Core concepts

Scroll down to find pages that provide some of the basics about microanalysis—what it is, how to recognize when you’re doing it (i.e., using the microanalytic lens), and why it’s fun to work with others. (Microanalysis is collaborative and interdisciplinary—did you know that?)

Why record practice?

If you are curious about why it could be important to video record practice, here’s my case for it.

Here’s some other starting points, if you would like to start your own collection of literature that provides excellent argumentation for learning from video recorded practice. (Have ideas for other sources I could include here? Please contact me to let me know!)

Video feedback for research and evaluation

• Iedema, R., Mesman, J., & Carroll, K. (2013). Visualising health care practice improvement: innovation from within. CRC Press.
• Iedema, R. (2011). Creating safety by strengthening clinicians’ capacity for reflexivity. BMJ quality & safety, 20(Suppl 1), i83-i86.
• Iedema, R. (2019). Research paradigm that tackles the complexity of in situ care: video reflexivity. BMJ quality & safety, 28(2), 89-90.
• Frankel, R. M., Sung, S. H., & Hsu, J. T. (2005). Patients, doctors, and videotape: a prescription for creating optimal healing environments?. Journal of Alternative & Complementary Medicine, 11(supplement 1), s-31.

A conversation analytic perspective

• Mondada, L. (2006). Video recording as the reflexive preservation and configuration of phenomenal features for analysis. Knoblauch, H., Schnettler, B., Jürgen R, and Hans-Georg Soeffner (eds.): Video-Analysis: Methodology and Methods: Qualitative Audiovisual Data Analysis in Sociology. Frankfurt/Main: Peter Lang, 51-67.

Need a how-to guide for video recording?

Here’s a reference for a freely available, comprehensive guide from the National Centre for Research Methods: 

• Jewitt, C (2012) An Introduction to Using Video for Research. NCRM Working Paper. NCRM. (Unpublished)