Professional Development Arising from Multiple-Site Workplace Learning: Boundary Crossing Between the Education and Clinical Contexts
| Autor: | Nynke Scherpbier, Wietske Kuijer-Siebelink, Margot Barry, Loek A. F. M. Niewenhuis |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Value (ethics)
lcsh:Medicine Boundary crossing Education Workplace learning 03 medical and health sciences 0302 clinical medicine Order (exchange) ComputingMilieux_COMPUTERSANDEDUCATION Relevance (law) Humans Learning Multiple site Broker-role 030212 general & internal medicine Workplace lcsh:LC8-6691 Medical education lcsh:Special aspects of education Jurisdiction lcsh:R 05 social sciences Professional development 050301 education General Medicine Faculty Research Personnel Renal disorders Radboud Institute for Health Sciences [Radboudumc 11] Psychology 0503 education Delivery of Health Care Research Article |
| Zdroj: | BMC Medical Education, 20, 1 BMC Medical Education BMC Medical Education, 20 BMC Medical Education, Vol 20, Iss 1, Pp 1-9 (2020) |
| ISSN: | 1472-6920 |
| DOI: | 10.21203/rs.3.rs-38269/v1 |
| Popis: | Background This research explores the value of an inter-organisational jurisdiction, on the professional development of faculty members in their roles of researcher and educator. Faculty members from a Dutch university of applied sciences, who work in both the education and clinical practice contexts, participated in this research. Methods Individual semi-structured interview were conducted with nine faculty members, from various academic health professions, on their experiences of professional development arising from working in both the clinical and education contexts. In this exploratory, post-positive interview study, interview transcripts were analysed thematically. Results Participants reported that working in two organisational contexts, whilst performing two faculty roles that span both contexts, enhances their ability to broker connections between research, teaching and practice. The boundary crossing activities which participants performed, contributed to professional development in all faculty roles. The broker role was not seen as being a unique role which is distinct from research and practice roles. Broker activities were seen as generic and supportive of the roles that bestow academic status and expertise. Conclusions To the participants in this research, the relevance of the broker role in professional development is not as evident as the relevance of roles that enhance specialisation and subject specific expertise. They consider broker activities as supportive to the roles of researcher and teacher. The broker role is time consuming, but not yet visible as a distinct professionalisable work-package in its own right. It is also not well defined in literature. A better understanding of the broker role could lead to its development in order to harness its professional development potential tenably across academic roles. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Full text from SpringerLink