Seeing and Be(liev)ing: How Nursing and Medical Students Understand Representations of Their Professions

Autor/inn/en	Jubas, Kaela; Knutson, Patricia
Titel	Seeing and Be(liev)ing: How Nursing and Medical Students Understand Representations of Their Professions
Quelle	In: Studies in the Education of Adults, 44 (2012) 1, S.85-100 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
Schlagwörter	Foreign Countries; Nursing Students; Medical Students; Student Attitudes; Popular Culture; Adult Education; Adult Learning; Informal Education; Television; Classification; Programming (Broadcast); Identification; Ethics; Instruction; Social Status; Social Environment; Canada; Canada (Calgary); Canada (Toronto); Canada (Vancouver); Canada (Victoria) + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Popkultur; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Informelle Bildung; Nichtformale Bildung; Fernsehen; Fernsehtechnik; Classification system; Klassifikation; Klassifikationssystem; Programmgestaltung; Identifikation; Identifizierung; Ethik; Teaching process; Unterrichtsprozess; Sozialer Status; Soziales Umfeld; Kanada
Abstract	This article discusses initial findings from a study exploring the pedagogical functions of popular culture. The study was framed by a neo-Gramscian theoretical framework which connects adult education and cultural studies, and asserts that culture underpins important informal adult learning. We used two television shows, "Grey's Anatomy" and "Scrubs," to examine cultural portrayals of and messages about work-related learning, specifically with regard to health care professions. Our own analysis of these shows was followed by conversations with undergraduate medical and nursing students in three Canadian centres: Vancouver/Victoria, British Columbia; Calgary, Alberta; and Toronto, Ontario. In this paper, we discuss the central learning-related themes which guided the study and are emerging in interesting ways in our analysis. These themes are identity, ethics and pedagogy/learning. We close by outlining the implications and contributions of this inquiry to the field of adult education. (Contains 2 notes.) (As Provided).
Anmerkungen	National Institute of Adult Continuing Education. Renaissance House, 20 Princess Road West, Leicester, LE1 6TP, UK. Tel: +44-1162-044200; Fax: +44-1162-044262; e-mail: enquiries@niace.org.uk; Web site: http://www.niace.org.uk/publications/academic-journals/studies#
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10