Hvordan kan legestudiet ivareta grunnleggende profesjonelle verdier?

How can video‐based assignments integrate practical and conceptual knowledge in summative assessment? Student experiences from a longitudinal experiment

“…Integrated knowledge refers to the entwining of formal and theoretical knowledge, action‐oriented knowledge from clinical training and practise, and application of ethical standards inherent within a profession (van Driel et al , 2001; Nerland, 2012). This integration between the practical, the conceptual and value‐based standards is vital for the professions delivering healthcare; it is therefore important that this is addressed comprehensively in education and training (Gillis et al , 2015; Brodal, 2016). At the principle level, this integration implies that students should be able to contextualise and rearticulate conceptual notions in relation to concrete practical situations (Mäkitalo, 2012; de Lange and Nerland, 2018).…”

Promoting professional development in medical education: perspectives from the Norwegian medical school in Tromsoe

“…The doctors educated today enter a socially and culturally diverse and complex society, where knowledge is readily available and fast changing (cf. Brodal, 2016;Schei, 2016), old power structures are changing and the medical landscape is vastly different from just a few years ago (Brodal, 2016).…”

“…This perspective is supported by Brodal (2016) and Schei (2016), who claimed that for medical education to educate professional doctors, there needs to be a shift in mentality from a pure biomedical pathological perspective to incorporating the phronetic perspective in medical education; otherwise, medical education risks being dehumanising and reducing the patient to a series of symptoms and diagnoses instead of a sentient human being. The students need to understand that each patient has different needs and symptoms and leads a different life.…”

“…The students need to understand that each patient has different needs and symptoms and leads a different life. For Brodal (2016) this implies that medical education will have to focus not only on a different content, but also be taught by different methods than it currently does. For medical education to also incorporate the development of a phronetic form of knowledge, it will need to focus on teaching methods that allow students to build a professional identity by focusing on the good of the patient instead of purely on the patient's illness (pathology) or symptoms.…”