Eliciting tacit knowledge: The potential of a reflective approach to video-stimulated interviewing

Historical context

Post-positivism, cognitive psychology [9, 15]

Interpretivism, constructivist thinking [9, 16]

Aim

Gain insight into cognitive processes underlying and taking place during actual behaviour [7]

Produce an interpretation of a phenomenon (behaviour, practice) as the participant understands it [9]

Procedure

Stimulate participants’ retrospective description of their cognitive processes [7]

Stimulate the participants’ retrospective reflections on their situational understanding, routine procedures, and intuitive decision-making [4, 42]

Sample research questions

‘What factors influence physicians’ decisions to discuss smoking cessation with patients?’ [40]

‘What processes and stages of treatment decision-making do women with early stage breast cancer perceive?’ [41]

‘Why do physicians communicate with their patients about medication use and adherence the way they do?’ [30]

‘How does student nurses’ reflective learning develop in the context of health counselling and promotion in the clinical training section of a 3-year nursing education program?’ [26]

Sample interview questions

‘What do you think of [behaviour, event]?’ [12]

‘What were you thinking when you decided to [behaviour]?’ [12]

‘How would you evaluate [behaviour, event]?’

‘What do you notice when you watch [behaviour, event]?’

Stop the recording and …

1. Remain silent;

2. Give a neutral description of something in the recording (e. g., ‘You are saying X here.’);

3. Ask a neutral, open question (e. g., ‘What is happening here?’);

4. Present an observation (e. g., ‘You appear caught off-guard at this point.’);

5. Ask for intentions/aims (e. g., ‘What did you achieve with X?’);

6. Ask an evaluative question (e. g., ‘What do you think of X?’).

1

I

And did that influence your behaviour in this case?

2

T

Eh no, I thought: just let them talk for a moment

3

I

You just let them talk for a moment

4

T

[…] And sometimes it’s good to let residents tell the

5

story in detail, because I also think that, you know,

6

that also makes the experience- experiences come

7

more to life so that we can discuss it with each other.

8

So that it isn’t just a story, with some dry facts. That’s

9

why I think it’s also important to give feedback

10

I

Ok. So that others can imagine it too

11

T

Yes

12

I

Then it gets more lively?

13

T

It gets livelier, yes

14

I

And that makes giving feedback easier?

15

T

It fits better

16

I

It fits better, ok

17

T

Yes

18

I

Fits what actually happened, you mean?

19

T

Yes