121361. |
- Lindgren, Stefan, et al.
(författare)
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Lifelong quality improvement.
- 2012
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Ingår i: Medical Education. - : Wiley. - 0308-0110. ; 46:1, s. 11-12
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Tidskriftsartikel (refereegranskat)
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121362. |
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121363. |
- Lindgren, Stefan
(författare)
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Långsiktig kompetensförsörjning behövs i vården
- 2018
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Ingår i: Läkartidningen. - 0023-7205. ; 115:12, s. 540-540
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Tidskriftsartikel (refereegranskat)abstract
- Läkares utbildning har tre faser med skilda uppdrag och ansvar – från grundutbildning och vidareutbildning till specialistutbildning och sedan fortbildning. Grundutbildningen, men även vidareutbildningen, har ett särskilt ansvar för kompetensförsörjning baserat på hälso- och sjukvårdens långsiktiga behov, nationellt och internationellt [1]. Det förutsätter en analys av de arbetsuppgifter som läkare förväntas ansvara för i morgondagens hälso- och sjukvård och av de professionella miljöer och system som läkaren kommer att verka i. Fortbildningen efter uppnådd formell kompetens bör däremot i första hand inriktas på aktuella behov med fokus på identifierade kunskapsluckor; områden där resultaten inte motsvarar de möjligheter som kunskapsläget erbjuder samt professionalism, prevention, hälsofrämjande och samverkan.I denna artikel belyser jag nödvändiga förändringar i läkares utbildning och hur man kan värna en fungerande lärandemiljö i den framtida hälso- och sjukvården samt argumenterar för att framtidens hälso- och sjukvård i första hand har behov av läkare med bred generalistkompetens.
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121364. |
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121365. |
- Lindgren, Stefan, et al.
(författare)
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Medical education in Sweden
- 2011
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Ingår i: Medical teacher. - London : Update. - 0142-159X .- 1466-187X. ; 33:10, s. 798-803
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Tidskriftsartikel (refereegranskat)abstract
- Undergraduate medical education in Sweden has moved from nationally regulated, subject-based courses to programmes integrated either around organ systems or physiological and patho-physiological processes, or organised around basic medical science in conjunction with clinical specialities, with individual profiles at the seven medical schools. The national regulations are restricted to overall academic and professional outcomes. The 51/2 year long university undergraduate curriculum is followed by a mandatory 18 months internship, delivered by the County Councils. While quality control and accreditation for the university curriculum is provided by the Swedish National Agency for Higher Education, no such formal control exists for the internship; undergraduate medical education is therefore in conflict with EU directives from 2005. The Government is expected to move towards 6 years long university undergraduate programmes, leading to licence, which will facilitate international mobility of both Swedish and foreign medical students and doctors. Ongoing academic development of undergraduate education is strengthened by the Bologna process. It includes outcome (competence)-based curricula, university Masters level complying with international standards, progression of competence throughout the curriculum, student directed learning, active participation and roles in practical clinical education and a national assessment model to assure professional competence. In the near future, the dimensioning of Swedish undergraduate education is likely to be decided more by international demands and aspects of quality than by national demands for doctors.
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121366. |
- Lindgren, Stefan, et al.
(författare)
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Plasma protein homeostasis in chronic hemodialysis patients
- 1992
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Ingår i: Scandinavian Journal of Urology and Nephrology. - : Informa UK Limited. - 0036-5599 .- 1651-2065. ; 26:3, s. 279-282
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Tidskriftsartikel (refereegranskat)abstract
- The concentrations of 25 plasma proteins were measured in 29 patients with chronic renal insufficiency. All the patients had terminal renal failure and were treated with intermittent hemodialysis, but were otherwise in good general condition at the time of investigation. The plasma levels of 8 proteins with Mr<50 kD were significantly elevated compared to normal subjects. In contrast, only 2/17 proteins of greater size were found in increased concentrations. The degree of increase in concentration differed substantially between individual low molecular weight proteins, suggesting a complex metabolism in addition to delayed renal elimination. Acute phase proteins and immunoglobulins were not affected by renal insufficiency per se, although erythrocyte sedimentation rates were generally high. The synthesis of acute phase proteins increased normally during the course of inflammation. We conclude that although the sedimentation rate is of no value, complicating inflammatory processes can be traced by quantitative analysis of acute phase proteins, including C-reactive protein, even in patients with severe chronic renal insufficiency.
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121367. |
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121368. |
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121369. |
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121370. |
- Lindgren, Stefan, et al.
(författare)
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Social accountability of medical education: Aspects on global accreditation.
- 2011
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Ingår i: Medical Teacher. - 0142-159X. ; 33:8, s. 667-672
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Tidskriftsartikel (refereegranskat)abstract
- Medical doctors constitute a profession which embraces trust from and accountability to society. This responsibility extends to all medical educational institutions. Social accountability of medical education means a willingness and ability to adjust to the needs of patients and health care systems both nationally and globally. But it also implies a responsibility to contribute to the development of medicine and society through fostering competence for research and improvement. Accreditation is a process by which a statutory body evaluates and recognises an educational institution and/or its programme with respect to meeting approved criteria. It is a means for quality assurance, but also a strong power to reinforce the need for improvement and reforms. It must be performed through internationally recognised and transparent standards and should foremost promote quality development. The social accountability of medical education must be included in all accreditation processes at all levels. The global standards programme by World Federation for Medical Education (WFME) provides tools for national or regional accreditation but also guidance for reforms and quality improvement. The standards are used worldwide and have been adopted to local needs in most parts of the world. They are framed to specify attainment at two levels: basic standards or minimum requirements and standards for quality development. The concept of social accountability is embedded in all parts of the WFME standards documents. In 2011, a revision of the standards for undergraduate education has been instituted. Strengthening of aspects on social accountability of medical education will be a particular concern.
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