| 000 | 01645cam a2200253 4500500 | ||
|---|---|---|---|
| 005 | 20251116010911.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aBastard, Irène _eauthor |
| 700 | 1 | 0 |
_aEloy, Florence _eauthor |
| 700 | 1 | 0 |
_aFrançois, Sébastien _eauthor |
| 700 | 1 | 0 |
_aGilliotte, Quentin _eauthor |
| 700 | 1 | 0 |
_aGuittet, Emmanuelle _eauthor |
| 700 | 1 | 0 |
_aJouan, Marine _eauthor |
| 700 | 1 | 0 |
_aLegon, Tomas _eauthor |
| 700 | 1 | 0 |
_aMille, Muriel _eauthor |
| 700 | 1 | 0 |
_aTrably, Laurianne _eauthor |
| 245 | 0 | 0 | _a“We give him 5/5” |
| 260 | _c2025. | ||
| 500 | _a82 | ||
| 520 | _aProfessional knowledge is increasingly being updated online, through largely invisible training mechanisms. This article looks at the case of doctors. After analysing the controversy surrounding the new compulsory professional training system launched by the government (DPC) and strongly opposed by the medical profession, I examine how doctors update their skills informally, using various digital tools such as peer interaction, web browsing and tutorials. At the heart of this article is a model for analysing the intermediation between doctors seeking to update their knowledge and different types of experts. This model distinguishes between three types of knowledge: reference knowledge, practical knowledge, and explanatory knowledge designed for patients. It examines the types of recognition that enable doctors and patients to choose the knowledge they are seeking. | ||
| 786 | 0 | _nRéseaux | 252 | 4 | 2025-10-07 | p. 335-353 | 0751-7971 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/revue-reseaux-2025-4-page-335?lang=en&redirect-ssocas=7080 |
| 999 |
_c1562866 _d1562866 |
||