How, What and Why Medical Students Learn in Clinical Problem-Based Medical Education: An ethnographic study of the relation between medical students’ social identity development and learning approach in clinical practice

Nicolaj Johansson

doi:10.54337/aau505832516

How, What and Why Medical Students Learn in Clinical Problem-Based Medical Education: An ethnographic study of the relation between medical students’ social identity development and learning approach in clinical practice

Nicolaj Johansson

Publikation: Ph.d.-afhandling

254 Downloads (Pure)

Originalsprog	Engelsk
Vejledere	Vardinghus-Nielsen, Henrik, Hovedvejleder Stentoft, Diana, Bivejleder Nøhr, Susanne, Bivejleder
Udgiver	Aalborg Universitetsforlag
ISBN'er, elektronisk	978-87-7573-929-5
DOI	https://doi.org/10.54337/aau505832516
Status	Udgivet - 2022

Bibliografisk note

PhD supervisor:
Associate Prof. Henrik Vardinghus-Nielsen, Aalborg University

Assistant PhD supervisors:
Associate Prof. Diana Stentoft, Aalborg University
Associate Prof. Susanne Nøhr, Aalborg University

Adgang til dokumentet

10.54337/aau505832516

PHD_NJForlagets udgivne version, 5,54 MB

AUB Link

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2 Tidsskriftartikel
1 Konferenceartikel i proceeding
1 Konferenceabstrakt i proceeding
1 Review (oversigtsartikel)

Clinical problem-based medical education: A social identity perspective on learning
Bidragets oversatte titel: Klinisk problembaseret lægeuddannelse: Et socialt identitetsperspektiv på læringJohansson, N., Nøhr, S., Klitgaard, T. L., Stentoft, D. & Vardinghus-Nielsen, H., 31 okt. 2022, I: Dansk Universitetspædagogisk Tidsskrift. 17, 33, s. 79-96 17 s.
Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › peer review

Åben adgang
Collaborators as a key to survival: an ethnographic study on newly graduated doctors' collaboration with colleagues
Klitgaard, T. L., Stentoft, D., Johansson, N., Grønkjær, M. & Nøhr, S. B., 5 aug. 2022, I: BMC Medical Education. 22, 1, 604.
Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › peer review

Åben adgang
Fil
23 Downloads (Pure)
Problem-Based Learning: Assumed and assigned roles in Medical education
Johansson, N. & Stentoft, D., 2021, Transforming PBL Through Hybrid Learning Models: Timely Challenges and Answers in a (Post)-Pandemic Perspective and Beyond. Aalborg Universitetsforlag, s. 328-331 (International Research Symposium on PBL).
Publikation: Bidrag til bog/antologi/rapport/konference proceeding › Konferenceartikel i proceeding › Forskning › peer review

Citationsformater

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title = "How, What and Why Medical Students Learn in Clinical Problem-Based Medical Education: An ethnographic study of the relation between medical students{\textquoteright} social identity development and learning approach in clinical practice",

author = "Nicolaj Johansson",

note = "PhD supervisor: Associate Prof. Henrik Vardinghus-Nielsen, Aalborg University Assistant PhD supervisors: Associate Prof. Diana Stentoft, Aalborg University Associate Prof. Susanne N{\o}hr, Aalborg University",

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How, What and Why Medical Students Learn in Clinical Problem-Based Medical Education: An ethnographic study of the relation between medical students’ social identity development and learning approach in clinical practice

Bibliografisk note

Adgang til dokumentet

AUB Link

Publikation

Clinical problem-based medical education: A social identity perspective on learning

Collaborators as a key to survival: an ethnographic study on newly graduated doctors' collaboration with colleagues

Problem-Based Learning: Assumed and assigned roles in Medical education

Citationsformater