Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences
Professional knowledge is highlighted as an important prerequisite of both medical doctors and teachers. Based on recent conceptions of professional knowledge in these fields, knowledge can be differentiated within several aspects. However, these knowledge aspects are currently conceptualized differ...
| Main Authors: | , , , , , , , , , , , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2018-11-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/8/4/207 |
| _version_ | 1811185140422934528 |
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| author | Christian Förtsch Daniel Sommerhoff Frank Fischer Martin R. Fischer Raimund Girwidz Andreas Obersteiner Kristina Reiss Kathleen Stürmer Matthias Siebeck Ralf Schmidmaier Tina Seidel Stefan Ufer Christof Wecker Birgit J. Neuhaus |
| author_facet | Christian Förtsch Daniel Sommerhoff Frank Fischer Martin R. Fischer Raimund Girwidz Andreas Obersteiner Kristina Reiss Kathleen Stürmer Matthias Siebeck Ralf Schmidmaier Tina Seidel Stefan Ufer Christof Wecker Birgit J. Neuhaus |
| author_sort | Christian Förtsch |
| collection | DOAJ |
| description | Professional knowledge is highlighted as an important prerequisite of both medical doctors and teachers. Based on recent conceptions of professional knowledge in these fields, knowledge can be differentiated within several aspects. However, these knowledge aspects are currently conceptualized differently across different domains and projects. Thus, this paper describes recent frameworks for professional knowledge in medical and educational sciences, which are then integrated into an interdisciplinary two-dimensional model of professional knowledge that can help to align terminology in both domains and compare research results. The models’ two dimensions differentiate between cognitive types of knowledge and content-related knowledge facets and introduces a terminology for all emerging knowledge aspects. The models’ applicability for medical and educational sciences is demonstrated in the context of diagnosis by describing prototypical diagnostic settings for medical doctors as well as for teachers, which illustrate how the framework can be applied and operationalized in these areas. Subsequently, the role of the different knowledge aspects for acting and the possibility of transfer between different content areas are discussed. In conclusion, a possible extension of the model along a “third dimension„ that focuses on the effects of growing expertise on professional knowledge over time is proposed and issues for further research are outlined. |
| first_indexed | 2024-04-11T13:24:22Z |
| format | Article |
| id | doaj.art-2e6e31c78771405da50716fa34e6f5f9 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-04-11T13:24:22Z |
| publishDate | 2018-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-2e6e31c78771405da50716fa34e6f5f92022-12-22T04:22:07ZengMDPI AGEducation Sciences2227-71022018-11-018420710.3390/educsci8040207educsci8040207Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic CompetencesChristian Förtsch0Daniel Sommerhoff1Frank Fischer2Martin R. Fischer3Raimund Girwidz4Andreas Obersteiner5Kristina Reiss6Kathleen Stürmer7Matthias Siebeck8Ralf Schmidmaier9Tina Seidel10Stefan Ufer11Christof Wecker12Birgit J. Neuhaus13Department I, Faculty of Biology, LMU Munich, Winzererstraße 45/II, 80797 München, GermanyFaculty of Mathematics, Computer Science and Statistics, LMU Munich, Theresienstraße 39, 80333 München, GermanyFaculty of Psychology and Educational Sciences, LMU Munich, Leopoldstraße 13, 80802 München, GermanyInstitute for Medical Education, University Hospital, LMU Munich, Pettenkoferstraße 8a, 80336 München, GermanyFaculty of Physics, LMU Munich, Theresienstraße 37, 80333 München, GermanyInstitute for Mathematics Education, Freiburg University of Education, Kunzenweg 21, 79117 Freiburg, GermanySchool of Education, Technical University of Munich (TUM), Arcisstraße 21, 80333 München, GermanyHector Research Institute of Education Sciences and Psychology, Faculty of Economics and Social Sciences, University of Tübingen, Europastraße 6, 72072 Tübingen, GermanyKlinik für Allgemein-, Viszeral-, Gefäß- und Transplantationschirurgie, University Hospital, LMU Munich, Nussbaumstr. 20, 80336 München, GermanyMedizinische Klinik und Poliklinik IV, University Hospital, LMU Munich, Ziemssenstrasse 1, 80336 München, GermanySchool of Education, Technical University of Munich (TUM), Arcisstraße 21, 80333 München, GermanyFaculty of Mathematics, Computer Science and Statistics, LMU Munich, Theresienstraße 39, 80333 München, GermanyInstitute of Education, Faculty of Educational and Social Sciences, University of Hildesheim, Universitätsplatz 1, 31141 Hildesheim, GermanyDepartment I, Faculty of Biology, LMU Munich, Winzererstraße 45/II, 80797 München, GermanyProfessional knowledge is highlighted as an important prerequisite of both medical doctors and teachers. Based on recent conceptions of professional knowledge in these fields, knowledge can be differentiated within several aspects. However, these knowledge aspects are currently conceptualized differently across different domains and projects. Thus, this paper describes recent frameworks for professional knowledge in medical and educational sciences, which are then integrated into an interdisciplinary two-dimensional model of professional knowledge that can help to align terminology in both domains and compare research results. The models’ two dimensions differentiate between cognitive types of knowledge and content-related knowledge facets and introduces a terminology for all emerging knowledge aspects. The models’ applicability for medical and educational sciences is demonstrated in the context of diagnosis by describing prototypical diagnostic settings for medical doctors as well as for teachers, which illustrate how the framework can be applied and operationalized in these areas. Subsequently, the role of the different knowledge aspects for acting and the possibility of transfer between different content areas are discussed. In conclusion, a possible extension of the model along a “third dimension„ that focuses on the effects of growing expertise on professional knowledge over time is proposed and issues for further research are outlined.https://www.mdpi.com/2227-7102/8/4/207professional knowledgemedical scienceseducational sciencesdiagnosis |
| spellingShingle | Christian Förtsch Daniel Sommerhoff Frank Fischer Martin R. Fischer Raimund Girwidz Andreas Obersteiner Kristina Reiss Kathleen Stürmer Matthias Siebeck Ralf Schmidmaier Tina Seidel Stefan Ufer Christof Wecker Birgit J. Neuhaus Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences Education Sciences professional knowledge medical sciences educational sciences diagnosis |
| title | Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences |
| title_full | Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences |
| title_fullStr | Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences |
| title_full_unstemmed | Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences |
| title_short | Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences |
| title_sort | systematizing professional knowledge of medical doctors and teachers development of an interdisciplinary framework in the context of diagnostic competences |
| topic | professional knowledge medical sciences educational sciences diagnosis |
| url | https://www.mdpi.com/2227-7102/8/4/207 |
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