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    Laughing alone and laughing together in panel meetings: laughter as an interactional accomplishment during negotiation talks
    (De Gruyter Mouton, 2022) Icbay, Mehmet Ali; Koschmann, Timothy
    This paper is about the interactional organization of shared laughter in a multi-party institutional setting. It explored how laughter was produced and shared in a series of panel meetings in a medical school. The audio data were taken from Competency Project, a NIHM-funded (National Institute of Mental Health) research designed to investigate how the judgments of professional competence in medical schools were constructed. In the panel meetings, a group of three panelists (physician-instructors) gathered together and came to an agreement for the medical students' performances with the standard patients. While they negotiated their individual ratings, the panelists repeatedly laughed. Finding its interest in these repeated laughs, this study first displayed how laughter was produced and shared in a formal institutional setting. The second section in the paper gave a detailed account of the three cases where at least a panelist in the meetings did not join in the shared laughter sequences. The closer look at these cases suggested that when at least a panelist did not participate in the shared laughter, (1) the non-laughing panelists were mitigating the tension rooted in the disagreement on the negotiated rating, or (2) they were postponing their laugh to create a follow-up laughable, or (3) due to the conflict on the individual ratings, they were teased by the other panelists.
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    Member accounts in the assessment of professional competence
    (De Gruyter Mouton, 2015) Icbay, Mehmet Ali; Koschmann, Timothy
    The process of licensing within the medical profession is built on a practical work of defining what competences constitute the profession, of determining how these competences can be acquired, and of specifying how they can be assessed. In order to obtain a medical license in the United States, medical students are evaluated on the basis of clinical encounters with standardized patients. By demonstrating how medical students' performances in clinical encounters are assessed, this study illustrates how the assessment of professional competence is practically accomplished. Because it frames the work of assessment as a situated interactional and practical work, the study focuses on how three faculty members in a series of panel meetings carried out the practical work of rating candidates' performances. The data were taken from a corpus of audio-recorded panel meetings where the physician-raters first watched the video-recorded student performances, rated them individually, and finally reached a consensus collectively for each clinical encounter. In examining how they accomplished coming to an agreement for the examinees' performances, we see that by using different local strategies, panelists made themselves accountable as both competent physicians and efficient raters. We also notice that panelists made a distinction between being accountable for efficient raters and being accountable for competent physicians when they were supposed to concede their ratings.