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Educ. Sci. 2018, 8(4), 207;

Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences

Department I, Faculty of Biology, LMU Munich, Winzererstraße 45/II, 80797 München, Germany
Faculty of Mathematics, Computer Science and Statistics, LMU Munich, Theresienstraße 39, 80333 München, Germany
Faculty of Psychology and Educational Sciences, LMU Munich, Leopoldstraße 13, 80802 München, Germany
Institute for Medical Education, University Hospital, LMU Munich, Pettenkoferstraße 8a, 80336 München, Germany
Faculty of Physics, LMU Munich, Theresienstraße 37, 80333 München, Germany
Institute for Mathematics Education, Freiburg University of Education, Kunzenweg 21, 79117 Freiburg, Germany
School of Education, Technical University of Munich (TUM), Arcisstraße 21, 80333 München, Germany
Hector Research Institute of Education Sciences and Psychology, Faculty of Economics and Social Sciences, University of Tübingen, Europastraße 6, 72072 Tübingen, Germany
Klinik für Allgemein-, Viszeral-, Gefäß- und Transplantationschirurgie, University Hospital, LMU Munich, Nussbaumstr. 20, 80336 München, Germany
Medizinische Klinik und Poliklinik IV, University Hospital, LMU Munich, Ziemssenstrasse 1, 80336 München, Germany
School of Education, Technical University of Munich (TUM), Arcisstraße 21, 80333 München, Germany
Institute of Education, Faculty of Educational and Social Sciences, University of Hildesheim, Universitätsplatz 1, 31141 Hildesheim, Germany
Author to whom correspondence should be addressed.
These authors contributed equally to this article.
Received: 15 August 2018 / Revised: 9 November 2018 / Accepted: 23 November 2018 / Published: 28 November 2018
(This article belongs to the Special Issue Biology Education)
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Professional knowledge is highlighted as an important prerequisite of both medical doctors and teachers. Based on recent conceptions of professional knowledge in these fields, knowledge can be differentiated within several aspects. However, these knowledge aspects are currently conceptualized differently across different domains and projects. Thus, this paper describes recent frameworks for professional knowledge in medical and educational sciences, which are then integrated into an interdisciplinary two-dimensional model of professional knowledge that can help to align terminology in both domains and compare research results. The models’ two dimensions differentiate between cognitive types of knowledge and content-related knowledge facets and introduces a terminology for all emerging knowledge aspects. The models’ applicability for medical and educational sciences is demonstrated in the context of diagnosis by describing prototypical diagnostic settings for medical doctors as well as for teachers, which illustrate how the framework can be applied and operationalized in these areas. Subsequently, the role of the different knowledge aspects for acting and the possibility of transfer between different content areas are discussed. In conclusion, a possible extension of the model along a “third dimension” that focuses on the effects of growing expertise on professional knowledge over time is proposed and issues for further research are outlined. View Full-Text
Keywords: professional knowledge; medical sciences; educational sciences; diagnosis professional knowledge; medical sciences; educational sciences; diagnosis

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Förtsch, C.; Sommerhoff, D.; Fischer, F.; Fischer, M.R.; Girwidz, R.; Obersteiner, A.; Reiss, K.; Stürmer, K.; Siebeck, M.; Schmidmaier, R.; Seidel, T.; Ufer, S.; Wecker, C.; Neuhaus, B.J. Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences. Educ. Sci. 2018, 8, 207.

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