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  • 1. Heath, Christian
    et al.
    Svensson, Marcus Sanchez
    Luff, Paul
    Technology and Medical Practice2003In: Sociology of Health and Illness, ISSN 0141-9889, E-ISSN 1467-9566, Vol. 25, no 3, p. 75-96Article in journal (Refereed)
    Abstract [en]

    One of the most significant developments in healthcare over the past 25 years has been the widespread deployment of information and communication technologies. These technologies have had a wide-ranging impact on the organisation of healthcare, on professional practice and on patients’ experience of illness and its management. In this paper we discuss the ways in which Sociology of Health and Illness has provided a forum for the analysis of these new technologies in healthcare. We review a range of relevant research published in the Journal; papers that address such issues as dehumanisation and emotional labour, professional practice and identity, and the social and institutional shaping of technology. Despite these important initiatives, we suggest that information and communication technologies in healthcare remain relatively under-explored within the Journal and, more generally, by the sociology of health and illness and point to developments in cognate areas which may have some bearing upon the analysis of technology in action.

  • 2. Svensson, Marcus Sanchez
    et al.
    Luff, Paul
    Heath, Christian
    Embedding instruction in practice: contingency and collaboration during surgical training2009In: Sociology of Health and Illness, ISSN 0141-9889, E-ISSN 1467-9566, Vol. 31, no 6, p. 889-906Article in journal (Refereed)
    Abstract [en]

    In this paper we address the ways in which surgeons, in collaboration with other members of the surgical team, create occasions for demonstration and instruction within the highly complex and demanding tasks of a surgical operation. Drawing on video recordings of surgical operations, augmented by field studies, we examine how particular phenomena and procedures are made accessible and intelligible to trainees and the ways in which brief episodes of insight and instruction enable complex procedures to be followed and understood. We consider the ways in which demonstration and instruction are achieved, whilst preserving the integrity of medical practice, and explore how trainees are provided with the opportunity to witness, and learn from, the contingent deployment of formal procedures in particular cases. We conclude by considering our observations in the light of recent discussions of practice and situated learning in healthcare training.

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