Explaining in professional contexts

Abstract

This article provides a conceptual framework for the study of explaining and uses that framework to review and discuss studies of explaining in various professional contexts including school and university teaching, medicine and medical consultations, nursing, other health professions and law. Explaining is a central activity in all these professions. Explaining may be described as an attempt to give understanding of a problem to another and understanding as seeing connections which were hitherto not seen. These definitions lead to a framework of problem identification, processes of explaining, checks on understanding and outcomes. The empirical studies indicate that clarity and expressiveness are highly valued and are key characteristics of effective explaining to groups, and that clarity and friendliness are key characteristics of explaining in consultations. Studies in various professions also show that training can lead to more effective explaining; that there are sometimes gaps between official wisdom and what professionals actually do and that ideologies and contexts influence problem identification, processes of explaining and outcomes.

Additional information

Notes on contributors

George A. Brown

Dr George Brown is Reader in University Teaching Methods at the University of Nottingham. He is also the national coordinator of academic staff training in British Universities for the Committee of Vice Chancellors and Principals.

Madeleine J. Atkins

Dr Madeleine Atkins is Lecturer in Educational Management, University of Newcastle upon Tyne. She is involved in the continuous professional education of various professional groups including teachers, adult education tutors, lawyers and medical practitioners.