See one, do one, teach one: Learning within the Community of Internal Medicine Residents
(2022) BUSN49 20221Department of Business Administration
- Abstract
- Our work aims to gain a deeper understanding of how internal medicine residents learn in order to become competent specialists.
This research comprises a qualitative case study and follows an abductive research approach. In addition, the study emanates from the interpretative tradition. Our empirical data were generated through 12 semi-structured interviews conducted with internal medicine residents at Munich Hospital, our case company.
Our study builds on previous research in organizational learning, knowledge management and various learning theory perspectives on medical education. In particular, the knowledge management strategy framework, according to Alvesson & Kärreman (2001), provides an essential theoretical foundation, which we... (More) - Our work aims to gain a deeper understanding of how internal medicine residents learn in order to become competent specialists.
This research comprises a qualitative case study and follows an abductive research approach. In addition, the study emanates from the interpretative tradition. Our empirical data were generated through 12 semi-structured interviews conducted with internal medicine residents at Munich Hospital, our case company.
Our study builds on previous research in organizational learning, knowledge management and various learning theory perspectives on medical education. In particular, the knowledge management strategy framework, according to Alvesson & Kärreman (2001), provides an essential theoretical foundation, which we were able to extend and nuance in more detail with the help of our empirical findings.
The study contributes to a more profound view of a community of practice (CoP). Our findings reveal that the absence of an organizational learning structure allows for the emergence of an informal CoP and thus fueling the creation of an own learning structure. Moreover, we were able to derive four learning types within this CoP: “The Networker”, “The Self- Directed Learner”, “The Uncertainty Avoider”, and “The Confident Teamplayer”. These can be differentiated based on various learning behaviors, managerial intervention dimensions, and attitudes towards learning. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9086906
- author
- Kron, Kristina LU and Lind, Jessica LU
- supervisor
- organization
- course
- BUSN49 20221
- year
- 2022
- type
- H1 - Master's Degree (One Year)
- subject
- keywords
- Horizontal Learning, Knowledge Management, Organizational Learning, Medical Education, Communities of Practice, Self- Directed Learning
- language
- English
- id
- 9086906
- date added to LUP
- 2022-06-21 09:26:18
- date last changed
- 2022-06-21 09:26:18
@misc{9086906, abstract = {{Our work aims to gain a deeper understanding of how internal medicine residents learn in order to become competent specialists. This research comprises a qualitative case study and follows an abductive research approach. In addition, the study emanates from the interpretative tradition. Our empirical data were generated through 12 semi-structured interviews conducted with internal medicine residents at Munich Hospital, our case company. Our study builds on previous research in organizational learning, knowledge management and various learning theory perspectives on medical education. In particular, the knowledge management strategy framework, according to Alvesson & Kärreman (2001), provides an essential theoretical foundation, which we were able to extend and nuance in more detail with the help of our empirical findings. The study contributes to a more profound view of a community of practice (CoP). Our findings reveal that the absence of an organizational learning structure allows for the emergence of an informal CoP and thus fueling the creation of an own learning structure. Moreover, we were able to derive four learning types within this CoP: “The Networker”, “The Self- Directed Learner”, “The Uncertainty Avoider”, and “The Confident Teamplayer”. These can be differentiated based on various learning behaviors, managerial intervention dimensions, and attitudes towards learning.}}, author = {{Kron, Kristina and Lind, Jessica}}, language = {{eng}}, note = {{Student Paper}}, title = {{See one, do one, teach one: Learning within the Community of Internal Medicine Residents}}, year = {{2022}}, }