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3. Balancing Closure and Discovery: Adaptive Expertise in the Workplace

Author

Gamborg, Maria Louise, Jensen, Rune Dall, Musaeus, Peter, and Mylopoulos, Maria

Abstract

Residents must develop knowledge, skills, and attitudes to handle a rapidly developing clinical environment. To address this need, adaptive expertise has been suggested as an important framework for health professions education. However, research has yet to explore the relationship between workplace learning and adaptive expertise. This study sought to investigate how clinical supervision might support the development of adaptive expertise. The present study used a focused ethnography in two emergency departments. We observed 75 supervising situations with the 27 residents resulting in 116 pages of field notes. The majority of supervision was provided by senior physicians, but also included other healthcare professionals. We found that supervision could serve two purposes: closure and discovery. Supervision aimed at discovery included practices that reflected instructional approaches said to promote adaptive expertise, such as productive struggle. Supervision aimed at closure-included practices with instructional approaches deemed important for efficient and safe patient care, such as verifying information. Our results suggest that supervision is a shared practice and responsibility. We argue that setting and aligning expectations before engaging in supervision is important. Furthermore, results demonstrated that supervision was a dynamic process, shifting between both orientations, and that supervision aimed at discovery could be an an appropriate mode of supervision, even in the most demanding clinical situations.

Published
2022
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5. Computational Thinking and Modeling: A Quasi-Experimental Study of Learning Transfer.

Author

Musaeus, Line Have and Musaeus, Peter

Subjects
TRANSFER of training, SECONDARY education, HIGH school students, COMPUTER simulation, LEARNING
Abstract

This quasi-experimental study investigated the impact of computational learning activities on high school students' computational thinking (CT) and computational modeling (CM) skills. High school students (n = 90) aged 16 to 19 engaged in activities using computer models versus textbook-based models in mathematics and social science. The results indicated that students using computer models showed significant improvements in CT and CM skills compared to their peers in conventional learning settings. However, a potential ceiling effect in the CT assessments suggests that the test may not fully capture the extent of skill development. These findings highlight the importance of integrating computational learning activities in education, as they enhance students' abilities to apply these skills beyond the classroom. [ABSTRACT FROM AUTHOR]

Published
2024
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9. Computational modelling in high school biology: A teaching intervention

Author

Musaeus, Line Have, Tatar, Deborah, and Musaeus, Peter

Abstract

ABSTRACTComputational modelling is widely used in biological science. Therefore, biology students need to learn computational modelling. However, there is a lack of evidence about how to teach computational modelling in biology and what the effects are on student learning. The purpose of this intervention-control study was to investigate how knowledge in computational modelling is associated with knowledge acquisition in biology. Participants were 118 students (17 to 19 years of age) enrolled in first and second year of Danish High School. The intervention group (n = 81) received teaching in biology and computational modelling while the comparison group (n = 37) received teaching in biology using textbook models. Both groups received two sessions, each of approximately 120 minutes. The study used mixed methods to analyse students’ knowledge of biology and computational modelling. Participants in the intervention group showed statistically significant improvements in their biological knowledge and computational modelling knowledge. The study is one of the first to investigate the effect of computational modelling on high school students’ learning of biology. The study discusses how biology could be an important subject where students can learn computing concepts central in the endeavour to introduce computing in high school education.

Published
2024
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13. Tandlægeuddannelsen i det 21. århundrede:10 temaer til curriculumrevision

Author

Musaeus, Peter, Kærsgaard, Jens Laurs, and Rasmussen, Emilie Leth

Subjects
Læreplan, Tandlægeuddannelsen, Curriculum
Abstract

For at forstå, hvor tandlægeuddannelsen er på vej hen, er det relevant at analysere udviklinger i indholdet af det odontologiske curriculum. Med afsæt i international odontologisk og medicinsk uddannelsesforskning – primært fra Nordamerika – og suppleret med konkrete fagbeskrivelser på tandlægeskolers hjemmesider beskriver artiklen nyere faglige udviklinger i tandlægeuddannelsen. Artiklen identificerer 10 faglige temaer, som er blevet indført i tandlægeuddannelser. Artiklen er ment som en inspiration til curriculumreform og er henvendt til administratorer, forskere og undervisere på tandlægeuddannelsen i Norden.

Published
2022

14. Fremtiden for odontologisk uddannelse og tandlægens roller

Author

Musaeus, Peter and Fiehn, Nils-Erik

Subjects
Tandlægeuddannelsen
Abstract

I dette og næste nummer af Tandlægebladet stiller vi skarpt på fremtiden for odontologisk uddannelse. Tandlægeuddannelsen lægger grunden for, at tandlægen til stadighed kan videreudvikle professionen til gavn for patient, fag og samfund.

Published
2022

15. Tandlægens transition: Nyuddannedes læring i overgangen til praksis

Author

Musaeus, Peter, Lindelof, Dorte, and Kirkevang, Lise-Lotte

Abstract

Læring i overgang fra tandlægeuddannelse til tandlægepraksis er afgørende for tandlægens arbejdsglæde og udvikling af kompetencer. Hverdagen som nyuddannet kræver en højere grad af selvstændighed og produktion, mens den tandlægestuderende modtager løbende supervision og feedback på opgaver og behandlinger på tandlægeskolen. I denne artikel gennemgår vi forskning i læringsfaktorer, der har betydning for, hvordan tandlæger kan få en vellykket overgang til praksis. Der trækkes på læringsforskning, dernæst på sundheds- og organisationsforskning. Specifikt fokuserer vi på, hvordan tandlægen kan opleve en positiv overgang til sit første job. Og vi belyser betydningen af arbejdspladslæring herunder støtte til læringskultur, feedback, kollegial vejledning og målrettet træning. Med afsæt i forskning diskuteres mulige indsatser til udvikling af et formaliseret uddannelsesforløb for nyuddannede tandlæger.

Published
2022

16. Computational Modelling in High School Biology:A Teaching Intervention

Author

Musaeus, Line Have, Tatar, Deborah Gail, and Musaeus, Peter

Subjects
Computational Thinking, Biology education, Computational Modelling, Mixed methods study, Computational modeling
Abstract

Computational modelling is widely used in biological science. Therefore, biology students need to learn computational modelling. However, there is a lack of evidence about how to teach computational modelling in biology and what the effects are on student learning. The purpose of this intervention-control study was to investigate how knowledge in computational modelling is associated with knowledge acquisition in biology. Participants were 118 students (17 to 19 years of age) enrolled in first and second year of Danish High School. The intervention group (n = 81) received teaching in biology and computational modelling while the comparison group (n = 37) received teaching in biology using textbook models. Both groups received two sessions, each of approximately 120 minutes. The study used mixed methods to analyse students’ knowledge of biology and computational modelling. Participants in the intervention group showed statistically significant improvements in their biological knowledge and computational modelling knowledge. The study is one of the first to investigate the effect of computational modelling on high school students’ learning of biology. The study discusses how biology could be an important subject where students can learn computing concepts central in the endeavour to introduce computing in high school education. Computational modelling is widely used in biological science. Therefore, biology students need to learn computational modelling. However, there is a lack of evidence about how to teach computational modelling in biology and what the effects are on student learning. The purpose of this intervention-control study was to investigate how knowledge in computational modelling is associated with knowledge acquisition in biology. Participants were 118 students (17 to 19 years of age) enrolled in first and second year of Danish High School. The intervention group (n = 81) received teaching in biology and computational modelling while the comparison group (n = 37) received teaching in biology using textbook models. Both groups received two sessions, each of approximately 120 minutes. The study used mixed methods to analyse students’ knowledge of biology and computational modelling. Participants in the intervention group showed statistically significant improvements in their biological knowledge and computational modelling knowledge. The study is one of the first to investigate the effect of computational modelling on high school students’ learning of biology. The study discusses how biology could be an important subject where students can learn computing concepts central in the endeavour to introduce computing in high school education.

Published
2022

20. Stemmen

Author

Musaeus, Peter and Musaeus, Peter

Published
2022

23. Kritisk tænkning og refleksion i uddannelse og tandlægeprofession.

Author

RASMUSSEN, EMILIE LETH and MUSAEUS, PETER

Abstract

Copyright of Tandlaegebladet is the property of Tandlaegeforeningen and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2022

24. Tandlægeuddannelsen i det 21. århundrede: 10 temaer til curriculumrevision.

Author

MUSAEUS, PETER, BRØNDUM KÆRSGAARD, JENS LAURS, and RASMUSSEN, EMILIE LETH

Abstract

Copyright of Tandlaegebladet is the property of Tandlaegeforeningen and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2022

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