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Beyond theoretical ...
Beyond theoretical courses – A study of Swedish psychiatric residents' collegial learning through conversations in the workplace
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- Bolander Laksov, Klara, 1973- (författare)
- Stockholm University,Lund University,Lunds universitet,Stockholms universitet,Institutionen för pedagogik och didaktik,University of Skövde, Sweden,Department of Education, Stockholm University, Sweden ; Centre for Engineering Education, Lund University, Sweden,Genombrottet,Centre for Engineering Education CEE,Annan verksamhet, LTH,Lunds Tekniska Högskola,Academic Development Unit,Other operations, LTH,Faculty of Engineering, LTH
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- Knez, Rajna (författare)
- Gothenburg University,Göteborgs universitet,University of Skövde,Högskolan i Skövde,Institutionen för hälsovetenskaper,Forskningsmiljön hälsa, hållbarhet och digitalisering,Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, Sweden,Family-Centred Health (FamCeH),Institutionen för neurovetenskap och fysiologi
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- Steingrimsson, Steinn (författare)
- Gothenburg University,Göteborgs universitet,Karolinska Institutet,Institutionen för neurovetenskap och fysiologi,Institute of Neuroscience and Physiology
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- El Alaoui, Samir (författare)
- Karolinska Institute
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- Sörman, Karolina (författare)
- Karolinska Institutet,Karolinska Institute
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(creator_code:org_t)
- Taylor & Francis Group, 2024
- 2024
- Engelska.
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Ingår i: Nordic Journal of Psychiatry. - : Taylor & Francis Group. - 0803-9488 .- 1502-4725. ; 78:5, s. 440-447
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Abstract
Ämnesord
Stäng
- BACKGROUND: Collegial conversations are important for sustainable learning to last beyond a course. Research on collegial conversations and peer learning in the workplace during psychiatric residency courses remains sparse, however. In this study, the aim was to explore residents' opportunities for collegial conversations during and after national courses in psychiatry.METHODS: Residents in psychiatry completed an online survey including questions on opportunities for collegial conversations in their workplaces. Logistic regression was used for multivariate analysis and thematic content analysis was used for the open-ended answers where a theoretical framework of communities of practice was employed for the interpretation of the findings.RESULTS: The survey was completed by 112 residents out of 725 (15,4%). The participants reported few structured forums for collegial discussion. The results of multivariate analysis suggest that more women than men feel it is advantageous to attend courses with others from the same workplace or from the same group of residents, described here as a team. The analysis of qualitative data identified how opportunities for collegial conversations differ across contexts and the type of values that are attached to team participation in residency courses.CONCLUSIONS: This study highlights the importance of collegial conversations as a way to sustain the learning from residency courses into the workplace. By learning about residents' perceptions of collegial conversations during and after courses, teachers and directors may be more able to support residents' lifelong learning and professional development.
Ämnesord
- MEDICIN OCH HÄLSOVETENSKAP -- Klinisk medicin -- Psykiatri (hsv//swe)
- MEDICAL AND HEALTH SCIENCES -- Clinical Medicine -- Psychiatry (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Lärande (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Learning (hsv//eng)
Nyckelord
- Psychiatric residents
- collegial discussion
- community of practice
- medical education
- Familjecentrerad hälsa (FamCeH)
- Family-Centred Health
- collegial discussion
- community of practice
- medical education
- Psychiatric residents
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
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