Professionalism and practice: critical understandings of professional learning and education

Bradbury, Helen; Kilminster, Sue; O’Rourke, Rebecca; Zukas, Miriam

doi:10.1080/0158037x.2015.1032921

Cited by 6 publications

(3 citation statements)

References 8 publications

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“…Professions as diverse as engineering, the police, human resources and health are critically reviewing and researching how students learn about professionalism and how they can be supported to develop their professional identities: to think, feel and become a professional within a community of practice (e.g. Bradbury et al 2015;Cruess et al 2015). The emergent, see connections that were hitherto hidden from view (Cousin 2006), often an 'aha' moment.…”

Section: Professionalism Learningmentioning

confidence: 99%

Understanding students’ experiences of professionalism learning: a ‘threshold’ approach

Neve

Lloyd

Collett

2016

Teaching in Higher Education

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Professionalism is a core element of curricula in many disciplines but can be difficult to teach and learn.. This study used audio-diary methodology to identify professionalism threshold concepts in a small group learning setting in undergraduate medicine and to understand factors that might facilitate students to 'get' such concepts. 15 students and 7 tutors kept audio diaries over two terms. Data were analysed qualitatively for content. The key themes were then cross referenced to threshold concept criteria (for example where language indicated that learning was troublesome, integrative or transformative). Seven potential threshold concepts were identified which centred on students' developing professional identities including working with uncertainty, considering the bigger picture, not needing to know everything and professional culture. Reflection on workplace experiences within a small group helped students 'get' these concepts. The study concludes that threshold concepts and audio-diaries are useful tools for understanding lived experiences of professionalism learning. 3 complex and contextual nature of professionalism learning is increasingly being recognised, as is its potential as a transformational, life changing process rather than simply involving the acquisition of knowledge and skills (Wilson et al. 2013). Recent literature suggests that meaningful professionalism learning and professional identity development can be fostered by authentic experiences in and around the workplace (Reich, Rooney, and Boud 2015, Wilson et al.2013) and by providing opportunities for guided, critical reflection on such experiences (Mann 2009; Webster-Wright 2009; Trede, Macklin, and Bridges 2012). Moreover, where curricula provide opportunities for students to reflect on experiences which challenge or disrupt their worldviews and to share and to discuss their reflections with peers, this can lead to "more powerful and generative understandings" (Ryan and Carmichael 2015). Coherence, the ability to link theory and practice and see the practical relevance of learning, particularly when developed through interactions with peers and teachers, can be key to fostering students' identification with their profession (Heggen and Terum 2013). One way curricula can achieve many of the goals above is through facilitated small group learning, where students reflect on their experiences with peers, are encouraged to consider issues from multiple perspectives and challenged to consider things more deeply (Platzer 2000; Kahn 2013). This can result in more sophisticated and embodied understandings of professionalism (Monrouxe, Rees, and Hu 2011). Yet exactly how small group learning impacts on students' professionalism development and identity is under-researched; we know very little about students' lived experiences of such learning, including which professionalism concepts are troublesome and transformative and which elements of the small group setting facilitate shifts in student understandings. Threshold concepts There is growing int...

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Section: Professionalism Learningmentioning

confidence: 99%

Understanding students’ experiences of professionalism learning: a ‘threshold’ approach

Neve

Lloyd

Collett

2016

Teaching in Higher Education

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“…Schatzki, 1997;Schatzki et al, 2001) heralded a shift in thinking about learning at work and the language of learning shifted from 'experience' to 'practice'. While an understanding of learning at work as learning from experience (through reflection on practice) is still widespread (Bradbury, Kilminster, O'Rourke, & Zukas, 2015), this literature has received extensive critique by adult learning theorists (e.g. Michelson, 1996;Usher, Bryant, & Johnston, 1997;Usher & Solomon, 1999), and others.…”

Section: In Search Of the Political In Practice-based Accounts Of Learning At Workmentioning

confidence: 99%

A tentative return to experience in researching learning at work

Harman

2017

Studies in Continuing Education

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This paper explores possibilities for more democratic approaches to researching learning in and through everyday workplace practices. This links with a concern with who is able to speak in representations of learning at work, what is able to be spoken about and how knowing, learning and experience are inscribed in theories of workplace learning. I propose that Rancière's notion of 'the distribution of the sensible', which draws attention to an aesthetic dimension of experience, knowledge and politics, provides a useful way of exploring learning in and through everyday workplace practices. The approach points to the possibility of knowledge without hierarchies and a shift from a knowledgeignorance binary. An understanding of experience as aesthetic enables accounts of learning which counter the story of destiny in literature on learning in and through everyday practice. It also points to a very different way of doing academic research. The presupposition of equality is the point of departure in this approach and the purpose of research is the verification of equality (rather than the verification of oppression). The paper makes a significant contribution to literature on learning in and through everyday workplace practices by disrupting a prevailing view that knowledge is necessarily tied to identity.

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“…The changes and complexity of working life require critical exploration and recontextualization of professional learning and continuing professional development (CPD), especially in health care (e.g. Bradbury, Kilminster, O´Rourke & Zukas, 2015;Fox & Reeves, 2015). Furthermore, in the last few decades the use of CPD has changed from acts in which professionals are engaged and directed by their own needs, to a "systematised and codified set of activities" needed for professionals to practice their profession (Boud & Hager, 2012, p. 17).…”

Section: Introductionmentioning

confidence: 99%

Continuing professional development: pedagogical practices of interprofessional simulation in health care

Nyström

Dahlberg

Edelbring

et al. 2017

Studies in Continuing Education

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The increasing complexity of health care practice makes continuing professional development (CPD) essential for health care professionals. Simulation-based training is a CPD activity that is often applied to improve interprofessional collaboration and the quality of care. The aim of this study is to explore simulation as a pedagogical practice for the CPD of health care professionals. Specifically, the study focuses on how a professional development activity, the simulation, is enacted to support interprofessional collaboration and learning. A practice theory perspective is used as the theoretical framework. In this, the professional practice is conceptualised as being embodied, relational and situated in sociomaterial arrangements. Ten introduction and reflection sessions following interprofessional full-scale manikin-based simulations with professionals were videorecorded. The recordings were analysed following a stepwise qualitative collaborative approach developed for the purpose. The key findings suggest that the professional competence activity is enacted and interconnected with and governed by historical traditions 2 of institutional teaching practices as well as simulation practices. Despite the intentions of team and interprofessional training, the institutional teaching and simulation practices constrain and hinder the intended outcomes of professional development in interprofessional collaboration.

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Professionalism and practice: critical understandings of professional learning and education

Cited by 6 publications

References 8 publications

Understanding students’ experiences of professionalism learning: a ‘threshold’ approach

Understanding students’ experiences of professionalism learning: a ‘threshold’ approach

A tentative return to experience in researching learning at work

Continuing professional development: pedagogical practices of interprofessional simulation in health care

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