The potential for misunderstanding is ever-present in interaction, making it necessary that interactants have means for identifying and remediating troubles in understanding should they appear. These include not only practices for remediating others misunderstandings, but also for remediating ones own misunderstandings. Using English and Dutch data, we analyse a practice that participants use for remediating misapprehensions on their part of some prior talk or given state-of-affairs, where the speaker first indexes a change-of-state and then explicates their misapprehension with "I thought (that) X" or "ik dacht dat X". In doing so the speakers disclose themselves to have misapprehended some talk or state-of-affairs and by so doing re-apprehended the actual talk or correct state-of-affairs, while also accounting for any action or conduct predicated on that misapprehension.

Introduction: The need for teamwork training is well documented; however, teaching these skills is challenging given the logistics of assembling individual team members together to train in person. We designed 2 modes of screen-based simulation for training teamwork skills to assess whether interactivity with nonplayer characters was necessary for in-game performance gains or for player satisfaction with the experience. Methods: Mixed, randomized, repeated measures study with licensed healthcare providers block-stratified and randomized to evaluation-participant observes and evaluates the team player in 3 scenarios-and game play-participant is immersed as the leader in the same 3 scenarios. Teamwork construct scores (leadership, communication, situation monitoring, mutual support) from an ontology-based, Bayesian network assessment model were analyzed using mixed randomized repeated measures analyses of variance to compare performance, across scenarios and modes. Learning was measured by pretest and posttest quiz scores. User experience was evaluated using chi(2) analyses. Results: Among 166 recruited and randomized participants, 120 enrolled in the study and 109 had complete data for analysis. Mean composite teamwork Bayesian network scores improved for successive scenarios in both modes, with evaluation scores statistically higher than game play for every teamwork construct and scenario (r = 0.73, P = 0.000). Quiz scores improved from pretest to posttest (P = 0.004), but differences between modes were not significant. Conclusions: For training teamwork skills using screen-based simulation, interactivity of the player with the nonplayer characters is not necessary for in-game performance gains or for player satisfaction with the experience.

Developing a sound ability of noticing is a crucial competency for both teachers and medical professionals in the respective professional and disciplinary communities. In this article, we investigate noticing in practice-how members of a professional community in the high-tech modern medicine specialty of Advanced Heart Failure use this ability toward developing and sustaining what it means to be a competent practitioner and what counts as a relevant practice of noticing in their moment-to-moment training. A multimodal analysis of videotaped practice is conducted on professionals interactions who are simultaneously engaged in multiple activities:patient careandteaching and learningin graduate medical education. Toward this end, we expand the concept of noticing to (1) include a relational aspect, attending to and caring for the Other (students, patients); and (2) shift the analytic focus from an observers interpretation of a scene to a concerted production of the scenic features to make sense ofnoticing in practice.