A1 Journal article (refereed)
The educational paradigm shift : a phenomenographic study of medical teachers’ experiences of practices (2023)
Brauer, S., Kettunen, J., Levy, A., Merenmies, J., & Kulmala, P. (2023). The educational paradigm shift : a phenomenographic study of medical teachers’ experiences of practices. BMC Medical Education, 23, Article 29. https://doi.org/10.1186/s12909-023-04013-w
JYU authors or editors
Publication details
All authors or editors: Brauer, Sanna; Kettunen, Jaana; Levy, Anna; Merenmies, Jussi; Kulmala, Petri
Journal or series: BMC Medical Education
eISSN: 1472-6920
Publication year: 2023
Publication date: 14/01/2023
Volume: 23
Article number: 29
Publisher: Biomed Central
Publication country: United Kingdom
Publication language: English
DOI: https://doi.org/10.1186/s12909-023-04013-w
Publication open access: Openly available
Publication channel open access: Open Access channel
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/85208
Abstract
This paper proposes a novel approach to the development of competence-oriented higher education, a national transformation aimed at harmonising and digitising undergraduate medical and dental education in Finland.
Methods
We apply phenomenography as a viable qualitative method for medical education research. To better understand medical teachers’ expectations towards the change in the educational paradigm, we need to study teachers’ experiences of the current practices in undergraduate medical and dental education. The phenomenographic approach facilitates solid links between research, educational development, and change.
Results
The phenomenographic study maps the qualitatively different ways in which medical teachers experience undergraduate medical and dental education practices. The answers reflect the changing educational paradigm in medical schools, suggesting practical implications for further development of medical and dental education and training. Core content analysis is preferred instructional scaffold for both teachers and students to prioritise the extensive medical education objectives. The change towards competence-based orientation is in progress and national co-operation accelerates its impact.
Conclusion
There is an obvious need to enrich the content of the current curriculum with national guidelines that aim for congruence in assessment and objectives. Our results suggest an assessment application for the theoretical concepts presented and promote the competence orientation of education throughout the curricula of medical and dental undergraduate education. Moreover, our results contribute to current European discourses on competence-based approaches in higher education. Up-to-date pedagogical faculty development programmes are a key prerequisite for teacher empowerment and future orientation in teaching and learning for healthcare professions.
Keywords: phenomenography; competence; education and training; medicine (science); tertiary education; institutions of higher education; teachers; teaching and instruction
Free keywords: undergraduate medical education; medical teacher; phenomenography; competence orientation; curriculum
Contributing organizations
Ministry reporting: Yes
Reporting Year: 2023
Preliminary JUFO rating: 1
