Our scientific work´s focus is on the analysis of profession-related learning and development processes in the medical context. We pursue the goal of gaining a deeper, empirically and theoretically well-founded understanding of medical professionalism and professionalization. We set the following main focal points:
- Medical skills, their constant change and ways to promote the development of these skills
- Opportunities, challenges and effects of simulation-based, digital and reflective teaching/learning settings - including the involvement of real patients
- Attitudes, motives and practices of teachers in the medical context
- Doctors' professional identity and its development during studies and beyond - for example with regard to borderline situations such as dying and death as well as the experience of uncertainty and doubt. Furthermore, the embedding of professional identity processes and medical action in historical and social contexts
Our research also repeatedly results in innovative teaching and learning concepts that are implemented in medical studies and whose reception and effectiveness are investigated through accompanying research. The focus here is on the effectiveness of these concepts as well as the fit between learners, teachers and the teaching program.
In our research, we use and combine quantitative and qualitative research methods. This is why, in addition to its position in clinical medicine, the Chair thrives in terms of content and methodology on close collaboration with the key related sciences: educational science, sociology and psychology. This also shows in the deliberate professional diversity and interdisciplinary cooperation of the Chair´s academic staff.
