Zur Kurzanzeige

dc.contributor.authorPimmer, Christoph
dc.contributor.authorPachler, Norbert
dc.contributor.authorNierle, Julia
dc.contributor.authorGenewein, Urs
dc.date.accessioned2015-10-05T15:41:06Z
dc.date.available2015-10-05T15:41:06Z
dc.date.issued2012-02-01T00:00:00Z
dc.identifier.urihttp://hdl.handle.net/11654/9026
dc.description.abstractTodays healthcare can be characterised by the increasing importance of specialisation that requires cooperation across disciplines and specialities. In view of the number of educational programmes for interdisciplinary cooperation, surprisingly little is known on how learning arises from interdisciplinary work. In order to analyse the learning and teaching practices of interdisciplinary cooperation, a multiple case study research focused on how consults, i.e., doctor-to-doctor consultations between medical doctors from different disciplines were carried out: semi-structured interviews with doctors of all levels of seniority from two hospital sites in Switzerland were conducted. Starting with a priori constructs based on the methods underpinning cognitive apprenticeship (CA), the transcribed interviews were analysed according to the principles of qualitative content analysis. The research contributes to three debates: (1) socio-cognitive and situated learning, (2) intra- and interdisciplinary learning in clinical settings, and (3), more generally, to cooperation and problem solving. Patient cases, which necessitate the cooperation of doctors in consults across boundaries of clinical specialisms, trigger intra- as well as interdisciplinary learning and offer numerous and varied opportunities for learning by requesting doctors as well as for on-call doctors, in particular those in residence. The relevance of consults for learning can also be verified from the perspective of CA which is commonly used by experts, albeit in varying forms, degrees of frequency and quality, and valued by learners. Through data analysis a model for collaborative problem-solving and help-seeking was developed which shows the interplay of pedagogical methods of CA in informal clinical learning contexts.
dc.language.isoen_UK
dc.publisherSpringer
dc.relation.ispartofseriesAdvances in Health Sciences Education
dc.accessRightsAnonymous
dc.subject.ddc330 - Wirtschaft
dc.subject.ddc005 - Computer Programmierung, Programme und Daten
dc.titleLearning through inter- and intradisciplinary problem solving: using cognitive apprenticeship to analyse doctor-to-doctor consultation.
dc.type02 - Monographie
dc.audienceWissenschaft
fhnw.publicationStateVeröffentlicht
fhnw.ReviewTypeKein Peer Review
fhnw.InventedHereJa
fhnw.paginationdoi: 10.1007/s10459-012-9350-7


Dateien zu dieser Ressource

DateienGrösseFormatAnzeige

Zu diesem Eintrag gibt es keine Dateien.

Der Eintrag erscheint in:

Zur Kurzanzeige