Nikolaj Stegeager

Bio: Nikolaj Stegeager is an academic researcher from Aalborg University. The author has contributed to research in topics: Transfer of training & Reflective practice. The author has an hindex of 5, co-authored 17 publications receiving 94 citations.

Professional identity formation in the transition from medical school to working life: a qualitative study of group-coaching courses for junior doctors

Abstract: The transition from student to medical doctor is challenging and stressful to many junior doctors. To practice with confidence and professionalism the junior doctors have to develop a strong professional identity. Various suggestions on how to facilitate formation of professional identity have been offered including the possible positive effect of group-coaching courses. The purpose of this study was to explore how group-coaching might facilitate professional identity formation among junior doctors in the transition period. Group-coaching courses comprising three whole-day sessions and five 2 h sessions during a period of 4 months were offered to junior doctors in the first years after graduation. The purpose was to support the participants’ professional development, ability to relate to patients, relatives and staff and career development. The coaches in this study had a background as health professionals combined with coaching educations. Data was obtained through observations, open-ended questionnaires and interviews. A generic thematic analysis was applied. Forty-five doctors participated in six coaching groups. The three main themes emerging in the sessions were: Adoption to medical culture, career planning, and work/life-balance. The junior doctors found the coaching intervention highly useful in order to cope with these challenges. Furthermore, the group was a forum where the junior doctors could share thoughts and feelings with colleagues without being afraid that this would endanger their professional career. Many found new ways to respond to everyday challenges mainly through a new awareness of patterns of thinking and feeling. The participants found that the group-coaching course supported their professional identity formation (thinking, feeling and acting as a doctor), adoption to medical culture, career planning and managing a healthy work/life-balance. Further studies in different contexts are recommended as well as studies using other methods to test the results of this qualitative study.

Applying a Danish Version of the Learning Transfer System Inventory and Testing It for Different Types of Education.

Abstract: The purpose of this study was to answer two research questions. First, will an exploratory factor analysis of a Danish version of the Learning Transfer System Inventory (LTSI) result in a factor structure which is consistent with the original American LTSI factor structure? Second, does the mean score in the factor analysis vary in a statistically significant way across different types of education, suggesting that the LTSI may be more suitable a measure in some educational contexts than others? To answer these questions survey data from 411 students following four different types of formal education – adult vocational training, academy profession programs, diploma programs and master's degree programs – were analysed. Principal component analysis was used to answer research question one. Factorial ANOVA was used to answer question two. The analysis resulted in fewer factors than in the original American LTSI. The study also found that the mean score differs in a statistically significant way between the different types of education. Specifically, LTSI may be more suitable in measuring transfer systems and therefore promoting transfer in relation to short courses offering training in specific skills than in relation to long-term continuing education.

Problem Based Learning in Continuing Education - Challenges and Opportunities

Abstract: This article presents the PBL model applied at Aalborg University in order to discuss research findings with regard to the educational effectiveness of the PBL model in securing an efficient transfer of learning from university driven continuing education to the context of the workplace. In recent years Aalborg University has seen a progressive PBL development with regard to our many new continuing educational programs. The empirical data applied in the article is collected from two qualitative Ph.D. studies. Drawing on research findings from these studies, we discuss why the PBL model, in spite of the intentions of closing the gap between education and working life, seems to have some important challenges. The discussion concludes by suggesting some pedagogical guidelines for the design of future PBL organized academic activities within continuing education.

Academic Vocational Training: Bridging the gap Between Educational Space and Work Space

Abstract: Danish society puts a high value on education which is traditionally seen as a crucial vehicle for development in all spheres of social and economic life. Large sums are spent on work‑related adult learning, an important example being academically based masters programs. Yet, the actual effects of such educational investment in terms of improved workplace efficiency remain obscure both with respect to the organization and the individual. The three authors of this article are all involved in planning, managing and teaching at masters programs at Aalborg University, Denmark. Programs are carefully designed with a view to strengthening the link between the educational space (the curriculum and academic priorities) and the students’ habitual working environment (the organizations from which they come). Starting from a theoretical viewpoint based on traditional learning theory, supplemented by research in the field of transfer of training, as well as on Donald A. Schon’s classic work on practicum as a crucial component in the training of practitioners, our article presents, and illustrates with examples, a framework for designing educational programs which can help make academic teaching relevant to production‑oriented life in organizations. The article may be read as a statement from which criteria for evaluating the said masters programs can be generated.

Experience and Education.

Abstract: Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Democracy and education.

Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.