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DigitalDoctors

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Making Clinical Sense A comparative study of how doctors learn in digital times

Digital technologies are reconfiguring medical practices in ways we still don’t understand. This research project seeks to examine the impact of the digital in medicine by studying the role of pedagogical technologies in how docto... ver más

31/05/2023

UNIVERSITEIT MAAST...

1M€

Presupuesto del proyecto: 1M€

Líder del proyecto

UNIVERSITEIT MAASTRICHT No se ha especificado una descripción o un objeto social para esta compañía.

TRL 4-5

Fecha límite participación Sin fecha límite de participación.

Ver 2 Participantes

Financiación concedida El organismo H2020 notifico la concesión del proyecto el día 2023-05-31

ERC-StG-2015: ERC Starting Grant

I+D

Cerrada hace 10 años

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No hay información privada compartida para este proyecto. Habla con el coordinador.

2 Participantes

UNIVERSITEIT MAASTRICHT

1.36M€ | Lider

RADIACION Y MICROONDAS

255.98K€ | Participante

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Duración del proyecto: 87 meses Fecha Inicio: 2016-02-29
Fecha Fin: 2023-05-31

Líder del proyecto

UNIVERSITEIT MAASTRICHT No se ha especificado una descripción o un objeto social para esta compañía.

TRL 4-5

Presupuesto del proyecto 1M€

Fecha límite de participación Sin fecha límite de participación.

Descripción del proyecto Digital technologies are reconfiguring medical practices in ways we still don’t understand. This research project seeks to examine the impact of the digital in medicine by studying the role of pedagogical technologies in how doctors learn the skills of their profession. It focuses on the centuries-old skill of physical examination; a sensing of the body, through the body. Increasingly medical students are learning these skills away from the bedside, through videos, simulated models and in laboratories. My research team will interrogate how learning with these technologies impacts on how doctors learn to sense bodies. Through the rich case of doctors-in-training the study addresses a key challenge in social scientific scholarship regarding how technologies, particularly those digital and virtual, are implicated in bodily, sensory knowing of the world. Our research takes a historically-attuned comparative anthropology approach, advancing the social study of medicine and medical education research in three new directions. First, a team of three ethnographers will attend to both spectacular and mundane technologies in medical education, recognising that everyday learning situations are filled with technologies old and new. Second, it offers the first comparative social study of medical education with fieldwork in three materially and culturally different settings in Western and Eastern Europe, and West Africa. Finally, the study brings historical and ethnographic research of technologies closer together, with a historian conducting oral histories and archival research at each site. Findings will have impact in the social sciences and education research by advancing understanding of how the digital and other technologies are implicated in skills learning. The study will develop novel digital-sensory methodologies and boldly, a new theory of techno-perception. These academic contributions will have practical relevance by improving the training of doctors in digital times.

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