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Fyrenius, Anna
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Publications (10 of 29) Show all publications
Hammar, M., Persson, A.-C., Fyrenius, A. & Antepohl, W. (2010). Obituray: Professor Björn Bergdahl - a pioneer in Swedish medical education [Letter to the editor]. Medical teacher, 32(9), 788-788
Open this publication in new window or tab >>Obituray: Professor Björn Bergdahl - a pioneer in Swedish medical education
2010 (English)In: Medical teacher, ISSN 0142-159X, E-ISSN 1466-187X, Vol. 32, no 9, p. 788-788Article in journal, Letter (Other academic) Published
Abstract [en]

Professor Björn Bergdahl, MD, one of the founders of the Faculty of Health Sciences (FHS) at Linköping University, passed away in March 2009. He left us all in grief and disbelief. How could we manage without him?

Professor Bergdahl graduated with a degree in medicine from Lund University and was recruited to the internal medicine clinic at the University Hospital of Linköping in 1968. After completing his postgraduate studies, he began to teach medical students in 1977. This was the start of a life-long commitment to medical education. He was the first clinical teacher in Sweden ever to be promoted to the position of professor on scientific as well as teaching merits....

Place, publisher, year, edition, pages
Informa Healthcare, 2010
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-59062 (URN)10.3109/0142159X.2010.505970 (DOI)000282894300022 ()
Available from: 2010-09-08 Created: 2010-09-08 Last updated: 2019-09-04Bibliographically approved
Persson, A.-C., Fyrenius, A. & Bergdahl, B. (2010). Perspectives on using multimedia scenarios in a PBL medical curriculum. Medical teacher, 32(9), 766-772
Open this publication in new window or tab >>Perspectives on using multimedia scenarios in a PBL medical curriculum
2010 (English)In: Medical teacher, ISSN 0142-159X, E-ISSN 1466-187X, Vol. 32, no 9, p. 766-772Article in journal (Refereed) Published
Abstract [en]

In 1999, the Faculty of Health Sciences at Linköping University, Sweden, started up a process of replacing text-based problem-based learning (PBL) scenarios with web-based multimedia-enhanced scenarios. This article brings together three studies of the results of this process and the experience gained from 10 years of implementation work. Results and conclusions: Adding multimedia to PBL scenarios makes them more realistic and thereby more motivating and stimulating for the student to process. The group process is not disrupted by the introduction of the computer in the group room. It is important to challenge the students by varying the scenarios perspective and design in order to get away from cue-seeking behaviors that might jeopardize a deep approach to learning. Scrutinizing all scenarios in a PBL curriculum can be used as a tool for improvement and renewal of the entire curriculum.

National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-59063 (URN)10.3109/01421591003688381 (DOI)
Available from: 2010-09-08 Created: 2010-09-08 Last updated: 2017-12-12
Silén, C., Wirell, S., Kvist, J., Nylander, E., Fyrénius, A. & Smedby, Ö. (2008). Advanced 3D visualization in student-centred medical education. Medical teacher, 30(5), e115-e124
Open this publication in new window or tab >>Advanced 3D visualization in student-centred medical education
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2008 (English)In: Medical teacher, ISSN 0142-159X, E-ISSN 1466-187X, Vol. 30, no 5, p. e115-e124Article in journal (Refereed) Published
Abstract [en]

BACKGROUND: Healthcare students have difficulties achieving a conceptual understanding of 3D anatomy and misconceptions about physiological phenomena are persistent and hard to address. 3D visualization has improved the possibilities of facilitating understanding of complex phenomena. A project was carried out in which high quality 3D visualizations using high-resolution CT and MR images from clinical research were developed for educational use. Instead of standard stacks of slices (original or multiplanar reformatted) volume-rendering images in the quicktime VR format that enables students to interact intuitively were included. Based on learning theories underpinning problem based learning, 3D visualizations were implemented in the existing curricula of the medical and physiotherapy programs. The images/films were used in lectures, demonstrations and tutorial sessions. Self-study material was also developed. AIMS: To support learning efficacy by developing and using 3D datasets in regular health care curricula and enhancing the knowledge about possible educational value of 3D visualizations in learning anatomy and physiology. METHOD: Questionnaires were used to investigate the medical and physiotherapy students' opinions about the different formats of visualizations and their learning experiences. RESULTS: The 3D images/films stimulated the students will to understand more and helped them to get insights about biological variations and different organs size, space extent and relation to each other. The virtual dissections gave a clearer picture than ordinary dissections and the possibility to turn structures around was instructive. CONCLUSIONS: 3D visualizations based on authentic, viable material point out a new dimension of learning material in anatomy, physiology and probably also pathophysiology. It was successful to implement 3D images in already existing themes in the educational programs. The results show that deeper knowledge is required about students' interpretation of images/films in relation to learning outcomes. There is also a need for preparations and facilitation principles connected to the use of 3D visualizations.

Place, publisher, year, edition, pages
UK: Informa Healthcare, 2008
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-21445 (URN)10.1080/01421590801932228 (DOI)000257114000014 ()18576181 (PubMedID)
Available from: 2009-10-02 Created: 2009-10-02 Last updated: 2017-12-13Bibliographically approved
Fyrenius, A. (2007). Dynamiskt lärande: En ämnesdidaktisk avhandling om fysiologiska fenomen och läkarstudentens lärande. (Doctoral dissertation). Institutionen för medicin och vård
Open this publication in new window or tab >>Dynamiskt lärande: En ämnesdidaktisk avhandling om fysiologiska fenomen och läkarstudentens lärande
2007 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

It is well known that the outcome of teaching and learning in higher education is often unsatisfactory. Earlier studies have shown that medical students often have a surface approach to their studies and that misconceptions of fundamental physiological phenomena are common. The aim of this thesis is to support educational practice in medicine, particularly in medical physiology. The thesis can be categorised as subject matter-specific education research, which means that questions about teaching and learning are closely linked to the subject studied. The researcher should be well acquainted with the subject in question. The subject area dealt with in this thesis is physiological phenomena related to cardiovascular pressure-flow relations.

The thesis consists of studies of 3-dimensional intra cardiac pressure-flow phenomena in the heart (studies 1 and 2) and studies of how students conceive of and develop an understanding of physiological phenomena related to blood pressure and blood pressure regulation (studies 3 and 4).

Flow in the left atrium as well as inflow-patterns to the left ventricle were studied. The 3-dimensional method elucidates vortical flow phenomena which were previously unknown. The findings could contribute to increasing physicians and technicians understanding of flow phenomena in the diagnosis and assessment of heart disease and to the further development of diagnostic methods. In the studies of learning and understanding of physiological phenomena, the findings point to new aspects of a deep approach to learning, which have to do with the students’ ability to change perspective and adopt a variety of learning strategies to a phenomenon (Moving) versus a tendency to hold on to one explanatory model (Holding). The study also investigates the students’ ability to identify and apply fundamental physiological principles as well as how they conceive of the importance of detailed knowledge for understanding of physiology. The findings point to differences in the students’ conceptions of physiological principles. A problemising approach, which includes not only causally described relations, indicates a more complex conception of physiological phenomena. The study shows aspects of understanding which are seldom assessed in examinations.

The findings indicate a connection between the students’ approaches to learning and the quality of their understanding of fundamental physiological principles. In the thesis, teaching interventions are proposed in order to stimulate dynamic learning and a learning environment where students are not afraid to challenge their conceptions in order to acquire a rich and nuanced picture of physiological phenomena.

Place, publisher, year, edition, pages
Institutionen för medicin och vård, 2007
Series
Linköping University Medical Dissertations, ISSN 0345-0082 ; 976
Keywords
Lärande, Förståelse, Fysiologi
National Category
Physiology
Identifiers
urn:nbn:se:liu:diva-9026 (URN)91-85643-34-3 (ISBN)
Public defence
2007-01-18, Berzeliussalen, Campus US, Universitetssjukhuset, Lihköping, 13:00 (English)
Opponent
Supervisors
Available from: 2007-06-04 Created: 2007-06-04 Last updated: 2018-01-13
Smedby, Ö., Wirell, S., Kvist, J., Silén, C., Göran, P., Fyrenius, A. & Nylander, E. (2007). Interactive volume rendering 3D images for anatomy learning on low-end computers. In: ECR - European Congress of Radiology,2007.
Open this publication in new window or tab >>Interactive volume rendering 3D images for anatomy learning on low-end computers
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2007 (English)In: ECR - European Congress of Radiology,2007, 2007Conference paper, Published paper (Other academic)
Abstract [en]

  

National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-38273 (URN)43385 (Local ID)43385 (Archive number)43385 (OAI)
Available from: 2009-10-10 Created: 2009-10-10 Last updated: 2015-03-24
Fyrenius, A., Wirell, S. & Silén, C. (2007). Student approaches to achieving understanding ― Approaches to learning revisited. Studies in Higher Education, 32(2), 149-165
Open this publication in new window or tab >>Student approaches to achieving understanding ― Approaches to learning revisited
2007 (English)In: Studies in Higher Education, ISSN 0307-5079, Vol. 32, no 2, p. 149-165Article in journal (Refereed) Published
Abstract [en]

This article presents a phenomenographic study that investigates students' approaches to achieving understanding. The results are based on interviews, addressing physiological phenomena, with 16 medical students in a problem-based curriculum. Four approaches—sifting, building, holding and moving—are outlined. The holding and moving approaches describe variations in deep-level processing. The moving approach is characterised by an intention to continuously refine understanding in an open-ended process. The student strives for a change in perspective and deliberately creates actions that are rich in variation and challenge. The holding approach is characterised by an intention to reach a final goal. This is achieved by high degrees of structure and control in the learning act. Understanding is sometimes sealed, 'held on to' and can be threatened by new input and other students' viewpoints. The study also shows how students deal with details when constructing understanding of wholes.

National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-14556 (URN)10.1080/03075070701267194 (DOI)
Available from: 2007-06-04 Created: 2007-06-04 Last updated: 2018-02-06
Fyrenius, A., Silén, C. & Wirell, S. (2007). Students' conceptions of underlying principles in medical physiology: An interview study of medical students understanding in a PBL curriculum. Advances in Physiology Education, 31, 364-369
Open this publication in new window or tab >>Students' conceptions of underlying principles in medical physiology: An interview study of medical students understanding in a PBL curriculum
2007 (English)In: Advances in Physiology Education, ISSN 1043-4046, E-ISSN 1522-1229, Vol. 31, p. 364-369Article in journal (Refereed) Published
Abstract [en]

Medical physiology is known to be a complex area where students develop significant errors in conceptual understanding. Students’ knowledge is often bound to situational descriptions rather than underlying principles. This study explores how medical students discern and process underlying principles in physiology. Indepth interviews, where students elaborated on principles related to blood pressure and blood pressure regulation, were carried out with 16 medical students in a problem-based learning curriculum. A qualitative, phenomenographic approach was used, and interviews were audiotaped, transcribed, qualitatively analyzed, and categorized. Four categories were outlined. The underlying principles were conceived as follows: 1) general conditions for body function at a specified time point, 2) transferable phenomena between organ systems and time points, 3) conditionally transferable phenomena between organ systems and time points, and 4) cognitive constructions of limited value in medical physiology. The results offers insights into students’ thinking about underlying principles in physiology and suggest how understanding can be challenged to stimulate deep-level processing of underlying principles rather than situational descriptions of physiology. A complex conception of underlying principles includes an ability to problemize phenomena beyond long causal reasoning chains, which is often rewarded in traditional examinations and tests. Keywords for problemized processing are as follows: comparisons, differences, similarities, conditions, context, relevance, multiple sampling, connections, and dependencies.

Keywords
general models, phenomenography, problem-based learning
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-14557 (URN)10.1152/advan.00108.2006 (DOI)
Available from: 2007-06-04 Created: 2007-06-04 Last updated: 2017-12-13
Forsum, U. & Fyrenius, A. (2006). Annorlunda kurslitteratur. Skönlitteratur en del av läkarutbildningen i Linköping.. Läkartidningen, 103(35), 2483-2484
Open this publication in new window or tab >>Annorlunda kurslitteratur. Skönlitteratur en del av läkarutbildningen i Linköping.
2006 (Swedish)In: Läkartidningen, ISSN 0023-7205, E-ISSN 1652-7518, Vol. 103, no 35, p. 2483-2484Article in journal (Other academic) Published
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-35140 (URN)25065 (Local ID)25065 (Archive number)25065 (OAI)
Available from: 2009-10-10 Created: 2009-10-10 Last updated: 2017-12-13
Bergdahl, B., Fyrenius, A. & Persson, A.-C. (2006). EDIT-projekti. PBL: n verkkoskenaariot haastavat opiskelijat ajattelemaan. In: Timo Portimojärvi (Ed.), Ongelmapaperustaisen oppomisen verkko: . Tampere: Timo portimojärvi
Open this publication in new window or tab >>EDIT-projekti. PBL: n verkkoskenaariot haastavat opiskelijat ajattelemaan
2006 (Finnish)In: Ongelmapaperustaisen oppomisen verkko / [ed] Timo Portimojärvi, Tampere: Timo portimojärvi , 2006, p. -196Chapter in book (Other academic)
Abstract [fi]

  Kirjassa yhdistyy kaksi runsaasti huomiota saanutta oppimisen, opiskelun ja opetuksen näkökulmaa - välillä yhdessä välillä erikseen. Ongelmaperustainen oppiminen on jo vakiintunut useissa oppilaitoksissa, ja verkko-opiskelu lisääntyy ja kehittyy joustavan opiskelun muotona. Kirja on ensimmäinen suomalainen ongelmaperustaisen oppimisen ja verkko-opiskelun yhdistämiseen keskittyvä kirja.

Place, publisher, year, edition, pages
Tampere: Timo portimojärvi, 2006
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-37758 (URN)38328 (Local ID)9789514468216 (ISBN)951446821X (ISBN)38328 (Archive number)38328 (OAI)
Available from: 2009-10-10 Created: 2009-10-10 Last updated: 2013-09-03Bibliographically approved
Bergdahl, B., Eintrei, C., Fyrenius, A., Hultman, P., Ledin, T. & Theodorsson, E. (2006). In the Forefront of Development:The New Undergraduate Medical Curriculu (1ed.). In: Mats Hammar, Björn Bergdahl, Lena Öhman (Ed.), Celebrating the Past by Expanding the Future: The Faculty of Health Science, Linköping University 1986–2006: (pp. 98-102). Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>In the Forefront of Development:The New Undergraduate Medical Curriculu
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2006 (English)In: Celebrating the Past by Expanding the Future: The Faculty of Health Science, Linköping University 1986–2006 / [ed] Mats Hammar, Björn Bergdahl, Lena Öhman, Linköping: Linköping University Electronic Press, 2006, 1, p. 98-102Chapter in book (Other academic)
Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2006 Edition: 1
Series
Medical Faculty report, ISSN 1652-3598, E-ISSN 1652-3601 ; 3
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-99363 (URN)91-85643-07-6 (ISBN)
Available from: 2013-10-16 Created: 2013-10-16 Last updated: 2018-02-12
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