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This paper is written in a personal capacity and mainly takes the form of a poem - in five sections - composed as a response to some of the ideas in the article by Hannu Heikkinen and colleagues in this same issue of "Educational Action Research": 'Action research as narrative: five principles for validation'. The poem takes its title and structure from that article: its coming-into-being as a piece of work is described in the short introduction. As the introduction mentions, the author-poet has discussed, in previous papers, some of the connections and disconnections between the practices of educational research and poetry. The present paper offers actual work-in-practice that illustrates how these have been played out in one context - which was as poet-in-residence at a conference on inter-professional learning and practice in healthcare. The author is very keen to tempt others into dialogue on these issues. [ABSTRACT FROM AUTHOR]

This paper discusses how major breakthroughs in generating, analysing and disseminating action research about problem-based learning were made through the medium of poetry. I used poetry in three ways: as data, as an interpretive device and as a reflective medium. Poetry helped me to disseminate my research in provocative, memorable and challenging ways. Action research is conceptualised as a triple process of doing, thinking and being that incorporates the powerful use of poetry. [ABSTRACT FROM AUTHOR]