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  • 1.
    Antepohl, Wolfram
    et al.
    Linköping University, Department of Clinical and Experimental Medicine, Rehabilitation Medicine. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Reconstruction Centre, Department of Rehabilitation Medicine UHL.
    Dahle, Charlotte
    Linköping University, Department of Clinical and Experimental Medicine, Clinical Immunology. Linköping University, Faculty of Health Sciences.
    Sjöberg, Folke
    Linköping University, Department of Clinical and Experimental Medicine, Burn Center. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Anaesthetics, Operations and Specialty Surgery Center, Department of Hand and Plastic Surgery. Östergötlands Läns Landsting, Anaesthetics, Operations and Specialty Surgery Center, Department of Anaesthesiology and Surgery.
    Thorfinn, Johan
    Linköping University, Department of Clinical and Experimental Medicine, Surgery. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Reconstruction Centre, Department of Plastic Surgery, Hand surgery UHL.
    Interleukin-8 is elevated in cerebrospinal fluid following high-voltage electrical injury with late-onset paraplegia suggesting neuronal damage at the microlevel as causative factor2010In: Burns, ISSN 0305-4179, E-ISSN 1879-1409, Vol. 36, no 3, p. e7-e9Article in journal (Refereed)
    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.

  • 2.
    Antepohl, Wolfram
    et al.
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Neuroscience and Locomotion, Rehabilitation Medicine. Östergötlands Läns Landsting, Centre for Medicine, Pain and Rehabilitation Centre.
    Domeij, Erica
    Forsberg, Pia
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Molecular and Clinical Medicine, Infectious Diseases. Östergötlands Läns Landsting, Centre for Medicine, Department of Infectious Diseases in Östergötland.
    Ludvigsson, Johnny
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Molecular and Clinical Medicine, Pediatrics. Östergötlands Läns Landsting, Centre of Paediatrics and Gynecology and Obstetrics, Barn.
    A follow-up of medical graduates of a problem-based learning curriculum2003In: Medical Education, ISSN 0308-0110, E-ISSN 1365-2923, Vol. 37, no 2, p. 155-162Article in journal (Refereed)
    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.
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Neuroscience and Locomotion, Rehabilitation Medicine/Pain Clinic. Östergötlands Läns Landsting, Centre for Medicine, Pain and Rehabilitation Centre.
    Herzig, S
    Problem-based learning versus lecture-based learning i a course of basic pharmacology: A controlled, randomized study.1999In: Medical Education, ISSN 0308-0110, E-ISSN 1365-2923, Vol. 33, p. 103-113Article in journal (Refereed)
  • 4.
    Antepohl, Wolfram
    et al.
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Neuroscience and Locomotion, Rehabilitation Medicine. Östergötlands Läns Landsting, Local Health Care Services in Central Östergötland, Department of Neurology.
    Kiviloog, Liisa
    Andersson, Jan
    Gerdle, Björn
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Neuroscience and Locomotion, Rehabilitation Medicine. Östergötlands Läns Landsting, Centre for Medicine, Pain and Rehabilitation Centre.
    Cognitive impairment in patients with chronic whiplash-associated disorder - A matched control study2003In: NeuroRehabilitation (Reading, MA), ISSN 1053-8135, E-ISSN 1878-6448, Vol. 18, no 4, p. 307-315Article in journal (Refereed)
    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.

  • 5.
    Engström, Maria
    et al.
    Linköping University, Department of Medical and Health Sciences, Radiology. Linköping University, Faculty of Health Sciences.
    Karlsson, Marie
    Linköping University, Department of Clinical and Experimental Medicine. Linköping University, Faculty of Health Sciences.
    Crone, Marie
    Linköping University, Department of Clinical and Experimental Medicine. Linköping University, The Institute of Technology.
    Ragnehed, Mattias
    Linköping University, Department of Medical and Health Sciences, Radiology. Linköping University, Faculty of Health Sciences.
    Antepohl, Wolfram
    Linköping University, Department of Clinical and Experimental Medicine, Rehabilitation Medicine. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Reconstruction Centre, Department of Rehabilitation Medicine UHL.
    Landtblom, Anne-Marie
    Linköping University, Department of Clinical and Experimental Medicine, Neurology. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Local Health Care Services in Central Östergötland, Department of Neurology. Östergötlands Läns Landsting, Local Health Care Services in the West of Östergötland, Department of Medical Specialist.
    Lundberg, Peter
    Linköping University, Department of Medical and Health Sciences, Radiology. Linköping University, Faculty of Health Sciences.
    Clinical fMRI of language function in aphasic patients: Reading paradigm successful, while word generation paradigm fails2010In: Acta Radiologica, ISSN 0284-1851, E-ISSN 1600-0455, Vol. 51, no 6, p. 679-686Article in journal (Refereed)
    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.

  • 6.
    Hammar, Mats
    et al.
    Linköping University, Department of Clinical and Experimental Medicine, Obstetrics and gynecology. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Center of Paediatrics and Gynaecology and Obstetrics, Department of Gynaecology and Obstetrics in Linköping.
    Persson, Anne-Christine
    Linköping University, Faculty of Health Sciences.
    Fyrenius, Anna
    Linköping University, Department of Medical and Health Sciences, Clinical Physiology. Linköping University, Faculty of Health Sciences.
    Antepohl, Wolfram
    Linköping University, Department of Clinical and Experimental Medicine, Rehabilitation Medicine. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Reconstruction Centre, Department of Rehabilitation Medicine UHL.
    Obituray: Professor Björn Bergdahl - a pioneer in Swedish medical education2010In: Medical teacher, ISSN 0142-159X, E-ISSN 1466-187X, Vol. 32, no 9, p. 788-788Article in journal (Other academic)
    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....

  • 7. Herzig, Stefan
    et al.
    Linke, Ralph-Mario
    Marxen, Bent
    Börner, Ulf
    Antepohl, Wolfram
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Neuroscience and Locomotion, Rehabilitation Medicine. Östergötlands Läns Landsting, Centre for Medicine, Pain and Rehabilitation Centre.
    Long-term follow up of factual knowledge after a single, randomised problem-based learning course2003Article in journal (Refereed)
    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.

  • 8.
    Kihlström, L.
    et al.
    Karolinska universitetssjukhuset, Stockholm, Sweden.
    Borna, P.
    Skånes universitetssjukhus, Lund, Sweden.
    Björgell, O.
    Skånes universitetssjukhus, Malmö, Sweden.
    Karlander, S.
    Skånes universitetssjukhus, Malmö, Sweden.
    Johansson, A.
    Sahlgrenska universitetssjukhuset, Göteborg, Sweden.
    Kling, A.
    Norrlands universitetssjukhus, Umeå, Sweden.
    Walentin, F.
    Universitetssjukhuset, Örebro, Sweden.
    Antepohl, Wolfram
    Linköping University, Department of Clinical and Experimental Medicine, Rehabilitation Medicine . Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Reconstruction Centre, Department of Rehabilitation Medicine UHL.
    Nätverk för övergripande studierektorer föreslår kompetensmål för ST-handledare2010In: Läkartidningen, ISSN 0023-7205, E-ISSN 1652-7518, Vol. 107, no 15Article in journal (Refereed)
    Abstract [en]

    [No abstract available]

  • 9. Köhle, K.
    et al.
    Obliers, R.
    Koerfer, A.
    Antepohl, Wolfram
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Neuroscience and Locomotion, Rehabilitation Medicine/Pain Clinic. Östergötlands Läns Landsting, Centre for Medicine, Pain and Rehabilitation Centre.
    Thomas, W.
    Problemorientiertes lehren und lernen.1999In: Psychotherapy and Psychosomatics, ISSN 0033-3190, E-ISSN 1423-0348, Vol. 49, p. 171-175Article in journal (Refereed)
  • 10. Marxen, B
    et al.
    Antepohl, Wolfram
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Neuroscience and Locomotion, Rehabilitation Medicine. Östergötlands Läns Landsting, Centre for Medicine, Pain and Rehabilitation Centre.
    Güttler, K
    Herzig, S
    Allgemeine Pharmakologie: Vom konventionellen Kurs zum problemorientierten Lernen in Kleingruppen - ein dreistufiges Modell2001In: Medizinische Ausbildung, ISSN 0176-4772, Vol. 18, p. 54-55Article in journal (Refereed)
  • 11. Matthes, Jan
    et al.
    Marxen, Bent
    Linke, Ralph-Mario
    Antepohl, Wolfram
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Neuroscience and Locomotion, Rehabilitation Medicine. Östergötlands Läns Landsting, Centre for Medicine, Pain and Rehabilitation Centre.
    Coburger, Silke
    Christ, Hildegard
    Lehmacher, Walter
    Herzig, Stefan
    The influence of tutor qualification on the process and outcome of learning in a problem-based course of basic medical pharmacology2002In: Naunyn-Schmiedeberg's Archives of Pharmacology, ISSN 0028-1298, E-ISSN 1432-1912, Vol. 366, no 1, p. 58-63Article in journal (Refereed)
    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.

  • 12. Yagupolskii, LM
    et al.
    Yagupolskii, LM
    Antepohl, Wolfram
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Neuroscience and Locomotion, Rehabilitation Medicine/Pain Clinic. Östergötlands Läns Landsting, Centre for Medicine, Pain and Rehabilitation Centre.
    Artunc, F
    Artunc, F
    Handrock, R.
    Klebanov, BM
    Vasorelaxation by new hybrid compounds containing dihydropyridine and pinacidil-like moieties.2000In: Journal of Medicinal Chemistry, ISSN 0022-2623, E-ISSN 1520-4804, Vol. 42, p. 5266-5271Article in journal (Refereed)
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