Next Article in Journal
Beyond the Split between Formal School Identity and Teachers’ Personal Worldviews: Towards an Inclusive (Christian) School Identity
Next Article in Special Issue
The Impact of Innovative Teaching Approaches on Biotechnology Knowledge and Laboratory Experiences of Science Teachers
Previous Article in Journal
E-Learning for Deaf Adults from a User-Centered Perspective
Previous Article in Special Issue
How to Measure Procedural Knowledge for Solving Biodiversity and Climate Change Challenges
Article Menu

Export Article

Open AccessArticle
Educ. Sci. 2018, 8(4), 207; https://doi.org/10.3390/educsci8040207

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

1
Department I, Faculty of Biology, LMU Munich, Winzererstraße 45/II, 80797 München, Germany
2
Faculty of Mathematics, Computer Science and Statistics, LMU Munich, Theresienstraße 39, 80333 München, Germany
3
Faculty of Psychology and Educational Sciences, LMU Munich, Leopoldstraße 13, 80802 München, Germany
4
Institute for Medical Education, University Hospital, LMU Munich, Pettenkoferstraße 8a, 80336 München, Germany
5
Faculty of Physics, LMU Munich, Theresienstraße 37, 80333 München, Germany
6
Institute for Mathematics Education, Freiburg University of Education, Kunzenweg 21, 79117 Freiburg, Germany
7
School of Education, Technical University of Munich (TUM), Arcisstraße 21, 80333 München, Germany
8
Hector Research Institute of Education Sciences and Psychology, Faculty of Economics and Social Sciences, University of Tübingen, Europastraße 6, 72072 Tübingen, Germany
9
Klinik für Allgemein-, Viszeral-, Gefäß- und Transplantationschirurgie, University Hospital, LMU Munich, Nussbaumstr. 20, 80336 München, Germany
10
Medizinische Klinik und Poliklinik IV, University Hospital, LMU Munich, Ziemssenstrasse 1, 80336 München, Germany
11
School of Education, Technical University of Munich (TUM), Arcisstraße 21, 80333 München, Germany
12
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)
Full-Text   |   PDF [712 KB, uploaded 29 November 2018]   |  

Abstract

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
Figures

Figure 1

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
SciFeed

Share & Cite This Article

MDPI and ACS Style

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.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Related Articles

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Educ. Sci. EISSN 2227-7102 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top