Dr. Pim Teunissen
Topic: Scanning the landscape of research on practice-based learning in medicine
Date: Wednesday, October 16, 2013
Time: 12:00pm to 1:30pm (Lunch will be served at DHCC)
Locations:
- Diamond Health Care Centre 2267
- IRC 305
- MSB 107
- KGH 237
- NHSC 9-374
- Surrey Central City (Manning Room)
Abstract
Why is it so difficult to change a system that prides itself on its lifelong learning attitude? In this presentation, I discuss a view on learning in the health professions that links individual change to organizational stability. Understanding learning starts with recognizing that the health system’s primary purpose is to provide healthcare, not education. Still, to be able to maintain and further improve the quality of care, new health professionals are trained in practice and those with experience have to keep learning from their practice. In this presentation, I argue that in medicine, learning and providing healthcare are part of the same process. In trying to understand the different processes, effects, and inherent tensions that lead to learning and performance, three interrelated levels of analysis can be discerned in the literature on practice-based learning in healthcare. The first level is understanding how situations lead to experiences, the second level looks at how strings of experiences combine to form trajectories, and the final level deals with precipitations of activities that lead to social and cultural reifications. Examples of research that explain practice-based learning in light of these three levels will be presented and the implications of this approach to understanding practice-based learning will be discussed.
Biography
Dr. Pim Teunissen studied medicine at Leiden University in the Netherlands. In 2005 he obtained his Medical Doctorate. Next to his medical studies, he followed courses in law, politics, and management at Leiden University. After finishing medical school, he started a research project on workplace learning in medical education. This led to his PhD in February 2009 at VU University in Amsterdam, the Netherlands, where he authored: ‘Unravelling learning by doing. A study of workplace learning in postgraduate medical education.’ In October 2008 he started working as a resident in Obstetrics and Gynaecology at VU University. At the same time, he was also working as a researcher at the School of Health Professions Education (SHE), Maastricht University, where he is now an associate professor. He also holds an associate position at the Department of Learning Environments and Educational Development (LEED), Karolinska Institutet, Sweden. Dr. Pim Teunissen currently collaborates with researchers, PhD students, and clinicians on research projects covering different aspects of practice-based learning in medicine.
Accreditation:
As an organization accredited to sponsor continuing medical education for physicians by the Committee on Accreditation of Canadian Medical Schools (CACMS), the UBC Division of Continuing Professional Development designates this educational program as meeting the accreditation criteria of the College of Family Physicians of Canada for up to 1.5 Mainpro-M1 credits (per session). This program has been reviewed and approved by UBC Division of Continuing Professional Development. Each physician should claim only those credits he/she actually spent in the activity.
Accreditation Statement:
The CHES Research Rounds is a self-approved group learning activity (Section 1) as defined by the Maintenance of Certification program of the Royal College of Physicians and Surgeons of Canada.
