Enhancing learning as theoretical thinking in robotic surgery

Laura Seppänen, Marika Schaupp, Mikael Wahlström

    Research output: Contribution to journalArticleScientificpeer-review

    Abstract

    Professionals in many domains need to deal with increasingly complex, technologymediated and uncertain work. Thus ways of learning that continuously and flexibly create new knowledge are needed at work. The aim of this article is to describe the logic of theoretical-genetic generalisation, and to use this, in addition to other methodological resources from pragmatism and cultural-historical psychology, for developing a learning method for robotic surgery. In theoretical generalisation, or theoretical thinking, the learner orientates him-/herself in two directions: towards producing general, abstract understanding of dynamic interrelations within a phenomenon, and towards
    flexibly tailoring good solutions for each particular situation. Based on our ongoing study of robotic surgery, we sketch three different designs for learning which are all based on video-supported joint reflection of real robotic surgical operations. We outline the necessary principles and steps of the method in this context, and finally, discuss the potential of the outlined method for learning.
    Original languageEnglish
    Pages (from-to)84-103
    JournalNordYrk: Nordic Journal of Vocational Education and Training
    Volume7
    Issue number2
    Publication statusPublished - 2017
    MoE publication typeNot Eligible

    Fingerprint

    surgery
    learning
    pragmatism
    learning method
    psychology
    video
    resources
    knowledge

    Keywords

    • activity theory
    • robotic surgery
    • developmental instruction
    • theoretical-genetic generalisation
    • professional learning

    Cite this

    @article{1a37054a081245fa92892f0d87199dd0,
    title = "Enhancing learning as theoretical thinking in robotic surgery",
    abstract = "Professionals in many domains need to deal with increasingly complex, technologymediated and uncertain work. Thus ways of learning that continuously and flexibly create new knowledge are needed at work. The aim of this article is to describe the logic of theoretical-genetic generalisation, and to use this, in addition to other methodological resources from pragmatism and cultural-historical psychology, for developing a learning method for robotic surgery. In theoretical generalisation, or theoretical thinking, the learner orientates him-/herself in two directions: towards producing general, abstract understanding of dynamic interrelations within a phenomenon, and towardsflexibly tailoring good solutions for each particular situation. Based on our ongoing study of robotic surgery, we sketch three different designs for learning which are all based on video-supported joint reflection of real robotic surgical operations. We outline the necessary principles and steps of the method in this context, and finally, discuss the potential of the outlined method for learning.",
    keywords = "activity theory, robotic surgery, developmental instruction, theoretical-genetic generalisation, professional learning",
    author = "Laura Sepp{\"a}nen and Marika Schaupp and Mikael Wahlstr{\"o}m",
    year = "2017",
    language = "English",
    volume = "7",
    pages = "84--103",
    journal = "NordYrk: Nordic Journal of Vocational Education and Training",
    issn = "2242-458X",
    publisher = "{\AA}bo Akademi",
    number = "2",

    }

    Enhancing learning as theoretical thinking in robotic surgery. / Seppänen, Laura; Schaupp, Marika; Wahlström, Mikael.

    In: NordYrk: Nordic Journal of Vocational Education and Training, Vol. 7, No. 2, 2017, p. 84-103.

    Research output: Contribution to journalArticleScientificpeer-review

    TY - JOUR

    T1 - Enhancing learning as theoretical thinking in robotic surgery

    AU - Seppänen, Laura

    AU - Schaupp, Marika

    AU - Wahlström, Mikael

    PY - 2017

    Y1 - 2017

    N2 - Professionals in many domains need to deal with increasingly complex, technologymediated and uncertain work. Thus ways of learning that continuously and flexibly create new knowledge are needed at work. The aim of this article is to describe the logic of theoretical-genetic generalisation, and to use this, in addition to other methodological resources from pragmatism and cultural-historical psychology, for developing a learning method for robotic surgery. In theoretical generalisation, or theoretical thinking, the learner orientates him-/herself in two directions: towards producing general, abstract understanding of dynamic interrelations within a phenomenon, and towardsflexibly tailoring good solutions for each particular situation. Based on our ongoing study of robotic surgery, we sketch three different designs for learning which are all based on video-supported joint reflection of real robotic surgical operations. We outline the necessary principles and steps of the method in this context, and finally, discuss the potential of the outlined method for learning.

    AB - Professionals in many domains need to deal with increasingly complex, technologymediated and uncertain work. Thus ways of learning that continuously and flexibly create new knowledge are needed at work. The aim of this article is to describe the logic of theoretical-genetic generalisation, and to use this, in addition to other methodological resources from pragmatism and cultural-historical psychology, for developing a learning method for robotic surgery. In theoretical generalisation, or theoretical thinking, the learner orientates him-/herself in two directions: towards producing general, abstract understanding of dynamic interrelations within a phenomenon, and towardsflexibly tailoring good solutions for each particular situation. Based on our ongoing study of robotic surgery, we sketch three different designs for learning which are all based on video-supported joint reflection of real robotic surgical operations. We outline the necessary principles and steps of the method in this context, and finally, discuss the potential of the outlined method for learning.

    KW - activity theory

    KW - robotic surgery

    KW - developmental instruction

    KW - theoretical-genetic generalisation

    KW - professional learning

    M3 - Article

    VL - 7

    SP - 84

    EP - 103

    JO - NordYrk: Nordic Journal of Vocational Education and Training

    JF - NordYrk: Nordic Journal of Vocational Education and Training

    SN - 2242-458X

    IS - 2

    ER -