liu.seSök publikationer i DiVA
Ändra sökning
Avgränsa sökresultatet
1 - 11 av 11
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Träffar per sida
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
Markera
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Alexanderson, Kristina
    Linköpings universitet, Hälsouniversitetet. Linköpings universitet, Institutionen för hälsa och samhälle, Socialmedicin och folkhälsovetenskap. Östergötlands Läns Landsting, Folkhälsovetenskapligt centrum, Folkhälsovetenskapligt centrum.
    Learning about being well - not just about being ill.2000Ingår i: Medical Education, ISSN 0308-0110, E-ISSN 1365-2923, Vol. 34, nr 5, s. 337-338Artikel i tidskrift (Övrigt vetenskapligt)
  • 2.
    Antepohl, Wolfram
    et al.
    Linköpings universitet, Hälsouniversitetet. Linköpings universitet, Institutionen för nervsystem och rörelseorgan, Rehabiliteringsmedicin. Östergötlands Läns Landsting, Medicincentrum, Smärt- och rehabiliteringscentrum.
    Domeij, Erica
    Forsberg, Pia
    Linköpings universitet, Hälsouniversitetet. Linköpings universitet, Institutionen för molekylär och klinisk medicin, Infektionsmedicin. Östergötlands Läns Landsting, Medicincentrum, Infektionskliniken i Östergötland.
    Ludvigsson, Johnny
    Linköpings universitet, Hälsouniversitetet. Linköpings universitet, Institutionen för molekylär och klinisk medicin, Pediatrik. Östergötlands Läns Landsting, Barn- och kvinnocentrum, Barn.
    A follow-up of medical graduates of a problem-based learning curriculum2003Ingår i: Medical Education, ISSN 0308-0110, E-ISSN 1365-2923, Vol. 37, nr 2, s. 155-162Artikel i tidskrift (Refereegranskat)
    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.

  • 3.
    Antepohl, Wolfram
    et al.
    Linköpings universitet, Hälsouniversitetet. Linköpings universitet, Institutionen för nervsystem och rörelseorgan, Rehabmedicin/Smärtkliniken. Östergötlands Läns Landsting, Medicincentrum, Smärt- och rehabiliteringscentrum.
    Herzig, S
    Problem-based learning versus lecture-based learning i a course of basic pharmacology: A controlled, randomized study.1999Ingår i: Medical Education, ISSN 0308-0110, E-ISSN 1365-2923, Vol. 33, s. 103-113Artikel i tidskrift (Refereegranskat)
  • 4.
    Dahle, L. O.
    et al.
    Linköpings universitet, Institutionen för molekylär och klinisk medicin, Obstetrik och gynekologi. Linköpings universitet, Hälsouniversitetet.
    Forsberg, Pia
    Linköpings universitet, Institutionen för molekylär och klinisk medicin, Infektionsmedicin. Linköpings universitet, Hälsouniversitetet.
    Hård af Segerstad, Helene
    Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo. Linköpings universitet, Utbildningsvetenskap.
    Wyon, Yvonne
    Linköpings universitet, Institutionen för molekylär och klinisk medicin, Obstetrik och gynekologi. Linköpings universitet, Hälsouniversitetet.
    Hammar, Mats
    Linköpings universitet, Institutionen för molekylär och klinisk medicin, Obstetrik och gynekologi. Linköpings universitet, Hälsouniversitetet.
    Problem-based medical education: development of a theoretical foundation and a science-based professional attitude1997Ingår i: Medical Education, ISSN 0308-0110, E-ISSN 1365-2923, Vol. 31, nr 6, s. 416-424Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Problem-based learning, combined with early patient contact, integration between different subject areas, elements of multiprofessional education, and special emphasis on the development of communications skills has become the basis for the medical curriculum at the Faculty of Health Sciences in Linköping. Critics have questioned the depth of the scientific and theoretical aspects of the curriculum. Through a series of specific measures in the organization of the curriculum and examinations, and due to the pedagogical principles involved per se, our claim is that students graduating at Linköping do possess the required theoretical knowledge and a scientific attitude to the practice of medicine, at least equivalent to that obtained in a more conventional medical curriculum. One such specific measure is that all students perform one field study and two scientific studies during the course of the curriculum. An investigation of student opinions regarding the value of performing scientific projects of their own have shown that these projects have had a positive impact on the students' general scientific attitude and their willingness to engage in future scientific work. The specific skills acquired, as confirmed by oral examinations, were largely determined by the scientific nature of the chosen field of study. Our graduates have not yet progressed far enough in their careers for comparisons to be made on the basis of the Swedish Licensing Board Internship Examinations, but continuing evaluations of students, graduates and licensed doctors emerging from the curriculum will provide future evi-dence as to whether our present evaluation is correct.

  • 5.
    Dahlgren, Lars-Ove
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo).
    Eriksson, BE
    Gyllenhammar, H
    Korkeila, M
    Saaf-Rothoff, A
    Wernerson, A
    Seeberger, A
    To be and to have a critical friend in medical teaching2006Ingår i: Medical Education, ISSN 0308-0110, E-ISSN 1365-2923, Vol. 40, nr 1, s. 72-78Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    BACKGROUND In order to stimulate reflection and continuous professional development, a model of critical friends evaluating each other was introduced in medical education. OBJECTIVE To investigate whether the critical friend concept can serve as a pragmatic model for evaluation of medical teachers and as a fruitful tool for enhancing self-knowledge and professional development among medical educators. METHODS Three pairs of critical friends were formed, consisting of experienced medical teachers (n = 6) at the Karolinska Institutet. Each teacher was assigned to give 1 lecture and 1 seminar in his or her specific research or clinical field. The critical friend evaluated the performance in class, acting as an observer using a pre-formed protocol. The evaluation was communicated to the teacher during a 45-minute session within 48 hours after the teaching session. Each of the 6 teachers was criticised and gave criticism within the pair configurance. The outcome of the process was evaluated by an experimenter, not participating in the process, who performed a semistructured interview with each of the 6 teachers. RESULTS Each teacher had a different way of reflecting on teaching after the project than before and made changes in his or her way of teaching. We also noted that being a critical friend may be even more effective than having one. The majority of the feedback provided was positive and valuable. CONCLUSION To be and to have a critical friend is worth the extra workload. Therefore, the critical friend concept should be made part of regular teaching practice.

  • 6.
    Edelbring, Samuel
    Karolinska Institutet.
    Research into the use of virtual patients is moving forward by zooming out2013Ingår i: Medical Education, ISSN 0308-0110, E-ISSN 1365-2923, Vol. 47, nr 6, s. 544-546Artikel i tidskrift (Övrigt vetenskapligt)
  • 7.
    Edelbring, Samuel
    et al.
    Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Sweden.
    Broström, Olle
    Department of Clinical Science and Education, Södersjukhuset, Karolinska Institutet, Sweden.
    Henriksson, Peter
    Department of Clinical Sciences, Danderyd Hospital, Karolinska Institutet, Sweden.
    Vassiliou, Daphne
    Department of Clinical Science and Education, Södersjukhuset, Karolinska Institutet, Sweden.
    Spaak, Jonas
    Department of Clinical Sciences, Danderyd Hospital, Karolinska Institutet, Sweden.
    Dahlgren, Lars-Ove
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Fors, Uno
    Department of Computer and Systems Sciences, Faculty of Social Sciences, Stockholm University, Sweden.
    Zary, Nabil
    Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Sweden.
    Integrating virtual patients into courses: follow-up seminars and perceived benefit2012Ingår i: Medical Education, ISSN 0308-0110, E-ISSN 1365-2923, Vol. 46, nr 4, s. 417-425Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    CONTEXT The use of virtual patients (VPs) suggests promising effects on student learning. However, currently empirical data on how best to use VPs in practice are scarce. More knowledge is needed regarding aspects of integrating VPs into a course, of which student acceptance is one key issue. Several authors call for looking beyond technology to see VPs in relation to the course context. The follow-up seminar is proposed as an important aspect of integration that warrants investigation. less thanbrgreater than less thanbrgreater thanMETHODS A cross-sectional explanatory study was performed in a clinical clerkship introduction course at four teaching hospitals affiliated to the same medical faculty. The VP-related activities were planned collaboratively by teachers from all four settings. However, each setting employed a different strategy to follow up the activity in the course. Sixteen questionnaire items were grouped into three scales pertaining to: perceived benefit of VPs; wish for more guidance on using VPs, and wish for assessment and feedback on VPs. Scale scores were compared across the four settings, which were ranked according to the level of intensity of students processing of cases during VP follow- up activities. less thanbrgreater than less thanbrgreater thanRESULTS The perceived benefit of VPs and their usage were higher in the two intense-use settings compared with the moderate-and lowintensity settings. The wish for more guidance was high in the low-and one of the highintensity settings. Students in all settings displayed little interest in more assessment and feedback regarding VPs. less thanbrgreater than less thanbrgreater thanCONCLUSIONS High case processing intensity was related to positive perceptions of the benefit of VPs. However, the low interest in more assessment and feedback on the use of VPs indicates the need to clearly communicate the added value of the follow-up seminar. The findings suggest that a more intense follow-up pays off in terms of the benefit perceived by students. This study illustrates the need to consider VPs from the perspective of a holistic

  • 8.
    Fenwick, Tara
    et al.
    University of Stirling, Scotland.
    Abrandt Dahlgren, Madeleine
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Hälsouniversitetet.
    Towards socio-material approaches in simulation-based education: lessons from complexity theory2015Ingår i: Medical Education, ISSN 0308-0110, E-ISSN 1365-2923, Vol. 49, nr 4, s. 359-367Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    ContextReview studies of simulation-based education (SBE) consistently point out that theory-driven research is lacking. The literature to date is dominated by discourses of fidelity and authenticity - creating the real - with a strong focus on the developing of clinical procedural skills. Little of this writing incorporates the theory and research proliferating in professional studies more broadly, which show how professional learning is embodied, relational and situated in social - material relations. A key concern for medical educators concerns how to better prepare students for the unpredictable and dynamic ambiguity of professional practice; this has stimulated the movement towards socio-material theories in education that address precisely this question. Objectives and MethodsAmong the various socio-material theories that are informing new developments in professional education, complexity theory has been of particular importance for medical educators interested in updating current practices. This paper outlines key elements of complexity theory, illustrated with examples from empirical study, to argue its particular relevance for improving SBE. ResultsComplexity theory can make visible important material dynamics, and their problematic consequences, that are not often noticed in simulated experiences in medical training. It also offers conceptual tools that can be put to practical use. This paper focuses on concepts of emergence, attunement, disturbance and experimentation. These suggest useful new approaches for designing simulated settings and scenarios, and for effective pedagogies before, during and following simulation sessions. ConclusionsSocio-material approaches such as complexity theory are spreading through research and practice in many aspects of professional education across disciplines. Here, we argue for the transformative potential of complexity theory in medical education using simulation as our focus. Complexity tools open questions about the socio-material contradictions inherent in SBE, draw attention to important material dynamics of emergence, and suggest practical educative ways to expand and deepen student learning. Discuss ideas arising from the article at discuss.

  • 9.
    Israelsson, Johan
    et al.
    Division of Cardiology, Department of Internal Medicine, Kalmar County Hospital, Kalmar, Sweden.
    Källén, Pär
    Carlsson, Jörg
    Test cases: in-hospital, scenario-basedcardiopulmonary resuscitation training2009Ingår i: Medical Education, ISSN 0308-0110, E-ISSN 1365-2923, Vol. 43, nr 11, s. 1081-1117Artikel i tidskrift (Övrigt vetenskapligt)
  • 10.
    Stenfors-Hayes, Terese
    et al.
    Karolinska Institutet, Stockholm, Sweden.
    Hult, Håkan
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Abrandt Dahlgren, Madeleine
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Hälsouniversitetet.
    A phenomenographic approach to research in medical education2013Ingår i: Medical Education, ISSN 0308-0110, E-ISSN 1365-2923, Vol. 47, nr 3, s. 261-270Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Context  Phenomenography is a qualitative approach to research which has revolutionised the way that researchers and teachers think about the processes and outcomes of learning in higher education. Phenomenography has also been used successfully in medical and health care research for the last 20 years. Phenomenography provides a lens through which to view certain types of research question. It also provides direction for how to empirically carry out the research.

    Methods  This paper introduces phenomenography as a viable qualitative approach for use in medical education research.

    Results  A phenomenographic study maps the qualitatively different ways in which people experience a phenomenon. This type of study can have an important impact on, for example, patient communication, clinical practice and health care education.

    Conclusion  We suggest that a phenomenographic approach can be used to explore many medical education research issues, and can facilitate more solid links between research and educational development and change.

  • 11.
    Weurlander, Maria
    et al.
    KTH Royal Inst Technol, Sweden; Karolinska Inst, Sweden.
    Lonn, Annalena
    Karolinska Inst, Sweden.
    Seeberger, Astrid
    Karolinska Inst, Sweden.
    Hult, Hakan
    Karolinska Inst, Sweden.
    Thornberg, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Wernerson, Annika
    Karolinska Inst, Sweden.
    Emotional challenges of medical students generate feelings of uncertainty2019Ingår i: Medical Education, ISSN 0308-0110, E-ISSN 1365-2923, Vol. 53, nr 10, s. 1037-1048Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Objectives Health care students face many situations during their education that might be emotionally challenging. Students are confronted with illness, suffering, death, patient treatment dilemmas, and witnessing unprofessional behaviour on the part of health care professionals. Few studies have focused on what these experiences lead to in relation to the process of becoming a professional. The purpose of the study was to explore medical students main concerns relating to emotionally challenging situations during their medical education. Methods A constructivist grounded theory approach was used to explore and analyse medical students experiences. Data were gathered by means of focus group interviews, including two interviews in the middle and two interviews at the end of the students undergraduate programme. A total of 14 medical students participated. Results Students main concerns relating to emotionally challenging situations were feelings of uncertainty. These feelings of uncertainty concerned: (i) insufficient knowledge and skills; (ii) the struggle to manage emotions in patient encounters; (iii) perceived negative culture and values amongst health care professionals and in the health care system, and (iv) lacking a self-evident position on the health care team. The first two aspects relate to uncertainties concerning their own capabilities and the other two aspects relate to uncertainties regarding the detached medical culture and the unclear expectations of them as students in the health care team. Conclusions In the process of becoming a physician, students develop their professional identity in constant negotiation with their own perceptions, values and norms and what they experience in the local clinical context in which they participate during workplace education. The two dimensions that students have to resolve during this process concern the questions: Do I have what it takes? Do I want to belong to this medical culture? Until these struggles are resolved, students are likely to experience worry about their future professional role.

1 - 11 av 11
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf