What is it about?
Interviews were conducted with professionals from five different groups in Swedish specialist rheumatology. The objective was to study what learning opportunities occur in daily working. A framework from a socio-cultural learning theory informed the analysis. Many respondents perceived work-processes as a major source of learning: peer-discussions and interdisciplinary meetings concerned mostly specific patient-related problems, and occurred predominantly on an informal convenience basis. The quality of the relationships in the workplace was important for learning. Research- and teaching-roles were drivers for more generic up-dating of knowledge, but time for reflection and up-dating knowledge was short in daily clinical practice. Recognized learning opportunities in rheumatology, such as continuing professional education and regular participation in rheumatology-specific courses and conferences were perceived as lacking by many participants.
Featured Image
Why is it important?
This study highlights a lack of formal "infrastructure" for both formal and informal Learning in Clinical practice.
Perspectives
My personal perspective is that more awareness of the need for formal and informal knowledge Exchange and Learning is necessary to sustain a viable quality of care in specialist rheumaltotlogy in the future. Further studies of how to shape and implement better knowledge Exchange infrastructure in Clinical pracitice are needed.
Mrs Margit Saskia Neher
Linkopings universitet
Read the Original
This page is a summary of: Learning opportunities in rheumatology practice: a qualitative study, Employee Counselling Today, May 2015, Emerald,
DOI: 10.1108/jwl-07-2014-0054.
You can read the full text:
Contributors
The following have contributed to this page
