Table 2 Key findings based on the questions and definitions in the modules “Orofacial pain and jaw function 1 and 2”
From: Literacy as part of professional knowing in a Swedish dental education
Discipline | Field of study, academic subject |
Field of study: the Study Programme in Dentistry | |
Academic subject: Orofacial Pain and Jaw Function | |
Question | How do genres/modes vary across the two modules? |
Teachers: from PowerPoints based on course literature, including teachers´ clinical experiences, to clinical instructions | |
Students: from academic notes to clinical literacy | |
Genre | What types of text occurs across the modules? |
Teachers: PowerPoints based on course literature, complemented with teachers’ clinical experiences, and clinical instructions. | |
Students: notes | |
Genre modes | What regularized, organized sets of resources for meaning-making are made available for students? |
Speech: examples of teachers’ clinical experiences. | |
Handout copies of slides: anatomical, physiological, and pathological illustrations, photographs as well as video-clips. | |
Clinical instructions: written instructions step-by-step including illustrations and photographs, demonstrations including speech, gaze, gestures and hands-on movements. | |
Digital resources: online-accessible web-platform (CANVAS) with information regarding course-information, e-examination as well as handout copies of slides and clinical instructions. | |
Switching/ transformation | Changing meanings and representations from one mode (e.g. speech) into another mode (e.g. writing), often involving a different mix of both modes (e.g. writing and layout) |
Teachers: Exemplifying text using white-board, gestures, teachers’ sharing of clinical experiences | |
Students: Questions to text, to teachers´ clinical experiences, to clinical instructions |