Within PBL, you often work in groups with other students and most people probably agree that it can be a bit tricky to get a good distribution of roles between the students. Here are three short tips to keep in mind when trying to make use of the different roles needed in a group.

Within PBL, you often work in groups with other students and most people probably agree that it can be a bit tricky to secure good conditions for the joint work. Therefore, the contract used in tutorials is an important tool for a well-functioning tutorial group work. Here are five tips for writing and using a really good contract.

Within PBL, you often work in groups with other students and most people probably agree that it can be a bit tricky to establish a good and constructive collaboration in different groups. Here are five short tips to help you manage a good and efficient group process. 

What is it like studying at the university with reading and writing difficulties (dyslexia)? Listen to Emeli, a nursing student at LiU, when she talks about how she handles her difficulties and challenges. She reflects, among other things, on how it works with PBL, during clinical placements and more. She also provides tips to other students, both with and without reading and writing difficulties.

Utställningen är en samling av forskningsprojekt som handlar om populärkultur i olika lärandemiljöer, från lågstadiet till gymnasiet, både skola och fritidshem.

Populärkulturen omger oss dagligen i form av musik, böcker, tidningar, film, tv och annat. Ur ett perspektiv är populärkulturen en avspegling av vår nutid, vår kultur, vårt samhälle, vår människosyn, samtidigt som populärkulturen också är med och skapar vår nutid genom att skilda människors livs historier, genom att väcka känslor och inspirera. Tänk själv på din favoritmusik, dina favoritfilm eller något annat - ibland kan desa inspirera oss till att göra saker, såväl som att lära oss om andra människors liv.

Conducting meetings in digital forums places different demands on us than if the meetings would take place in a physical room. Above all, one must think about how to create good conditions for constructive and respectful discussions. Here are eight tips that, based on experience, are known to contribute to a good digital meeting. 

What happens with understandings of the self and the body when people become part of medical practices? How do medical developments change the ways in which we define human beings and what it is to be human? And what ideas and assumptions about people govern health care systems and its organization?

The medical humanities is an interdisciplinary research field that studies complex relations between health, disease, medical developments and culture. The field can offer health professionals and students in medical and care programmes new perspectives on key questions surrounding human health and everyday care – questions that not always get room in a time where health care systems are forced into efficiency measures, and medicine develops in an increasingly rapid pace.

The Human in Medicine is an exhibition that shines a light on a few research projects within the field of the medical humanities and social sciences at Linköping University.

Working together in tutorial groups is one of the central learning activities at The Faculty of Medicine and Health Sciences, LiU, and means that students repeatedly learn together through dialogue and collaboration in small groups under supervision. 

The learning process takes its starting point in scenarios based on real situations and results in different learning objectives becoming integrated. It also  enables  theoretical concepts to be understood in context. 

In this video, we explain how to process a scenario systematically so can you learn as much as possible. The video is in Swedish with the option of English subtitles. 

Within PBL, student often work in groups with other students. So, how do you manage to get a constructive and effective collaboration in different groups? In this video, you get to know more about the different phases of group development, why a group needs to go through some conflicts and what to think about when trying to contribute to a well-functioning collaboration in the group. 

Within PBL, students often work in groups with other students. So, how do you manage to get a constructive and effective collaboration in different groups? In this video, you will learn more about the different types of roles that exist in most working groups and why you should keep track of them to make the groupwork run a little smoother. 

At the Faculty of Medicine and Health Sciences (Medfak), we use Problem-based learning, PBL, as the educational model for all our programmes and courses. In PBL, the student's responsibility for their own learning process is emphasized. The working methods, such as tutorial groups, support developing a critical and investigative approach, as well as the ability to work in groups.

This is the first in a series of seven videos explaining how PBL at Medfak works, benefits with PBL both during and after education, but also what can feel difficult and challenging in the beginning. The videos are in Swedish with the option of English subtitles. 

Each video explains one out of seven principles. The first principle focuses on how learning is an active process that depends on an experience of relevance and meaning. 

At the Faculty of Medicine and Health Sciences (Medfak), we use Problem-based learning, PBL, as the educational model for all our programmes and courses. In PBL, the student's responsibility for their own learning process is emphasized. The working methods, such as tutorial groups, support developing a critical and investigative approach, as well as the ability to work in groups.

This is the second in a series of seven videos explaining how PBL at Medfak works, benefits with PBL both during and after education, but also what can feel difficult and challenging in the beginning. The videos are in Swedish with the option of English subtitles. 

Each video explains one out of seven principles. The second principle focus on how students and teachers are co-owners of the learning. 

At the Faculty of Medicine and Health Sciences (Medfak), we use Problem-based learning, PBL, as the educational model for all our programmes and courses. In PBL, the student's responsibility for their own learning process is emphasized. The working methods, such as tutorial groups, support developing a critical and investigative approach, as well as the ability to work in groups.

This is the third in a series of seven videos explaining how PBL at Medfak works, benefits with PBL both during and after education, but also what can feel difficult and challenging in the beginning. The videos are in Swedish with the option of English subtitles. 

Each video explains one out of seven principles. The third principle focus on how students take responsibility for their own learning.

At the Faculty of Medicine and Health Sciences (Medfak), we use Problem-based learning, PBL, as the educational model for all our programmes and courses. In PBL, the student's responsibility for their own learning process is emphasized. The working methods, such as tutorial groups, support developing a critical and investigative approach, as well as the ability to work in groups.

This is the fourth in a series of seven videos explaining how PBL at Medfak works, benefits with PBL both during and after education, but also what can feel difficult and challenging in the beginning. The videos are in Swedish with the option of English subtitles. 

Each video explains one out of seven principles. The fourth principle focus on how the teacher challenges and supports the students’ learning. 

At the Faculty of Medicine and Health Sciences (Medfak), we use Problem-based learning, PBL, as the educational model for all our programmes and courses. In PBL, the student's responsibility for their own learning process is emphasized. The working methods, such as tutorial groups, support developing a critical and investigative approach, as well as the ability to work in groups.

This is the fifth in a series of seven videos explaining how PBL at Medfak works, benefits with PBL both during and after education, but also what can feel difficult and challenging in the beginning. The videos are in Swedish with the option of English subtitles. 

Each video explains one out of seven principles. The fifth principle focus on how work in tutorial groups is the central learning activity. 

At the Faculty of Medicine and Health Sciences (Medfak), we use Problem-based learning, PBL, as the educational model for all our programmes and courses. In PBL, the student's responsibility for their own learning process is emphasized. The working methods, such as tutorial groups, support developing a critical and investigative approach, as well as the ability to work in groups.

This is the sixth in a series of seven videos explaining how PBL at Medfak works, benefits with PBL both during and after education, but also what can feel difficult and challenging in the beginning. The videos are in Swedish with the option of English subtitles. 

Each video explains one out of seven principles. The sixth principle focus on how reflection and evaluation are necessary for learning. 

At the Faculty of Medicine and Health Sciences (Medfak), we use Problem-based learning, PBL, as the educational model for all our programmes and courses. In PBL, the student's responsibility for their own learning process is emphasized. The working methods, such as tutorial groups, support developing a critical and investigative approach, as well as the ability to work in groups.

This is the seventh in a series of seven videos explaining how PBL at Medfak works, benefits with PBL both during and after education, but also what can feel difficult and challenging in the beginning. The videos are in Swedish with the option of English subtitles. 

Each video explains one out of seven principles. The seventh and final principle focus on how assessment is used both to support learning and for certification.

Under verksamhetsåret 2019 har den vetenskapliga produktionen vid CKS fortsatt att hålla i stort sett samma höga nivå som för året 2018, då en ökning av antalet vetenskapliga publikationer kunde noteras i förhållande till tidigare år. Grundstödet från samarbetskommunerna, universitetet och regionen har möjliggjort forskningsprojekt som i flera fall kunnat skalas upp genom ansökningar till forskningsråd och andra finansiärer. I takt med nivån av externa forskningsprojekt som inbegriper medarbetare vid CKS har mängden publikationer i nationella och internationella sammanhang kunnat hålla en fortsatt hög nivå. Under 2019 har CKS medarbetare publicerat 20 artiklar i vetenskapligt granskade tidskrifter, 11 böcker och bokkapitel, 13 rapporter, främst i CKS rapportserie, men även för Svenskt Vatten Utveckling (SVU) och Sveriges kommuner och regioner (dåvarande SKL). Till detta kommer en lång rad konferensbidrag, populärvetenskapliga artiklar, krönikor och debattinlägg. CKS medarbetare har medverkat i såväl nationell som lokal TV och radio, som i en mängd tidningsartiklar, bloggar och andra media.

Bland de externfinansierade forskningsprojekten som löpt på under 2019 märks ”Coast4us”, ett projekt som finansieras av EU/Interreg och handlar om medborgarinflytande i kustnära samhällsplanering; ”Inframaint” som studerar hantering av kommunala anläggningstillgångar i ett livscykelperspektiv, med stöd från Stiftelsen för miljöstrategisk forskning (Mistra); forskningsprojekt om koalitionsbyggande i den kommunala politiken, med finansiering av SKL, projekt om kunskapsstyrning i besöksnäringen, med finansiering av Tillväxtverket, samt ett projekt med stöd av Svenskt Vatten som studerar styrning och organisering av VA i svenska kommuner. Under 2019 har även ett antal nya projekt och samarbeten beviljats externa medel från bland annat Forte (planeringsprojekt om mellankommunal samverkan inom socialtjänsten) Nordiska rådet (nätverksstöd), följeforskningsprojekt i samarbete med Region Östergötland, samt samarbetsprojekt med Motala kommun, Finansdepartementet, och Kommunalekonomernas förening.

När det gäller de arenor och mötesplatser som CKS arrangerar inom samverkansverksamheten ”CKS Lärande”, har aktiviteterna fortsatt utvecklas i enlighet med satta syften och målsättningar. CKS seminarieserie har under våren 2019 genomförts under temat ”En hållbar framtid”, med välbesökta seminarier i Vadstena, Valdemarsvik och Linköping. Hösten 2019 gick seminarieserien med tema ”Kommunal ekonomi”, då Norrköping, Motala och Kisa var värdkommuner för arrangemangen. Utbildningen för kommunala chefer som CKS erbjuder under namnet ”Ledarskap i kommuner” genomförs under läsåret 2019/2020 som ett interludium i form av ”Återträffar”, där tidigare kursdeltagare får möjlighet att reflektera och diskutera ledarskap i såväl retrospekt som utmaningar framåt. Samtidigt pågår planeringen för en ny och utvecklad ”Ledarskap i kommuner”, som sjösätts hösten 2020. Utöver dessa aktiviteter har vi fortsatt att arbeta som kunskapsresurs i nätverken för ledande kommunpolitiker och ledande kommunala tjänstepersoner i Östergötland med omnejd, deltagit i nätverk för kommunsekreterare/ kanslichefer samt fortsatt kunskapsutbytet med kommunenheten vid Finansdepartementet. Till detta kommer en rad samverkansaktiviteter som beskrivs i mer detalj längre fram i denna verksamhetsberättelse.

CKS Forskningsstöd är ytterligare en del av verksamheten som ska gynna kommunstrategisk forskning vid Linköpings universitet. En andel av bidragen från samverkansavtalen används för att stödja kommunstrategisk forskning vid andra avdelningar på Linköpings universitet. År 2019 sjösattes följande fyra nya forskningsprojekt som totalt beviljats 5,6 miljoner kronor i forskningsstöd, med projektledare från fyra olika ämnen vid universitetet:

Lena Högberg (Företagsekonomi) ”Organisering och styrning för balans mellan tillit och kontroll på en kundvalsmarknad för hemtjänst”.

Bo Persson (Statsvetenskap): ”Utbildningspolitik som verktyg i regional utvecklingspolitik: Kommunerna och regional samverkan om yrkesutbildning”.

Andreas Fejes (Vuxenpedagogik): ”Svenska för invandrare – att organisera för inkludering”.

Peo Hansen, (Migration och etnicitet): ”Kommunalt flyktingmottagande och konflikten om framtidens statsfinanser”.

Under år 2019 har ett antal anställningar genomförts. Våren 2019 anställdes Susanne Wallman Lundåsen, docent i statsvetenskap från Mittuniversitetet, som universitetslektor i vid CKS, i konkurrens med ett stort antal sökande. Under våren anställdes även Erik Eriksson som biträdande lektor och Richard Öhrvall erhöll en tjänst som postdoktor. CKS har fortsatt sin satsning på kommunikation och under året knutit kommunikatör Marie- Louise Elebring till verksamheten. Under hösten 2019 har CKS utlyst ytterligare två postdoktorsanställningar och totalt fyra forskningsassistenter har rekryterats till avdelningen under året. Våren 2019 hade CKS även samarbete med avdelningen för statsvetenskap genom tre praktikplatser för studenter vid mastersutbildningen i statsvetenskap. För att ytterligare stärka upp våra forskningsfält och enskilda forskningsprojekt samarbetar CKS med flera avdelningar på Linköpings universitet, där forskare erbjuds forskningstid på CKS genom delade anställningar.

Bokslutet för verksamhetsåret 2019 visar ett minskat överskott, vilket är i linje med intentionerna i budget inför 2019. I förhållande till tidigare år har större del av de ackumulerade medlen har tagits i anspråk för att bemanna forskningsprojekt och samverkansaktiviteter. Som beskrivs ovan har detta skett såväl genom långsiktig rekrytering, som tidsbegränsade anställningar och delade tjänster.