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Abrandt Dahlgren, MadeleineORCID iD iconorcid.org/0000-0001-5066-8728
Alternative names
Publications (10 of 138) Show all publications
Wiggins, S., Abrandt Dahlgren, M., Ekstedt, M., Hammar Chiriac, E., Larsson Torstensdotter, G. & Törnqvist, T. (2018). Being a professional, or just being a student? A discursive analysis of video-recorded interprofessional learning tutorials in a medical faculty. In: : . Paper presented at NU2018, 9-11 oktober 2018, Västerås, Sweden. Västerås
Open this publication in new window or tab >>Being a professional, or just being a student? A discursive analysis of video-recorded interprofessional learning tutorials in a medical faculty
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2018 (English)Conference paper, Oral presentation only (Other academic)
Place, publisher, year, edition, pages
Västerås: , 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-152174 (URN)
Conference
NU2018, 9-11 oktober 2018, Västerås, Sweden
Available from: 2018-10-19 Created: 2018-10-19 Last updated: 2018-10-31
Reichenpfader, U., Wickström, A., Nilsen, P., Abrandt Dahlgren, M. & Carlfjord, S. (2018). Medi(c)ation work in the emergency department: Making standardized practice work. Professions & Professionalism, 8(2), Article ID e2298.
Open this publication in new window or tab >>Medi(c)ation work in the emergency department: Making standardized practice work
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2018 (English)In: Professions & Professionalism, ISSN 1893-1049, E-ISSN 1893-1049, Vol. 8, no 2, article id e2298Article in journal (Refereed) Published
Abstract [en]

Medication review, the systematic examination of an individual patient’s medicines in order to improve medication therapy, has been advocated as an important patient safety measure. Despite widespread use, little is known about how medication review is conducted when implemented in routine health care. Drawing from an ethnographic case study in a Swedish emergency department and using a practice-based approach, we examine how medication review is practically accomplished and how knowledge is mobilized in everyday practice. We show how physicians construct and negotiate medication safety through situated practices and thereby generate knowledge through mundane activities. We illustrate the centrality of practitioners’ collective reflexive work when co-constructing meaning and argue here that practitioners’ local adaptations can serve as important prerequisites to make “standardized” practice function in everyday work. Organizations need to build a practical capacity to support practitioners’ work-based learning in messy and time-pressured  health care  settings.

Keywords
practice-based study, ethnography, practical knowledge, professional practice, medication review, implementation, patient safety
National Category
Other Health Sciences
Identifiers
urn:nbn:se:liu:diva-151815 (URN)10.7577/pp.2298 (DOI)
Available from: 2018-10-04 Created: 2018-10-04 Last updated: 2019-04-10
Wiggins, S., Abrandt Dahlgren, M., Ekstedt, M., Hammar Chiriac, E., Larsson Torstensdotter, G. & Törnqvist, T. (2018). On doing ‘being a student amongst other kinds of students’: Managing academic identities in an interprofessional tutorial group. In: : . Paper presented at 5th International Conference on Conversation Analysis (ICCA),15 July 2018, Loughborough University, UK.
Open this publication in new window or tab >>On doing ‘being a student amongst other kinds of students’: Managing academic identities in an interprofessional tutorial group
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2018 (English)Conference paper, Oral presentation only (Other academic)
National Category
Psychology Pedagogy
Identifiers
urn:nbn:se:liu:diva-152177 (URN)
Conference
5th International Conference on Conversation Analysis (ICCA),15 July 2018, Loughborough University, UK
Available from: 2018-10-19 Created: 2018-10-19 Last updated: 2018-10-31
Abrandt Dahlgren, M., Gustavsson, M. & Fejes, A. (2018). Professional practice, education and learning: A sociomaterial perspective. Studies in Continuing Education, 40(3), 239-241
Open this publication in new window or tab >>Professional practice, education and learning: A sociomaterial perspective
2018 (English)In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 40, no 3, p. 239-241Article in journal, Editorial material (Other academic) Published
Place, publisher, year, edition, pages
Taylor & Francis, 2018
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-150401 (URN)10.1080/0158037X.2018.1508174 (DOI)000442433800001 ()
Available from: 2018-08-22 Created: 2018-08-22 Last updated: 2019-04-11Bibliographically approved
Abrandt Dahlgren, M., Gustavsson, M. & Fejes, A. (Eds.). (2017). Book of Abstracts: 3rd International ProPEL Conference 2017, 14-16 June 2017, Hosted by Linköping University, Sweden. Paper presented at 3rd International ProPEL Conference 201714-16 June 2017, Linköping University, Sweden. Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>Book of Abstracts: 3rd International ProPEL Conference 2017, 14-16 June 2017, Hosted by Linköping University, Sweden
2017 (English)Conference proceedings (editor) (Other academic)
Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2017. p. 81
National Category
Pedagogy Learning
Identifiers
urn:nbn:se:liu:diva-148794 (URN)
Conference
3rd International ProPEL Conference 201714-16 June 2017, Linköping University, Sweden
Available from: 2018-06-19 Created: 2018-06-19 Last updated: 2018-06-19Bibliographically approved
Nyström, S., Dahlberg, J., Edelbring, S., Hult, H. & Abrandt Dahlgren, M. (2017). Continuing professional development: pedagogical practices of interprofessional simulation in health care. Studies in Continuing Education, 39(3), 303-319
Open this publication in new window or tab >>Continuing professional development: pedagogical practices of interprofessional simulation in health care
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2017 (English)In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 39, no 3, p. 303-319Article in journal (Refereed) Published
Abstract [en]

The increasing complexity of health care practice makes continuing professional development (CPD) essential for health care professionals. Simulation-based training is a CPD activity that is often applied to improve interprofessional collaboration and the quality of care. The aim of this study is to explore simulation as a pedagogical practice for the CPD of health care professionals. Specifically, the study focuses on how a professional development activity, the simulation, is enacted to support interprofessional collaboration and learning. A practice theory perspective is used as the theoretical framework. In this, the professional practice is conceptualised as being embodied, relational and situated in sociomaterial arrangements. Ten introduction and reflection sessions following interprofessional full-scale manikin-based simulations with professionals were video-recorded. The recordings were analysed following a stepwise qualitative collaborative approach developed for the purpose. The key findings suggest that the professional competence activity is enacted and interconnected with and governed by historical traditions of institutional teaching practices as well as simulation practices. Despite the intentions of team and interprofessional training, the institutional teaching and simulation practices constrain and hinder the intended outcomes of professional development in interprofessional collaboration.

Place, publisher, year, edition, pages
Routledge, 2017
Keywords
Continuing professional development, healthcare, interprofessional collaboration, simulation, practice theory, qualitative video analysis
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-138028 (URN)10.1080/0158037X.2017.1333981 (DOI)000410888200005 ()
Funder
Swedish Research Council
Note

Funding agencies: Swedish Research Council

Available from: 2017-06-07 Created: 2017-06-07 Last updated: 2018-04-18Bibliographically approved
Escher, C., Rystedt, H., Creutzfeldt, J., Meurling, L., Nyström, S., Dahlberg, J., . . . Abrandt Dahlgren, M. (2017). Method matters: impact of in-scenario instruction on simulation-based teamwork training. Advances in Simulation, 2(25)
Open this publication in new window or tab >>Method matters: impact of in-scenario instruction on simulation-based teamwork training
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2017 (English)In: Advances in Simulation, E-ISSN 2059-0628, Vol. 2, no 25Article in journal (Refereed) Published
Abstract [en]

Background

The rationale for introducing full-scale patient simulators in training to improve patient safety is to recreate clinical situations in a realistic setting. Although high-fidelity simulators mimic a wide range of human features, simulators differ from the body of a sick patient. The gap between the simulator and the human body implies a need for facilitators to provide information to help participants understand scenarios. The authors aimed at describing different methods that facilitators in our dataset used to provide such extra scenario information and how the different methods to convey information affected how scenarios played out.

Methods

A descriptive qualitative study was conducted to examine the variation of methods to deliver extra scenario information to participants. A multistage approach was employed. The authors selected film clips from a shared database of 31 scenarios from three participating simulation centers. A multidisciplinary research team performed a collaborative analysis of representative film clips focusing on the interplay between participants, facilitators, and the physical environment. After that, the entire material was revisited to further examine and elaborate the initial findings.

Results

The material displayed four distinct methods for facilitators to convey information to participants in simulation-based teamwork training. The choice of method had impact on the participating teams regarding flow of work, pace, and team communication. Facilitators’ close access to the teams’ activities when present in the simulation suite, either embodied or disembodied in the simulation, facilitated the timing for providing information, which was critical for maintaining the flow of activities in the scenario. The mediation of information by a loudspeaker or an earpiece from the adjacent operator room could be disturbing for team communication.

Conclusions

In-scenario instruction is an essential component of simulation-based teamwork training that has been largely overlooked in previous research. The ways in which facilitators convey information about the simulated patient have the potential to shape the simulation activities and thereby serve different learning goals. Although immediate timing to maintain an adequate pace is necessary for professionals to engage in training of medical emergencies, novices may gain from a slower tempo to train complex clinical team tasks systematically.

Place, publisher, year, edition, pages
BioMed Central, 2017
Keywords
Crew resource management; Cueing; Facilitator; Fidelity; Healthcare; Instructor; Interprofessional education; Simulation; Teamwork; Video analysis
National Category
Interaction Technologies
Identifiers
urn:nbn:se:liu:diva-146346 (URN)10.1186/s41077-017-0059-9 (DOI)29450026 (PubMedID)
Available from: 2018-04-07 Created: 2018-04-07 Last updated: 2018-05-04Bibliographically approved
Nyström, S., Dahlberg, J., Edelbring, S., Hult, H. & Abrandt Dahlgren, M. (2016). Debriefing practices in interprofessional simulation with students: A sociomaterial perspective. BMC Medical Education, 16(148), 1-8
Open this publication in new window or tab >>Debriefing practices in interprofessional simulation with students: A sociomaterial perspective
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2016 (English)In: BMC Medical Education, ISSN 1472-6920, E-ISSN 1472-6920, Vol. 16, no 148, p. 1-8Article in journal (Refereed) Published
Abstract [en]

Background: The debriefing phase is an important feature of simulation activities for learning. This study applies a sociomaterial perspective on debriefing in interprofessional simulation with medical and nursing students. Sociomaterial perspectives are increasingly being used in order to understand professional practice and learning in new ways, conceptualising professional practice as being embodied, relational and situated in sociomaterial relations. The aim of the study is to explore how debriefing is carried out as a practice supporting students’ interprofessional learning.

Methods: Eighteen debriefing sessions following interprofessional full-scale manikin-based simulation with nursing and medical students from two different universities were video-recorded and analysed collaboratively by a team of researchers, applying a structured scheme for constant comparative analysis.

Results: The findings show how debriefing is intertwined with, and shaped by social and material relationships. Two patterns of enacting debriefing emerged. Debriefing as algorithm was enacted as a protocol-based, closed inquiry approach. Debriefing as laissez-faire was enacted as a loosely structured collegial conversation with an open inquiry approach.

Conclusion: The findings indicate that neither an imposed structure of the debriefing, nor the lack of structure assured interprofessional collaboration to emerge as a salient topic for reflection, even though that was an explicit learning objective for the simulation. 

Place, publisher, year, edition, pages
BioMed Central, 2016
Keywords
Simulation, Undergraduate health professions education, Multiprofessional, Professionalism, Medical education research methodology
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-128252 (URN)10.1186/s12909-016-0666-5 (DOI)000375990000001 ()27189483 (PubMedID)
Note

Funding agencies: Swedish Research Council

Available from: 2016-05-24 Created: 2016-05-24 Last updated: 2017-11-30
Nyström, S., Dahlberg, J., Hult, H. & Abrandt Dahlgren, M. (2016). Enacting simulation: A sociomaterial perspective on students’ interprofessional collaboration. Journal of Interprofessional Care, 30(4), 441-447
Open this publication in new window or tab >>Enacting simulation: A sociomaterial perspective on students’ interprofessional collaboration
2016 (English)In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 30, no 4, p. 441-447Article in journal (Refereed) Published
Abstract [en]

Full-scale simulation exercises are becoming more common as an educational feature of the under- graduate training of health professionals. This study explores how interprofessional collaboration is enacted by the participating students. Practice theory is used as the theoretical framework for a field study of two naturalistic educational settings, when medical and nursing students come together to practice in a simulated emergency situation, where a manikin is replacing the patient. Eighteen sessions of simulations were observed, and data were collected through standardised video recordings that were analysed collaboratively. To ensure transparency and scientific rigour, a stepwise constant comparative analysis was conducted, in which individual observations within and across single video recordings were compared, negotiated and eventually merged. The findings show that the student teams relate to the manikin as a technical, medical, and human body, and that interprofessional knowings and enactments emerge as a fluid movement between bodily positioning in synchrony and bodily positioning out of synchrony in relation to the sociomaterial arrangements. The findings are related to contemporary theorisations of practice comprising an integrated view of body and mind, and it is discussed how the findings can be used in simulation exercises to support participants’ learning in new ways. 

Place, publisher, year, edition, pages
Taylor & Francis, 2016
Keywords
Healthcare; interprofessional collaboration; learning; practice theory; qualitative video analysis; simulation education
National Category
Learning Pedagogy
Identifiers
urn:nbn:se:liu:diva-128254 (URN)10.3109/13561820.2016.1152234 (DOI)000379539100006 ()27197005 (PubMedID)
Note

Funding agencies: Swedish Research Council

Available from: 2016-05-24 Created: 2016-05-24 Last updated: 2017-11-30
Nyström, S., Dahlberg, J., Hult, H. & Abrandt Dahlgren, M. (2016). Observing of interprofessional collaboration in simulation: A socio-material approach. Journal of Interprofessional Care, 30(6), 710-716
Open this publication in new window or tab >>Observing of interprofessional collaboration in simulation: A socio-material approach
2016 (English)In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 30, no 6, p. 710-716Article in journal (Refereed) Published
Abstract [en]

Simulation exercises are becoming more common as an educational feature of the undergraduate training of health professionals. Not all students participate in these activities, but are assigned as observers of the actual simulation. This article presents a study that explored how social-material arrangements for observation of interprofessional collaboration in a simulated situation are enacted and how these observations are thematised and made relevant for learning. The empirical data consisted of 18 standardised video recordings of medical and nursing students observing their peer students simulate. Practice theory is used to show how observation is embodied, relational, and situated in social-material relations. The findings show two emerging ways of enacting observation—proximate observation and distant observation. The enactments are characterised by different socio-material arrangements concerning the location where the simulation took place and its material set-up as well as embodied “doings” and “relatings” between the observing students and instructors. The observing students are participating in a passive, normative position as an audience and as judges of what is correct professional behaviour.

Place, publisher, year, edition, pages
Taylor & Francis, 2016
Keywords
Healthcare, interprofessional collaboration, observation, practice theory, qualitative video analysis, simulation education
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-130479 (URN)10.1080/13561820.2016.1203297 (DOI)000387546800004 ()27436691 (PubMedID)
Projects
SIMIPL
Funder
Swedish Research Council
Note

Funding agencies: Swedish Research Council

Available from: 2016-08-09 Created: 2016-08-09 Last updated: 2017-11-28
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-5066-8728

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