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Sturesson Stabel L, McGrath C, Elmberger A, et al. Specialistläkares fortbildning – effekt, förutsättningar, drivkrafter. [Medical doctor specialists - an overview of the research on formal and informal continued professional development]. Lakartidningen. 2021;118
Sturesson Stabel, L., McGrath, C., Elmberger, A., Bolander Laksov, K., & Björck, E. (2021). Specialistläkares fortbildning – effekt, förutsättningar, drivkrafter. [Medical doctor specialists - an overview of the research on formal and informal continued professional development]. Lakartidningen, 118.
Sturesson Stabel, Linda, et al. "Specialistläkares fortbildning – effekt, förutsättningar, drivkrafter." [Medical doctor specialists - an overview of the research on formal and informal continued professional development]. Lakartidningen vol. 118 (2021).
Sturesson Stabel L, McGrath C, Elmberger A, Bolander Laksov K, Björck E. Specialistläkares fortbildning – effekt, förutsättningar, drivkrafter. [Medical doctor specialists - an overview of the research on formal and informal continued professional development]. Lakartidningen. 2021 Dec 01;118. Swedish. PMID: 34861041.
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Lakartidningen. 2021 Dec 01;118.

[Medical doctor specialists - an overview of the research on formal and informal continued professional development].

Lakartidningen

[Article in Swedish]
Linda Sturesson Stabel, Cormac McGrath, Agnes Elmberger, Klara Bolander Laksov, Erik Björck

Affiliations

  1. med dr, forskare, Stockholms universitet.
  2. docent, lektor, Stockholms universitet.
  3. med dr, AT-läkare, Karolinska universitetssjukhuset.
  4. professor, Stockholms universitet.
  5. docent, överläkare, Karolins-ka universitetssjukhuset.

PMID: 34861041

Abstract

An overview of the research literature about physicians' continuing development was conducted and shows that formal learning activities often target individuals and their development, and focus on increasing knowledge and influencing attitudes. Research studies showing changes in practice are less common. Regulated continuous medical education may lead to instrumental approaches to learning. Informal learning occurs continuously during work, is often spontaneous and focussed on problem solving. Patients and colleagues as well as the physical and social environment provide opportunities for learning. Organizations can offer time and space to facilitate physicians' continuing development, enabling possibilities for formal and informal sharing of knowledge to take place, for example, by enabling collegial discussions.

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