| 51. |
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| 52. |
- Lichtenstein, P, et al.
(författare)
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The Swedish Twin Registry in the third millennium: an update
- 2006
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Ingår i: Twin research and human genetics : the official journal of the International Society for Twin Studies. - : Cambridge University Press (CUP). - 1832-4274. ; 9:6, s. 875-882
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Tidskriftsartikel (refereegranskat)abstract
- The Swedish Twin Registry was first established in the late 1950s. Today it includes more than 170,000 twins — in principle all twins born in Sweden since 1886. In this article we describe some ongoing and recently completed projects based on the registry. In particular, we describe recent efforts to screen all twins born between 1959 and 1985, and young twin pairs when they turn 9 and 12 years of age. For these studies, we present initial frequencies of common conditions and exposures.
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| 53. |
- Liljedahl, Matilda, et al.
(författare)
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Threshold concepts in health professions education research: a scoping review
- 2022
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Ingår i: Advances in Health Sciences Education. - : Springer Science and Business Media LLC. - 1382-4996 .- 1573-1677. ; 27:5, s. 1457-1475
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Tidskriftsartikel (refereegranskat)abstract
- Threshold concepts (TCs) are increasingly used in health professions education (HPE) research. TCs are claimed to be conceptual gateways which are often traversed with substantial difficulty. In this paper, we report on a scoping review investigating the following research question: What is the scope and nature of the currently available research on threshold concepts in health professions education literature? We employed Arksey and O'Malley's model for scoping reviews. A search for literature on TCs in HPE research between 2003 and 2020 yielded 999 records of which 59 were included in the review. The data set was subject to quantitative descriptive analysis of article characteristics as well as qualitative thematic analysis of the scope of research on TCs. Among the 59 articles selected for review, there were 30 empirical, 26 conceptual and three reviews. A majority were published in 2015 or later. Almost half of the included articles attempted to identify possible TCs within HPE. Others investigated how TCs can be traversed or suggested how TCs could influence curriculum design. Some critically appraised the framework of TC. Although TCs are increasingly utilised in HPE, the present review identified how researchers came across methodological challenges related to identifying possible TCs and definitional challenges around identifying the essential characteristics of TCs. Before embracing TCs as the next go-to theory for learning in HPE, we acknowledge the need for methodological stringeny and rigour as well as more data to support TCs. Until then, any implementation of TCs in HPE curricula should be done cautiously.
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| 54. |
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| 55. |
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| 56. |
- McGrath, Cormac, et al.
(författare)
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Twelve tips for conducting qualitative research interviews.
- 2019
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Ingår i: Medical teacher. - 1466-187X .- 0142-159X. ; 41:9, s. 1002-1006
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Tidskriftsartikel (refereegranskat)abstract
- The qualitative research interview is an important data collection tool for a variety of methods used within the broad spectrum of medical education research. However, many medical teachers and life science researchers undergo a steep learning curve when they first encounter qualitative interviews, both in terms of new theory but also regarding new methods of inquiry and data collection. This article introduces the concept of qualitative research interviews for novice researchers within medical education, providing 12 tips for conducting qualitative research interviews.
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| 57. |
- McGrath, Cormac, 1973-, et al.
(författare)
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University teachers' perceptions of responsibility and artificial intelligence in higher education - An experimental philosophical study
- 2023
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Ingår i: Computers & Education: Artificial Intelligence (CAEAI). - 2666-920X. ; 4
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates university teachers’ relationships with emerging technologies by focusing on the uptake of artificial intelligence in higher education practices. We utilise an experimental philosophy approach to i) determine university teachers’ intuitions around universities’ responsibilities to adopt new artificial intelligence technologies, ii) understand the conditions under which university teachers consider artificial intelligence defensible and, hence, would be willing to introduce such tools and services into their daily practice and iii) specify teachers’ self-reported knowledge of artificial intelligence. An online survey, where participants were sent one of three different cases (Case A related to first-generation students, Case B, an archetypical student, Case C, students with a learning disability), and 18 identical questions across all three cases. The survey was distributed among 1773 teachers. Based on the responses of 194 university teachers, we identify differences related to responsibility, equity, and knowledge about artificial intelligence. Our quantitative data exhibited that in Case A and Case C, the respondents ranked to a higher degree that universities should use artificial intelligence tools and systems to achieve equitable outcomes. Data revealed no statistically significant associations among the respondents with regard to background variables in Case A. However, Case B and Case C disclosed statistically significant associations concerning gender, age, faculty, and academic position among the participants. Moreover, we identify teachers’ fears and scepticism about artificial intelligence in higher education, concerns about fairness and responsibility, and lack of knowledge about artificial intelligence and resources to engage with artificial intelligence in teaching practices.
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| 58. |
- McGrath, Cormac, et al.
(författare)
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You say it, we say it, but how do we use it? Communities of practice: A critical analysis
- 2020
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Ingår i: Medical Education. - : Wiley. - 0308-0110 .- 1365-2923. ; 54:3, s. 188-195
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Tidskriftsartikel (refereegranskat)abstract
- Objectives As educational theories are increasingly used in medical education research there are concerns over how these theories are used, how well they are presented and what the authors intend. Communities of practice (CoP) is one example of an often-used theory and conceptual framework. This paper presents a critical analysis of how CoP theory is used in medical education research. Methods A critical literature analysis was undertaken of articles published between 1998 and 2018 in eight internationally recognised medical education journals. From a total of 541 articles, 80 articles met the inclusion criteria and were analysed and mapped according to various patterns of use. Results We discerned five categories of use, two misleading and cosmetic, off target and cosmeticising, and three functional, framing, lensing and transferring. A considerable number of articles either misrepresented the point of communities of practice or used it in a cosmetic fashion. The remainder used the theory to frame an ongoing study in relation to other work, as a lens through which to design the study and collect or analyse data, or as a way of discussing or demonstrating the transferability of the findings. Conclusions We conclude that almost half of the reviewed articles did not offer a functional and rigorous definition of what is meant by CoP; instead, they used it in a potentially misleading or cosmetic manner. This study therefore calls on editors, reviewers and authors alike to increase clarity and quality in the application of CoP theory in medical education.
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| 59. |
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| 60. |
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