Abstract
In international research on medical education the concepts of professionalism and professional development have been increasingly focused. The article problematizes and discusses these concepts in...
Highlights
We address the concepts of forms of knowledge, professionalism and professional development in relation to medical education by presenting a study of medical students from the Norwegian Medical School in Tromsoe at the University of Tromsoe, TheArctic University of Norway
To sum up the findings based on the theoretical framework and the data presented, we focus on five points
Phronesis as a form of knowledge seems to have an important position in the international literature about professionalism and professional development, especially as a reaction to the increasing instrumental rationality in professional education
Summary
We address the concepts of forms of knowledge, professionalism and professional development in relation to medical education by presenting a study of medical students from the Norwegian Medical School in Tromsoe at the University of Tromsoe, TheArctic University of Norway. In 2012, the medical school started to implement a revision of its study programme that had been worked on for seven years. Our theoretical framework is based on Aristotle’s (2004) theory of different forms of knowledge: episteme, techne and phronesis. We will start by presenting the research project that took place at The Medical School in Tromsoe and its aims. We will present the research methods and methodology used and focus on the theoretical framework by presenting episteme, techne and phronesis as forms of knowledge that are considered essential in professional education. We will explain how this kind of development has been integrated into the revised study programme and how the revision has been received by the medical students
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