Ewa Pilhammar Andersson

Clinical teaching is a complex learning situation influenced by the learning content, the setting and the participants' actions and interactions. Few empirical studies have been conducted in order to explore how clinical supervision is carried out in authentic situations. In this study we explore how clinical teaching is carried out in a clinical environment with medical students.

Clinical experience has traditionally been highly valued in medical education and clinical healthcare. On account of its multi-faceted nature, clinical experience is mostly difficult to articulate, and is mainly expressed in clinical situations as professional approaches. Due to retirement, hospitals in Scandinavia will soon face a substantial decrease in the number of senior specialist doctors, and it has been discussed whether healthcare will suffer an immense loss of experienced-based knowledge when this senior group leaves the organization. Both senior specialists and junior colleagues are often involved in clinical education, but the way in which these two groups vary in professional approaches and contributions to clinical education has not been so well described. Cognitive psychology has contributed to the understanding of how experience may influence professional approaches, but such studies have not included the effect of differences in position and responsibilities that junior and senior doctors hold in clinical healthcare. In the light of the discussion above, it is essential to describe the professional approaches of senior doctors in relation to those of their junior colleagues. This study therefore aims to describe and compare the professional approaches of junior and senior doctors when making clinical judgements.

Although the duties and working conditions of registered, and enrolled nurses have previously been described from different perspectives, they have not been examined from the night nursing aspect. The aim of the study was to describe the night nursing staff's working experiences.

Health Care Pedagogics (HCP) is a subject developed at Gothenburg University, Sweden. In a historic perspective HCP is a new subject developed since the mid of the 1970's by foremost Professor Britt Johansson. The subject developed trough her work at the Department of Education and she worked for a new professorship. In 1993 Johansson became the first professor in HCP in Sweden and the establishment of the first Institute of Health Care Pedagogics was a fact. HCP's main research subjects are: Education and didactics, professional competence, evaluation and communication studies in health- and social care. The knowledge of HCP is recognized in Sweden but internationally little is known about HCP. The aim of this study was to elucidate the knowledge and research field in HCP presented in international studies and literature. The methodology used is literature review. The analyse consisted of the following four research questions: What is being researched? Who (or whom) are in focus? Which methods were used? Which perspectives are used? The result showed that 642 studies estimated to be within the research field of HCP. Education and didactics are internationally most researched. A new field of interest in HCP is communication studies in health and social care.