Promoting Professional Development in Medical education: perspectives from the Norwegian Medical School in Tromsoe
Source at https://doi.org/10.1080/20021518.2018.1451174 . In international research on medical education the concepts of professionalism and professional development have been increasingly focused. The article problematizes and discusses these concepts in relation to the Aristotelian concepts of epi...
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ftunivtroemsoe:oai:munin.uit.no:10037/14371 2023-05-15T18:33:57+02:00 Promoting Professional Development in Medical education: perspectives from the Norwegian Medical School in Tromsoe Hovdenak, Sylvi Stenersen Wiese, Eline F. 2018-03-16 https://hdl.handle.net/10037/14371 eng eng Taylor & Francis Open Society, health and vulnerability Hovdenak, S.S. & Wiese, E.F. (2018). Promoting Professional Development in Medical education: perspectives from the Norwegian Medical School in Tromsoe. Society, health and vulnerability , 9(1). https://doi.org/10.1080/20021518.2018.1451174 FRIDAID 1574865 2002-1518 https://hdl.handle.net/10037/14371 openAccess VDP::Medical disciplines: 700::Health sciences: 800 VDP::Medisinske Fag: 700::Helsefag: 800 VDP::Social science: 200::Education: 280 VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 VDP::Humanities: 000::Philosophical disciplines: 160 VDP::Humaniora: 000::Filosofiske fag: 160 Medical education professionalism and professional development phronesis students’ perspectives Journal article Tidsskriftartikkel Peer reviewed 2018 ftunivtroemsoe 2021-06-25T17:56:16Z Source at https://doi.org/10.1080/20021518.2018.1451174 . In international research on medical education the concepts of professionalism and professional development have been increasingly focused. The article problematizes and discusses these concepts in relation to the Aristotelian concepts of episteme, techne and phronesis. Phronesis as a form of knowledge is of fundamental importance regarding professionalism and professional development, and can be regarded as a response to an instrumentalist understanding of medical education. The article reports from an ongoing qualitative study following the revision of the study programme in medicine at the Medical School University of Tromsoe, The Arctic University of Norway. In the renewed programme the concept of phronesis is paid attention to, and the article discusses how phronesis is focused on different learning arenas. The data presented builds on the students’ perspectives on phronesis as a form of knowledge in medical education. Article in Journal/Newspaper Tromsoe Arctic University of Norway University of Tromsoe University of Tromsø: Munin Open Research Archive Arctic Norway Society, Health & Vulnerability 9 1 1451174 |
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Open Polar |
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University of Tromsø: Munin Open Research Archive |
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ftunivtroemsoe |
language |
English |
topic |
VDP::Medical disciplines: 700::Health sciences: 800 VDP::Medisinske Fag: 700::Helsefag: 800 VDP::Social science: 200::Education: 280 VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 VDP::Humanities: 000::Philosophical disciplines: 160 VDP::Humaniora: 000::Filosofiske fag: 160 Medical education professionalism and professional development phronesis students’ perspectives |
spellingShingle |
VDP::Medical disciplines: 700::Health sciences: 800 VDP::Medisinske Fag: 700::Helsefag: 800 VDP::Social science: 200::Education: 280 VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 VDP::Humanities: 000::Philosophical disciplines: 160 VDP::Humaniora: 000::Filosofiske fag: 160 Medical education professionalism and professional development phronesis students’ perspectives Hovdenak, Sylvi Stenersen Wiese, Eline F. Promoting Professional Development in Medical education: perspectives from the Norwegian Medical School in Tromsoe |
topic_facet |
VDP::Medical disciplines: 700::Health sciences: 800 VDP::Medisinske Fag: 700::Helsefag: 800 VDP::Social science: 200::Education: 280 VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 VDP::Humanities: 000::Philosophical disciplines: 160 VDP::Humaniora: 000::Filosofiske fag: 160 Medical education professionalism and professional development phronesis students’ perspectives |
description |
Source at https://doi.org/10.1080/20021518.2018.1451174 . In international research on medical education the concepts of professionalism and professional development have been increasingly focused. The article problematizes and discusses these concepts in relation to the Aristotelian concepts of episteme, techne and phronesis. Phronesis as a form of knowledge is of fundamental importance regarding professionalism and professional development, and can be regarded as a response to an instrumentalist understanding of medical education. The article reports from an ongoing qualitative study following the revision of the study programme in medicine at the Medical School University of Tromsoe, The Arctic University of Norway. In the renewed programme the concept of phronesis is paid attention to, and the article discusses how phronesis is focused on different learning arenas. The data presented builds on the students’ perspectives on phronesis as a form of knowledge in medical education. |
format |
Article in Journal/Newspaper |
author |
Hovdenak, Sylvi Stenersen Wiese, Eline F. |
author_facet |
Hovdenak, Sylvi Stenersen Wiese, Eline F. |
author_sort |
Hovdenak, Sylvi Stenersen |
title |
Promoting Professional Development in Medical education: perspectives from the Norwegian Medical School in Tromsoe |
title_short |
Promoting Professional Development in Medical education: perspectives from the Norwegian Medical School in Tromsoe |
title_full |
Promoting Professional Development in Medical education: perspectives from the Norwegian Medical School in Tromsoe |
title_fullStr |
Promoting Professional Development in Medical education: perspectives from the Norwegian Medical School in Tromsoe |
title_full_unstemmed |
Promoting Professional Development in Medical education: perspectives from the Norwegian Medical School in Tromsoe |
title_sort |
promoting professional development in medical education: perspectives from the norwegian medical school in tromsoe |
publisher |
Taylor & Francis Open |
publishDate |
2018 |
url |
https://hdl.handle.net/10037/14371 |
geographic |
Arctic Norway |
geographic_facet |
Arctic Norway |
genre |
Tromsoe Arctic University of Norway University of Tromsoe |
genre_facet |
Tromsoe Arctic University of Norway University of Tromsoe |
op_relation |
Society, health and vulnerability Hovdenak, S.S. & Wiese, E.F. (2018). Promoting Professional Development in Medical education: perspectives from the Norwegian Medical School in Tromsoe. Society, health and vulnerability , 9(1). https://doi.org/10.1080/20021518.2018.1451174 FRIDAID 1574865 2002-1518 https://hdl.handle.net/10037/14371 |
op_rights |
openAccess |
container_title |
Society, Health & Vulnerability |
container_volume |
9 |
container_issue |
1 |
container_start_page |
1451174 |
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1766218582101852160 |