Learning to be Professionals

Acknowledgements.- PART A - FOCUS OF THE INQUIRY.- 1. A deepening crisis of confidence in the professions.- Contemporary context of professional practice.- A crisis of confidence re-visited.- Structure of the book.- 2. What is professional practice?.- What is a profession?.- Exploring professional practice.- A lifeworld perspective on professional practice.- Professional practice presupposes the lifeworld.- PART B - PROFESSIONAL EDUCATION AS PREPARATION.- 3. Investigating preparation for professional practice.- Technical rationality and the normative curriculum.- Problem-based learning.- Work-based learning.- Curriculum design for professional preparation.- 4. Professional education as a process of becoming.- Becoming professionals.- Ambiguities in becoming professionals.- Avoidance of addressing ontology in professional education.- Pursuing ontological education for the professions.- Letting learn.- PART C - PROFESSIONAL WAYS OF BEING.- 5. Contextualising professional ways of being.- A brief history of western medicine.- A biomedical model of medicine.- 6. Interplay between traditions and being professionals.- Disease in patients' lives.- Power relations between medical practitioners and patients.- Exposure of patients during physical examination.- Emotional demands of medical practice.- Being with people who seek help.- Social distancing in medical practice.- Gender and access to medical practice.- Medical practice as service provision .- 7. Learning professional ways of being.- Development over time: Unfolding professional ways of being.- Case 1: Karl.- Case 2: Lotta.- A synthesis: Karl and Lotta learning to be professionals.- PART D - IMPLICATIONS FOR PROFESSIONAL EDUCATION.- 8. Designing professional education: Where to from here?.- Beyond knowledge and skills in professional education.- Overcoming a theory/practice gap in curriculum design.- Professional education as preparation for practice.- Addressing ambiguity inprofessional practice.- Integrating ontology