The Science Journal of the American Association for Respiratory Care

2002 OPEN FORUM Abstracts

Accidental Pedagogy, Learning and Preemptive Technology.

Douglas E. Masini, Ed.D, RPFT, RRT, Perinatal-Pediatric Respiratory Care Specialist, Assistant Professor, East Tennessee State University, 1000 W. E Street, Elizabethton, TN 37643, W: (423)547-4917 masini@etsu.edu

Abstract

I investigated the presence, utility, and emergence of tacit knowledge in 9 participants who used assistive-augmentative technology (mechanical ventilators, tilt-in-space wheelchairs, sip-and-puff systems, speaking valves, and complex environmental control systems). I conducted phenomenologic interviews, audio-taping, and transcribing the interview with the written consent of the participants and IRB approval. Sixteen highly trained expert respiratory care practitioners (RCP) and 15 students critiqued the final product of the interviews and answered a 25-question survey instrument. Non-parametric statistical processes were chosen to conduct inferential hypotheses testing (alpha (a) level of 0.05) Wilcoxon-Mann Whitney U tests and Kruskal-Wallis’ One-Way ANOVA were utilized for questions 1-10, and a 2 x R (R=3,4) contingency table and Fisher’s Exact Chi-Square were used for questions 11-25. The responses to survey questions showed no statistically significant differences or interactions for the variables gender, expertise, and service (p<0.0017). Quantitative analysis found discernible heuristics and ideation that was indicative of implicitly learned tacit knowledge in participants; the utility of tacit knowledge emerged during direct observation or when participant’s engaged in analogy, allegory, storytelling, and metaphor. Study participants used introspeculation, a learning style framed by reflection and introspection on the validity of one’s knowledge and the value of what is learned both from experience and in the classroom. The introspeculative examined the presence and utility of tacit knowledge in their decision-making, and questioned the veracity of sources and resources that guided them in practice, in teaching, and on their path of life.

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