Hvordan klinisk problem-baseret medicinsk uddannelse skaber rammerne for social identitetsdannelse hos medicinstuderende
DOI:
https://doi.org/10.7146/dut.v21i41.156975Resumé
I denne artikel undersøger jeg, hvordan klinisk problembaseret medicinsk uddannelse skaber rammerne for social identitetsdannelse hos medicinstuderende. Ifølge Crossley og Vivekananda-Schmidt (2009) relaterer udviklingen af social identitet sig til medicinstuderendes professionelle adfærd, handlinger og tænkning og påvirker, hvordan de tilgår læring i praksis. Derfor er det essentielt at generere ny viden om, hvilke sociale identiteter der er på spil i problembaseret medicinsk uddannelse. Artiklen bygger på en etnografisk undersøgelse på ...... Universitetshospital, hvor 7 medicinstuderende er fulgt over en 3 årig periode, hvilket er blevet til 240 timers deltagerobservation og 8 timers semi-strukturerede interviews. Det analytiske arbejde har ført frem til tre prominente sociale identiteter, som medicinstuderende enten antog selv eller blev tildelt af professionelle, jævnaldrende og patienter: Social identitet som medicinstuderende, som næsten læge og som kollega.
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