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In this paper we report on how a group of general practitioner (GP) educators, a medical sociologist and an educationalist learned to construct a shared understanding of ethnographic case study and how their different perspectives could be used to strengthen the investigative gaze of the study. We examine how our research traditions shaped what we understand research to be and how to use it. This examination identifies the key understandings we needed to develop to enable us to work sensitively and effectively in evaluating the contribution a Balint approach has to offer in the vocational training of GPs. Selecting one from seven ethnographic case studies documented, we illuminate both the learning processes within small groups and the contribution ethnography has to make. The case study selected brings us inside the research process and to the nub of the learning and teaching issues of small group work. It reflects the contribution ethnographic case studies may offer learner, teacher and those with responsibility for professional preparation and development. [ABSTRACT FROM AUTHOR]

This report is of a study of small group work in general practice vocational training schemes (GPVTS) in the London area, by a group of Baling-orientated general practitioner (GP) educators. It is part of a larger study which examines the educational processes of small group work. In this report, we focus on the `insider research' contribution of the Baling GP educators who identify the prevalence of small group teaching of different styles (established by a postal questionnaire) describe visits to some schemes offering Balint groups and some that used case discussion groups with other aims consider what was found and discuss the place of case discussion groups within a GPVTS for encouraging work based reflection. [ABSTRACT FROM AUTHOR]