively and iteratively and, ultimately, drew on theory. We experienced shifts in our relationships and selves as the university increased its online and blended modes for teaching and learning, impacting both professional and personal identities. We then describe how the CAE processes have been translated into the health professional education context. In conclusion, the rich collaborative conversations inherent in CAE offer more than just the exploration of research questions: they foster collegiality and professional relationships that resonate well beyond the study period. In this paper, we illustrate how CAE can be a robust method in educational research when it is undertaken systematically and over time, allowing for non-hierarchical conversations and collective analysis to form new knowledge. [ABSTRACT FROM AUTHOR]
Copyright of Focus on Health Professional Education (2204-7662) is the property of ANZAHPE: Australian & New Zealand Association for Health Professional Educators and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
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  Data: Collaborative autoethnography: The potential for health professional education research.
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  Data: <searchLink fieldCode="AR" term="%22Fox%2C+B%2E%22">Fox, B.</searchLink><relatesTo>1</relatesTo><i> brandi.fox@deakin.edu.au</i><br /><searchLink fieldCode="AR" term="%22Mahoney%2C+P%2E%22">Mahoney, P.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Bellingham%2C+R%2E%22">Bellingham, R.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22North-Samardzic%2C+A%2E%22">North-Samardzic, A.</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Scarparo%2C+S%2E%22">Scarparo, S.</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Taylor%2C+D%2E%22">Taylor, D.</searchLink><relatesTo>5</relatesTo><br /><searchLink fieldCode="AR" term="%22Thomas%2C+M%2E%22">Thomas, M.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Volkov%2C+M%2E%22">Volkov, M.</searchLink><relatesTo>6</relatesTo><br /><searchLink fieldCode="AR" term="%22Bearman%2C+M%2E%22">Bearman, M.</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Focus+on+Health+Professional+Education+%282204-7662%29%22">Focus on Health Professional Education (2204-7662)</searchLink>. 2025, Vol. 26 Issue 1, p84-97. 14p.
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  Data: *<searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+change%22">Curriculum change</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Health+education%22">Health education</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Autoethnography%22">Autoethnography</searchLink><br /><searchLink fieldCode="DE" term="%22Coworker+relationships%22">Coworker relationships</searchLink>
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  Data: Collaborative autoethnography (CAE) is a qualitative methodology that enables new knowledge through a process of collective meaning making. Common in higher education, the paucity of CAE in health professional education scholarship indicates that its value remains underexplored in the field. This paper describes the experiences and processes underpinning one example of CAE applied in higher education and how this approach informed the use of CAE as part of a clinical education research project. We offer one means of conducting CAE, highlighting our own experiences as well as the potential for health professional education scholarship. In the context of a centrally sponsored curriculum redesign project that promoted online modes of teaching, we detail how CAE data can be generated through a mix of written reflections and structured collaborative conversations over a defined period of data collection. Data was analysed individually, collectively and iteratively and, ultimately, drew on theory. We experienced shifts in our relationships and selves as the university increased its online and blended modes for teaching and learning, impacting both professional and personal identities. We then describe how the CAE processes have been translated into the health professional education context. In conclusion, the rich collaborative conversations inherent in CAE offer more than just the exploration of research questions: they foster collegiality and professional relationships that resonate well beyond the study period. In this paper, we illustrate how CAE can be a robust method in educational research when it is undertaken systematically and over time, allowing for non-hierarchical conversations and collective analysis to form new knowledge. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Focus on Health Professional Education (2204-7662) is the property of ANZAHPE: Australian & New Zealand Association for Health Professional Educators and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: 2025
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