19 SES 08 A, Ethnography and New Tools for Teaching and Learning
This paper is based on a study of medical students’ possibilities of learning in a psychiatry hospital. The study is a part of an ongoing Ph.D. Project about the education of medical students and doctors in psychiatry and the use of video as a supplementary learning tool to the traditional training at the ward. The Ph.D. Project is founded on ethnographic methods and runs from spring 2016 to spring 2019.
The focus of this paper is apprenticeship, situated learning and the use of video as a supplementary tool for during medical students’ placement at the psychiatry hospital.
How does the video library work in the real life setting of clinical psychiatry and how does the video library supplement the training of medical students at the psychiatric hospital? How will the implementation of the video library affect the overall context of learning in psychiatry?
A decrease in numbers of inpatients, a growing conflict of time and demands and a shortage of doctors have become a challenge to the quality and the possibility of learning in the health sector. This is also the case in the field of psychiatry ( Holm-Petersen et al., 2006, Varma et al., 2012), in which the core concepts are known to be highly complicated, hard to understand and less tangible, than many somatic syndromes (Chur-Hansen, 2005, Parnas, 2013).
Psychiatry is a mandatory part of the medical education at the University of Copenhagen and the psychiatry module runs for four weeks. One week is structured as traditional academic lectures and three weeks are structured as a placement at a psychiatric hospital varying between apprenticeship and group lessons. The shortage of senior doctors in psychiatry and a management focus on efficiency challenges the apprenticeship. For some students it means idle time waiting for doctors to take the student along or to give the student feedback.
Studies shows that videos used in learning situations at hospitals have a great potential, that videos can fixate non-verbal communication and can help to break down the complex to less complicated parts and to take a closer look at signs and symptoms(Hammoud, 2012¸Muench, 2013, Roeske, 1979). We have earlier tested videos with medical students while they were at their placement in psychiatry (Fog-Petersen, 2014). The students requested video clips of symptoms, interview situations ect. To meet these requests we created a library with videos of patients and a short description of the patient as well as a mental status examination. We are using the same video library for both medical students and doctors in psychiatry.
In the study the definition of apprenticeship is inspired by the theory by Lave and Wenger, who define the main elements of learning in apprenticeship as social interaction and collaboration. With the concept, situated learning, Lave and Wenger points out social relations as the essentials components for learning (Nielsen,2003, Lave, 1999, Lave 2003). Lave and Wenger’s thoughts will be related to Dewey’s ideas about learning by doing. Furthermore understanding of the principle of progression of apprenticeship in the project is based on Dreyfus’ concepts and models for skill acquisition(Borgnakke 2005, Borgnakke 2013). Dreyfus’ models describe the progression of learning through a series of levels from the stages of a novice to the stage of an expert. Though Dreyfus´ models are useful for basic descriptions, the reality is expected to be far more complex and learning progression to be what is happening in oscillation between the planned goal for learning and the practice of real life.
Borgnakke, K., Læringsdiskurser og praktikker. 2005, Kbh.: Akademisk Forlag. 263 sider. Borgnakke, K. and Københavns Universitet. Institut for Medier Erkendelse og Formidling., Etnografiske metoder i uddannelsesforskningen : mellem klassiske traditioner og senmoderne udfordringer. 2013, Kbh.: Institut for Medier, Erkendelse og Formidling, Københavns Universitet. 116 sider. Nielsen, K. and S. Kvale, Praktikkens læringslandskab : at lære gennem arbejde. 2003, Kbh.: Akademisk. 367 sider. Muench, J., D. Sanchez, and R. Garvin, A review of video review: new processes for the 21st century. Int J Psychiatry Med, 2013. 45(4): p. 413-22. Roeske, N.C., The medium and the message: development of videotapes for teaching psychiatry. Am J Psychiatry, 1979. 136(11): p. 1391-7. Fog-Petersen, C., Arnfred, S. Bedside iPad videooptagelser som læringsredskab i klinisk psykiatri. 2014. Chur-Hansen, A. and D. Parker, Is psychiatry an art or a science? The views of psychiatrists and trainees. Australas Psychiatry, 2005. 13(4): p. 415-8. En psykiatri i verdensklasse - regionernes visioner for fremtidens psykiatri. 2009 [cited 2016 05.02.]; Available from: http://www.regioner.dk/publikationer/psykiatri/en+psykiatri+i+verdensklasse+-+regionernes+visioner+for+fremtidens+psykiatri. Benchmarking af psykiatrien 2014. 2015 [cited 2016 05.02.]; Available from: http://www.regioner.dk/psykiatri/tal+og+fakta/~/media/9D9F5532FDF24246A09DF9C29BE69197.ashx. Hammoud, M.M., et al., Is video review of patient encounters an effective tool for medical student learning? A review of the literature. Adv Med Educ Pract, 2012. 3: p. 19-30. Holm-Petersen, C., Hansen, J.; Vinge, S., Medicinstuderende og yngre lægers valg af speciale. Udfordringer og muligheder i psykiatrien. 2006, DSI Institut for Sundhedsvæsen. Varma, A., Bonde, J.P. og Esbensen, L. Yngre Lægers Arbejdsvilkår 2012. En spørgeskemaundersøgelse af medlemmer i Foreningen af Yngre Læger. 2012 [cited 2016 05.02.]; Available from: http://www.laeger.dk/portal/pls/portal/!PORTAL.wwpob_page.show?_docname=10072978.PDF. Parnas, J., L.A. Sass, and D. Zahavi, Rediscovering psychopathology: The epistemology and phenomenology of the psychiatric object. Schizophrenia Bulletin, 2013. .39(2): p. pp. Lave, J., Læring, mesterlære, social praksis, in Mesterlære. Læring som social praksis., K. Nielsen and S. Kvale, Editors. 1999, Hans Reitzels Forlag: København. p. 35-53. Lave, J.o.W., Etienne, Situeret læring - og andre tekster. 2003, Kbh.: Hans Reitzel. 247 sider.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.