Dannelse og tværprofessionalitet i sundhedsuddannelse

In this article, we explore the relevance of a focus on professional formation (Bildung) in health education in the context of interprofessionalism as a condition for working in health care. We outline general aspects of the concept of professional formation and distinguish two key elements: an adaptation and a transgression orientation. We argue that a transgression orientation is important in health education and professional formation today. Partly as an end in itself, given fundamental features of human existence, partly because the interprofessional demand in health professional work means that the distinction between adaptation and transgression orientation collapses: adaptation to contemporary conditions in health care requires, both a temporal and a spatial transgression orientation in the form of a perspective flexibility that allows the development of new professional perspectives as well as the appropriate consideration of different existing professional perspectives. Drawing on considerations of philosophy of existence, and on qualitative interviews with practicum teachers, we highlight key conditions and obstacles for a focus on professional formation to be feasible in clinical education. Among other things, we highlight knowledge of and experience with each other's professions, a common cause and professional goals, and not least an educational mindset and a learning culture that is not too rigid and over-controlling. On the other hand, it is important to focus on first-hand experience of interprofessionality framed by good communication and shared reflections on interprofessional practice. The latter is hampered by different professional languages and identities, physical distance between clinical practice and the workplace, and by a lack of knowledge of and experience with each other's professional practices, a common cause and professional goals, and, not least, an educational mindset and a learning culture that is not too rigid and over-controlling. On the other hand, it is important to focus on first-hand experience of interprofessionality framed by good communication and shared reflections on practice. The latter is hampered by different professional languages and identities, physical distance between clinical practice sites and pressure on resources in both health care and training.