Studieplanlægning ved lægeuddannelserne

undersøgte lektorers og undervisningsansvarliges rolle i studieplanlægning ved de tre danske lægeuddannelser. Under individuelle og fokusgruppe-interviews pegede informanterne på studieleders helt centrale rolle og lektorers klart perifere rolle. Lektorernes deltagelse blev beskrevet som personafhængig, båret af ildsjælene. Denne artikel tilbyder et første empiriskgrundlag for at diskutere studieplanlægningspraksis

Hvad findes der af litteratur om vejledning? – Litteratursøgning med fokus på publicerede, evidensbaserede studier

Vejledningen i universitetsregi lever et usynligt liv. Den er ikke formelt beskrevet på universiteterne, og den foregår i det, som både vejledere og studerende opfatter som et intimt rum. Men hvad findes der egentlig af erfaringsbaseret litteratur på området? I denne artikel beskriver artiklens forfattere resultaterne af en litteratursøgning, som de har udført i danske,nordiske og internationale databaser

En sammenlignende undersøgelse af praktikforløb og færdighedstræning i tre videregående uddannelser

Praktikforløb i videregående uddannelser er blevet et politisk indsatsområde, og der er i sundhedsuddannelserne også et internationalt forskningsfokus på emnet. I denne artikel vil vi beskrive og sammenligne rammerne for praktikforløb og færdighedstræning på idræts-, læge- og sygeplejerskeuddannelsen. Artiklen tager afsæt i Heggens skelnen mellem begreberne professionsidentitet og professionel identitet. Den studerendes opfattelse af sig selv som professionsudøver må ud fra dette afsæt udvikles via tilegnelse af både en særlig videnskabelig funderet teoretisk viden, særlig praktisk ekspertise, samt en særlig etisk og social forpligtelse til at arbejde for medborgernes bedste. I den konkrete sammenligning af idræts-, læge- og syge-plejerskeuddannelserne konkluderes, at både færdighedstræning og praktik vægtes højt, men at både omfang, struktur, placering og læringsmål varierer betydeligt. Det må have væsensforskellige konsekvenser for de studerendes tilegnelse af viden, færdigheder og holdninger og dermed for deres professionelle identitetsudvikling. Vi kan ikke afgøre om professionsidentitetsforståelsen er årsag eller virkning, men der ser ud til at være et samspil mellem uddannelsernes undervisningsformer og professionsidentitet. In this paper we describe and compare workplace learning and skills training in medicine, nursing and sports science education. The paper builds on Heggen’s concepts concerning the identity of a profession versus a personal professional identity. Based on this, a student’s perception of herself as a professional develops from learning a particular scientific knowledge-base, a particular set of practical skills and a particular ethical and social obligation to work for the community. We concluded that all three educations studied attach great importance to workplace learning and skills training, but the extent, the structure, the timing and the learning outcomes differ considerably. This must have consequences for the students’ learning, their knowledge, skills and attitudes and for the development of their personal professional identity

Validity assumptions for a multiple-choice test of medical knowledge with open-books and web access. A known groups comparison study.

Relatively little evidence about the validity threats in open-book multiple-choice tests exist. The aim of this study was to examine validity aspects relating to gener-alization, extrapolation and decision of a multiple-choice test of medical knowledge with aids (open-book and internet access). The theoretical framework was modern validity theory, and the study was designed as a ‘known groups com-parison’ study. Test performances of three known groups of test takers hypothe-sized to have different knowledge levels of the test content were compared, and analysis of pass/fail decisions was used to examine implications of decisions based on test scores. Results indicated that it was possible to discriminate between expert and non-expert test taker groups even with the access to aids. In contrast, an inde-fensible passing score was found to be the largest potential threat to test validity. Relatively little evidence about the validity threats in open-book multiple-choice tests exist. The aim of this study was to examine validity aspects relating to gener-alization, extrapolation and decision of a multiple-choice test of medical knowledge with aids (open-book and internet access). The theoretical framework was modern validity theory, and the study was designed as a ‘known groups com-parison’ study. Test performances of three known groups of test takers hypothe-sized to have different knowledge levels of the test content were compared, and analysis of pass/fail decisions was used to examine implications of decisions based on test scores. Results indicated that it was possible to discriminate between expert and non-expert test taker groups even with the access to aids. In contrast, an inde-fensible passing score was found to be the largest potential threat to test validity.&nbsp