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

    Keywords

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

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