Multimodal means in constructing interprofessional interaction
DOI:
https://doi.org/10.23990/sa.144712Keywords:
Multimodality, Interaction, Social interaction, InterprofessionalAbstract
In 2020, a large-scale remote group simulation was organized in a Finnish University. The simulation dealt with helping and interacting, in an interprofessional manner, a client who had experienced domestic violence. In this research, an interprofessional and sensitive client conversation videotaped in a remote large-scale simulation was examined. The aim of the study was to deepen the understanding of interprofessional interaction in sensitive discussions, which can help in developing professional practices and education. The analysis focused on the interaction between professionals from different social and healthcare fields. The study aimed to investigate the multimodal interaction methods used by professionals in interprofessional and sensitive client conversations, and the dimensions of multimodal interaction through which professionals built interprofessional interaction. The theoretical framework of the study was based on Erving Goffman’s theory of social interaction and multimodal interaction research.
The data analysis was conducted using a method based on multimodal interaction research, drawing from conversation analysis. The analysis focused on four parts of the conversation: the beginning, bringing up the issue, discussing violence, and agreeing on further actions and closure. Fourteen periods were selected for a closer analysis. In these periods, various means of multimodal interaction used by professionals were identified. The most common means of multimodal interaction were found to be word choices, minimal feedback, nodding and gaze. The identified means built five different dimensions of interprofessional interaction through which professionals built interaction. These dimensions were roles and expertise, alternation of power and responsibility, joint knowledge generation, fostering a sense of togetherness, and constructive agreement and disagreement.
Learning the interaction skills required in working life involves not only theoretical knowledge but also practicing interaction skills, for example, through simulations. By analyzing the actions of social and healthcare professionals in simulation exercises and the detailed interactions within them, valuable insights can be gained into the types of professional interaction skills needed and the aspects of interaction that should be emphasized in interprofessional sensitive discussions and in teaching these skills. This research contributes to the broader discussion on interprofessional interaction, an area where multimodal interaction methods have not been extensively examined before.
