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Antepohl, Wolfram
Publications (10 of 13) Show all publications
Wahman, K., Nilsson, E., Antepohl, W., Samuelsson, K., Åkesson, E., Kuhlefelt Sandberg, A. & Augutis, M. (2019). Translation and validation of two International Spinal Cord Injury (SCI) Data Sets: a modified process. Spinal cord series and cases, 5, Article ID 105.
Open this publication in new window or tab >>Translation and validation of two International Spinal Cord Injury (SCI) Data Sets: a modified process
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2019 (English)In: Spinal cord series and cases, ISSN 2058-6124, Vol. 5, article id 105Article in journal (Refereed) Published
Abstract [en]

Study design: A descriptive design was used of a reflective process of problem solving among individuals working together to improve the process of translating.

Setting: Sweden.

Objectives: The aim of this study was to describe a modified process for translation and validation of the International Spinal Cord Injury (SCI) Quality of Life (QoL) and Activity and Participation (A&P) Basic Data Sets from English into Swedish.

Methods: The process of translation followed the Executive Committee for the International SCI Standards and Data Sets (ECSCI) recommendations. The initial translation was performed by translators. Experts in SCI were then assembled to scrutinize the translations and to reach a consensus for defining a final version.

Results: The whole process was time consuming. To save time in future translations, the start-up planning is of great importance. To identify appropriate participants with knowledge and interest to be part of the project is crucial. In addition, the consensus meetings, when scrutinizing the translated International SCI Data Sets, should be well prepared and structured. We identified a few steps that could make the process more efficient.

Conclusions: By adding a few steps as well as defining the role of a project coordinator, we believe that future translations of the International SCI Data Sets for non-English-speaking countries could be facilitated.

Place, publisher, year, edition, pages
Nature Publishing Group, 2019
Keywords
Health occupations; Outcomes research
National Category
Design
Identifiers
urn:nbn:se:liu:diva-164719 (URN)10.1038/s41394-019-0250-4 (DOI)31871770 (PubMedID)2-s2.0-85077203150 (Scopus ID)
Available from: 2020-03-31 Created: 2020-03-31 Last updated: 2020-04-06Bibliographically approved
Engström, M., Karlsson, M., Crone, M., Ragnehed, M., Antepohl, W., Landtblom, A.-M. & Lundberg, P. (2010). Clinical fMRI of language function in aphasic patients: Reading paradigm successful, while word generation paradigm fails. Acta Radiologica, 51(6), 679-686
Open this publication in new window or tab >>Clinical fMRI of language function in aphasic patients: Reading paradigm successful, while word generation paradigm fails
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2010 (English)In: Acta Radiologica, ISSN 0284-1851, E-ISSN 1600-0455, Vol. 51, no 6, p. 679-686Article in journal (Refereed) Published
Abstract [en]

Background: In fMRI examinations, it is very important to select appropriate paradigms assessing the brain function of interest. In addition, the patients ability to perform the required cognitive tasks during fMRI must be taken into account. Purpose: To evaluate two language paradigms, word generation and sentence reading for their usefulness in examinations of aphasic patients and to make suggestions for improvements of clinical fMRI. Material and Methods: Five patients with aphasia after stroke or trauma sequelae were examined by fMRI. The patients language ability was screened by neurolinguistic tests and elementary pre-fMRI language tests. Results: The sentence-reading paradigm succeeded to elicit adequate language-related activation in perilesional areas whereas the word generation paradigm failed. These findings were consistent with results on the behavioral tests in that all patients showed very poor performance in phonemic fluency, but scored well above mean at a reading comprehension task. Conclusion: The sentence-reading paradigm is appropriate to assess language function in this patient group, while the word-generation paradigm seems to be inadequate. In addition, it is crucial to use elementary pre-fMRI language tests to guide the fMRI paradigm decision.

Place, publisher, year, edition, pages
Informa Healthcare, 2010
Keywords
fMRI; aphasia; language; word generation; sentence completion
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-58176 (URN)10.3109/02841851003753456 (DOI)000280219400012 ()
Note
Original Publication: Maria Engström, Marie Karlsson, Marie Crone, Mattias Ragnehed, Wolfram Antepohl, Anne-Marie Landtblom and Peter Lundberg, Clinical fMRI of language function in aphasic patients: Reading paradigm successful, while word generation paradigm fails, 2010, Acta Radiologica, (51), 6, 679-686. http://dx.doi.org/10.3109/02841851003753456 Copyright: Informa Healthcare http://informahealthcare.com/Available from: 2010-08-11 Created: 2010-08-09 Last updated: 2017-12-12
Antepohl, W., Dahle, C., Sjöberg, F. & Thorfinn, J. (2010). Interleukin-8 is elevated in cerebrospinal fluid following high-voltage electrical injury with late-onset paraplegia suggesting neuronal damage at the microlevel as causative factor. Burns, 36(3), e7-e9
Open this publication in new window or tab >>Interleukin-8 is elevated in cerebrospinal fluid following high-voltage electrical injury with late-onset paraplegia suggesting neuronal damage at the microlevel as causative factor
2010 (English)In: Burns, ISSN 0305-4179, E-ISSN 1879-1409, Vol. 36, no 3, p. e7-e9Article in journal (Refereed) Published
Abstract [en]

The patient, a 31-year-old male, sustained an electric burn injury (16 kV, AC/DC) while working with electric power lines. He was acutely admitted to a national burn center in Southeast Sweden, where burns equalling 29% of the total body surface area were noted. The burns were located at the front of the abdomen, upper arms bilaterally, and the left hip region, and the lesions were estimated to be mainly of the dermal type, what was believed initially to be caused mainly by an electric flash. There were no obvious entry or exit sites of the electric current. However, myoglobin in plasma was elevated as a sign of muscular degradation, suggesting that at least some current had passed through the tissues. According to the paramedic report there was an episode of a few minutes of unconsciousness immediately after the injury, but the patient was fully awake and alert on admission. There was no concomitant trauma.

Place, publisher, year, edition, pages
Pergamon Press, 2010
National Category
Anesthesiology and Intensive Care
Identifiers
urn:nbn:se:liu:diva-64294 (URN)10.1016/j.burns.2008.11.012 (DOI)19303217 (PubMedID)
Available from: 2011-01-21 Created: 2011-01-18 Last updated: 2017-12-11Bibliographically approved
Kihlström, L., Borna, P., Björgell, O., Karlander, S., Johansson, A., Kling, A., . . . Antepohl, W. (2010). Nätverk för övergripande studierektorer föreslår kompetensmål för ST-handledare. Läkartidningen, 107(15)
Open this publication in new window or tab >>Nätverk för övergripande studierektorer föreslår kompetensmål för ST-handledare
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2010 (English)In: Läkartidningen, ISSN 0023-7205, E-ISSN 1652-7518, Vol. 107, no 15Article in journal (Refereed) Published
Abstract [en]

[No abstract available]

Place, publisher, year, edition, pages
Lakartidningen, 2010
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-57013 (URN)
Available from: 2010-06-14 Created: 2010-06-09 Last updated: 2017-12-12
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
Antepohl, W., Domeij, E., Forsberg, P. & Ludvigsson, J. (2003). A follow-up of medical graduates of a problem-based learning curriculum. Medical Education, 37(2), 155-162
Open this publication in new window or tab >>A follow-up of medical graduates of a problem-based learning curriculum
2003 (English)In: Medical Education, ISSN 0308-0110, E-ISSN 1365-2923, Vol. 37, no 2, p. 155-162Article in journal (Refereed) Published
Abstract [en]

Introduction: There is little information available on the effects of problem-based undergraduate curricula on doctors and their performances after graduation. Therefore, we conducted a questionnaire study of all graduates of the new medical programme at the Faculty of Health Sciences, Link÷ping University. Methods: All 446 medical students who had graduated from the new programme were asked to fill in a questionnaire about selected activities during their studies and their careers after graduation. They were also asked to evaluate the quality of their undergraduate education retrospectively. Statistical analysis was performed using descriptive, multivariate and bivariate approaches. Results: A total of 77% of the graduates responded. They showed a high degree of overall contentment with their undergraduate education and felt well prepared for professional life during their preregistration period and specialist education (mean = 4.0 on a 6-point Likert scale ranging from 0 to 5). They felt especially well prepared in terms of skills for communication with patients, collaboration with other health professionals and development of critical thinking/scientific attitudes. The students' age at the beginning of their studies correlated positively with their contentment as graduates, especially in terms of preparation for patient communication and collaboration with other health professionals. No differences between students originally admitted via a local admission procedure and those admitted via a national procedure were detected concerning retrospective evaluation of undergraduate medical education. Conclusion: Graduates of the new curriculum showed a high degree of satisfaction with their undergraduate education and its preparation of them for medical practice. Specifically, they were very content with the particular emphases of the new curriculum.

National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-26448 (URN)10.1046/j.1365-2923.2003.01401.x (DOI)10992 (Local ID)10992 (Archive number)10992 (OAI)
Available from: 2009-10-08 Created: 2009-10-08 Last updated: 2017-12-13
Antepohl, W., Kiviloog, L., Andersson, J. & Gerdle, B. (2003). Cognitive impairment in patients with chronic whiplash-associated disorder - A matched control study. NeuroRehabilitation (Reading, MA), 18(4), 307-315
Open this publication in new window or tab >>Cognitive impairment in patients with chronic whiplash-associated disorder - A matched control study
2003 (English)In: NeuroRehabilitation (Reading, MA), ISSN 1053-8135, E-ISSN 1878-6448, Vol. 18, no 4, p. 307-315Article in journal (Refereed) Published
Abstract [en]

Aim: To verify the occurrence of cognitive impairment in patients with chronic whiplash-associated disorder (WAD) and to provide a more detailed description of the impairment's character and context. Methods: Thirty (30) patients with chronic WAD and 30 matched healthy controls completed a cognitive test battery. Four computerised tests were used: a) two different types of cognitive tasks (reaction time vs. working memory) and b) two types of information processing (verbal vs. spatial). Before testing and after every randomised subtest, subjects rated their pain level on a visual analogue scale. Results: A worse overall performance among patients with WAD and, specifically, worse results concerning working memory tasks were found. Post-hoc testing revealed a statistically significant difference concerning the single variable "verbal reaction time". Pain intensity among patients increased significantly during testing. Pain intensity after the subtest for verbal mental reaction time (independent of test sequence) was significantly correlated with results in this subtest, the more pain, the more time was needed. Conclusion: Compared to healthy controls, patients performed worse overall. Concerning verbal reaction time, the impairment was correlated with pain intensity. The findings support the hypothesis that pain might be one important factor leading to cognitive impairment in patients with chronic WAD.

National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-27609 (URN)12339 (Local ID)12339 (Archive number)12339 (OAI)
Available from: 2009-10-08 Created: 2009-10-08 Last updated: 2017-12-13
Herzig, S., Linke, R.-M., Marxen, B., Börner, U. & Antepohl, W. (2003). Long-term follow up of factual knowledge after a single, randomised problem-based learning course. , 3
Open this publication in new window or tab >>Long-term follow up of factual knowledge after a single, randomised problem-based learning course
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2003 (English)Article in journal (Refereed) Published
Abstract [en]

Background: The long-term effect of problem-based learning (PBL) on factual knowledge is poorly investigated. We took advantage of a previous randomised comparison between PBL and traditional teaching in a 3rd year course to follow up factual knowledge of the students during their 4 th and 5th year of medical school training. Methods: 3rd year medical students were initially randomized to participate in a problem-based (PBL, n = 55), or a lecture-based (LBL, n = 57) course in basic pharmacology. Summative exam results were monitored 18 months later (after finishing a lecture-based course in clinical pharmacology). Additional results of an unscheduled, formative exam were obtained 27 months after completion of the first course. Results: Of the initial sample of 112 students, 90 participated in the second course and exam (n = 45, 45). 32 (n = 17 PBL, n = 15 LBL) could be exposed to the third, formative exam. Mean scores (▒ SD) were 22.4 ▒ 6.0, 27.4 ▒ 4.9 and 20.1 ▒ 5.0 (PBL), or 22.2 ▒ 6.0, 28.4 ▒ 5.1 and 19.0 ▒ 4.7 (LBL) in the first, second and third test, respectively (maximum score: 40). No significant differences were found between the two groups. Conclusion: A small-scale exposure to PBL, applied under randomized conditions but in the context of a traditional curriculum, does not sizeably change long-term presence of factual knowledge within the same discipline.

National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-27608 (URN)10.1186/1472-6920-3-1 (DOI)12338 (Local ID)12338 (Archive number)12338 (OAI)
Available from: 2009-10-08 Created: 2009-10-08 Last updated: 2011-01-13
Matthes, J., Marxen, B., Linke, R.-M., Antepohl, W., Coburger, S., Christ, H., . . . Herzig, S. (2002). The influence of tutor qualification on the process and outcome of learning in a problem-based course of basic medical pharmacology. Naunyn-Schmiedeberg's Archives of Pharmacology, 366(1), 58-63
Open this publication in new window or tab >>The influence of tutor qualification on the process and outcome of learning in a problem-based course of basic medical pharmacology
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2002 (English)In: Naunyn-Schmiedeberg's Archives of Pharmacology, ISSN 0028-1298, E-ISSN 1432-1912, Vol. 366, no 1, p. 58-63Article in journal (Refereed) Published
Abstract [en]

Limited access to expert tutors is a problem that can be addressed by using tutors from different stages of medical or non-medical (under-, post-) graduate education. To address whether such differences in qualification affect the results of process evaluation by participants or their learning outcome (exam results), we analysed the data of a 4-year prospective study performed with 787 3rd-year medical students (111 groups of 5-10 participants) taking an obligatory problem-based learning (PbL)-course of basic pharmacology. We compared peer tutors (undergraduate medical students, =4th year), non-expert (junior) staff tutors (physicians, pharmacists, veterinarians, biologists, or chemists during postgraduate education), and expert (senior) staff tutors (completed postgraduate education). Evaluation scores related to PbL gave the highest values for senior staff-led groups. The tutor's performance score of peer-led groups did not differ from those of staff-led groups, but the score obtained from groups tutored by junior staff was lower than that obtained with senior staff tutors. Students' weekly preparation time tended to be lower in peer-led groups, while learning time spent specifically on exam preparation seemed to be increased compared to PbL-groups of staff tutors. As a putative confounding variable, tutors' experience in coaching PbL-groups was also investigated. Groups led by experienced tutors, defined as tutors with at least one term of previous PbL tutoring, were found to have significantly higher evaluation scores. Interestingly, neither tutors' subject-matter expertise (peer students, junior staff, or senior staff) nor their teaching-method expertise showed any influence on PbL-groups' mean test scores in a written exam. This indicates that the effect of tutor expertise on the learning process is not associated with a difference in learning outcome when just factual knowledge is assessed by traditional methods.

National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-27607 (URN)10.1007/s00210-002-0551-0 (DOI)12337 (Local ID)12337 (Archive number)12337 (OAI)
Available from: 2009-10-08 Created: 2009-10-08 Last updated: 2017-12-13
Marxen, B., Antepohl, W., Güttler, K. & Herzig, S. (2001). Allgemeine Pharmakologie: Vom konventionellen Kurs zum problemorientierten Lernen in Kleingruppen - ein dreistufiges Modell. Medizinische Ausbildung, 18, 54-55
Open this publication in new window or tab >>Allgemeine Pharmakologie: Vom konventionellen Kurs zum problemorientierten Lernen in Kleingruppen - ein dreistufiges Modell
2001 (English)In: Medizinische Ausbildung, ISSN 0176-4772, Vol. 18, p. 54-55Article in journal (Refereed) Published
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-27604 (URN)12334 (Local ID)12334 (Archive number)12334 (OAI)
Available from: 2009-10-08 Created: 2009-10-08 Last updated: 2011-01-13
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