Background

Pedagogical processes connected to Quality Improvement-discourse in healthcare can be seen as either learning processes or influencing processes. The professionals can be seen as learning subjects or objects for desirable reforms. The pedagogical process takes place in an either bottom-up or top-down perspective. Both approaches exist integrated at the same time in the pedagogical practice of healthcare.

The evolution of clinical Microsystem entails a change of the hierarchical picture of the healthcare system. Politics and administration become supporters of the clinical Microsystems and not the other way round. What impact has the evolution of the clinical Microsystem meant to the co-existence of the pedagogical processes of learning and influence in a healthcare context?

Aim

The aim of the study is to qualify the conceptual framework of the clinical Microsystem from a pedagogical perspective.

Methods

Content analysis of the evolution of clinical Microsystem from a theoretical perspective of Dewey’s educational philosophy.

Anticipated contributions

Dewey’s intersubjective view of learning with communication as the tool of creating mutual knowledge, innovation and change in a democratic society is a suitable theory of understanding the pedagogical processes in the clinical Microsystem. The interactive pedagogic viewpoint changes focus from the individual to the social and societal perspective where communication between members is the fundament of the knowledge process. In the context of healthcare, and especially the context of the clinical Microsystem, the theory empowers professionals’ ability to create quality improvements.

References

Dewey, J. 1916. Demokrati och utbildning. Uddevalla: Daidalos 1997.