| 1. |
- Asplund, Sara, 1976, et al.
(författare)
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Extended analysis of the effect of learning with feedback on the detectability of pulmonary nodules in chest tomosynthesis
- 2011
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Ingår i: Progress in Biomedical Optics and Imaging - Proceedings of SPIE. - : SPIE. - 1605-7422. ; 7966
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- In chest tomosynthesis, low-dose projections collected over a limited angular range are used for reconstruction of section images of the chest, resulting in a reduction of disturbing anatomy at a moderate increase in radiation dose compared to chest radiography. In a previous study, we investigated the effects of learning with feedback on the detection of pulmonary nodules in chest tomosynthesis. Six observers with varying degrees of experience of chest tomosynthesis analyzed tomosynthesis cases for presence of pulmonary nodules. The cases were analyzed before and after learning with feedback. Multidetector computed tomography (MDCT) was used as reference. The differences in performance between the two readings were calculated using the jackknife alternative free-response receiver operating characteristics (JAFROC-2) as primary measure of detectability. Significant differences between the readings were found only for observers inexperienced in chest tomosynthesis. The purpose of the present study was to extend the statistical analysis of the results of the previous study, including JAFROC-1 analysis and FROC curves in the analysis. The results are consistent with the results of the previous study and, furthermore, JAFROC-1 gave lower p-values than JAFROC-2 for the observers who improved their performance after learning with feedback. © 2011 SPIE.
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| 2. |
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| 3. |
- Sellberg, Charlott, 1974, et al.
(författare)
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Learning to navigate: the centrality of instructions and assessments for developing students' professional competencies in simulator-based training
- 2018
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Ingår i: WMU Journal of Maritime Affairs. - : Springer Science and Business Media LLC. - 1651-436X .- 1654-1642. ; 17:2, s. 249-265
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Tidskriftsartikel (refereegranskat)abstract
- Despite the promises of simulations to contribute to learning in safe-critical domains, research suggests that simulators are poorly implemented in maritime education and training systems. From the current state of research, it is far from evident how instruction in simulator-based should be designed and how skills trained in bridge simulators should be assessed and connected to professional practice. On this background, this article aims to investigate the role of instructions and assessments for developing students' professional competencies in simulation-based learning environments. The research draws on ethnographic fieldwork and detailed analyses of video-recorded data to examine how maritime instructors make use of simulator technologies in a navigation course. Our results reveal an instructional practice in which the need to account for general principles of good seamanship and anti-collision regulations is at the core of basic navigation training. The meanings of good seamanship and the rules of the sea are hard to teach in abstraction because their application relies on an infinite number of contingencies that have to be accounted for in every specific case. Based on this premise, we stress the importance of instructional support throughout training (from briefing thorough scenario to debriefing) in order for the instructor to bridge theory and practice in ways that develop students' competencies. Our results highlight, in detail, how simulator technologies enable displaying and assessing such competencies by supporting instructors to continuously monitor, assess, and provide feedback to the students during training sessions. Moreover, our results show how simulator-based training is related to the work conditions on board a seagoing vessel through the instructor's systematic accomplishments. Finally, our results highlight the close relationship between technical and non-technical skills in navigation, and how these are intertwined in training for everyday maritime operations.
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| 4. |
- Rystedt, Hans, 1951, et al.
(författare)
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Realism, authenticity, and learning in healthcare simulations : rules of relevance and irrelevance as interactive achievements
- 2012
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Ingår i: Instructional science. - : Springer Science and Business Media LLC. - 0020-4277 .- 1573-1952. ; 40:5, s. 785-798
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Tidskriftsartikel (refereegranskat)abstract
- Because simulators offer the possibility of functioning as authentic representations of real-world tasks, these tools are regarded as efficient for developing expertise. The users' experience of realism is recognised as crucial, and is often regarded as an effect of the similarity between reality and the simulator itself. In this study, it is argued that simulation as a realistic and relevant activity cannot be predesigned but emerges in the interaction between the participants, the simulator, and the context. The study draws on interaction analysis of video data from medical training. The aim is to contrast the use of two different simulators to explore the requirements needed to establish and maintain simulations as authentic representations of clinical practice. Irrespective of the realism of the simulator, glitches in the understanding of the simulation as work-related activity appear and are bridged by participants. This regularly involves an orientation to the relevant similarities with work and, simultaneously, the ruling out of irrelevant dissimilarities. In doing so, the participants rely on established professional practices to construe the situation. Moreover, the realism of the simulation is maintained through the participants' mutual orientation to the moral order of good clinical practice and a proper simulation. It is concluded that the design of simulation activities needs to account for the possibilities of participants understanding the specific conditions of the simulation and the work practices that the simulation represents. Learning to simulate is thus something that needs further attention in its own right.
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| 5. |
- Eikeland Husebø, Sissel, et al.
(författare)
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Reflecting on Interprofessional Simulation
- 2019
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Ingår i: Interprofessional Simulation in Health Care. - Cham : Springer Publishing Company. - 2210-5549 .- 2210-5557. - 9783030195410 - 9783030195427 ; , s. 139-171
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Bokkapitel (refereegranskat)abstract
- This chapter explores and discusses how models of debriefing can support interprofessional learning in simulation-based education activities. The role of video as a tool for feedback and reflection is described and the ways video can be integrated in the learning environment to optimize opportunities for learning.
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| 6. |
- Lymer, Gustav, 1978-, et al.
(författare)
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Situated abstraction : From the particular to the general in second-order diagnostic work
- 2014
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Ingår i: Discourse Studies. - : SAGE Publications. - 1461-4456 .- 1461-7080. ; 16:2, s. 185-215
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Tidskriftsartikel (refereegranskat)abstract
- The present study examines the work of a group of medical scientists as they identify interpretative ‘pitfalls’ – recurrent sources of error – in the use of a new radiographic technique, formulate suggestions on how these pitfalls can be avoided and communicate their findings in the form of a scientific publication. The analysis focuses on a session in which previously diagnosed cases are discussed, and demonstrates the ways in which a certain source of diagnostic error gradually emerges as a taken-for-granted in the interaction. An increased sense of recognition, recurrence and typicality is discernible in the treatment of the cases. Talk characterized by expansions and elaborations, displays of understanding in the form of reformulations, understanding checks, and so on, leave room for brief typifications and reifications of interpretative difficulties in characteristics of the imaging technique. Topical treatment of perception and interpretation, as well as embodied engagement, become decreasingly salient. It is argued that the abstracted formulations in the published text rely on the case-by-case working up of generality from particularity; from individualized accounts of why ‘I’ interpreted the image in a certain way to proffered generalizations achieved through articulated perceptions of a generalized ‘one’. If these proffers are ratified, a potential ground is established for the consensual formulation of a pitfall. The formulation of novel instructions is consequently made relevant, projecting a re-instructed diagnostic practice.
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| 7. |
- Moller, H., et al.
(författare)
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Technology-Enhanced Learning of Human Trauma Biomechanics in an Interprofessional Student Context
- 2022
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Ingår i: Teaching and Learning in Medicine. - : Informa UK Limited. - 1040-1334 .- 1532-8015. ; 34:2, s. 135-144
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Tidskriftsartikel (refereegranskat)abstract
- Phenomenon This study aimed to investigate how students can develop their understanding of trauma biomechanics by means of technology-enhanced learning-an interactive visualization tool developed to enhance understanding of the biomechanics underlying an injury via dynamic imaging sequences. Approach: Students were invited to explore the content as a learning resource during an interprofessional clinical placement on an orthopedic ward. Thirty volunteer medical, nursing, and physiotherapy/occupational therapy students participated in 10 interprofessional groups of three participants. They were video recorded while interacting with learning software that was divided into five sections: Work Up, General Information, Biomechanical Case Study, Biomechanical Risk Assessment, and Treatment. Investigators probed students' learning experiences via four focus group discussions. A sociomaterial perspective was adopted, directing the analytical focus to how students' made use of talk, gestures, bodies, and material objects to understand the visualized phenomena. Findings: When connecting the visualization to a patient case, certain features of the technology stood out as important for promoting engagement and understanding trauma mechanisms. Decreased tempo, showing the directions and dynamics of trauma biomechanics in slow-motion, and color coding of the strain on the affected structures were especially important for evoking the emotional responses. The visualization tool also supported students' explorations of causal relationships between external forces and their biomedical effects. These features emphasize the sociomaterial relation between the design of the technology and the student activities. Insights: Dynamic visualization of biomechanical events has the potential to improve the understanding of injury mechanisms and specifically to identify anatomical structures at high risk of injury. Dynamic visualizations for educational purposes seem to promote possibilities for learners to contextualize visual representations relative to one's own body. Educational methods and practice need explicit attention and development in order to use the full potential of the visualization technology for learning for the health care professions.
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| 8. |
- Abrandt Dahlgren, Madeleine, 1956-, et al.
(författare)
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Video as a Tool for Researching Simulation Practices
- 2019
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Ingår i: Interprofessional Simulation in Health Care. Abrandt Dahlgren M., Rystedt H., Felländer-Tsai L., Nyström S. (red.). - Cham : Springer. - 2210-5549 .- 2210-5557. - 9783030195427 - 9783030195410 ; , s. 31-55
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Bokkapitel (refereegranskat)abstract
- This chapter provides examples of how arrangements for collection and analyses of video data were organized across different sites. The common approach to data collection builds on established methods for recording of audiovisual materials in the social sciences with a focus on interaction and learning. The chapter describes how arrangements for data collection across different sites were organised, and how video analysis can be used as a method for collaborative analysis of practices. One approach is entitled purposeful approach to collaborative data analysis. A second approach draws on video-based studies of situated action, and a third approach of analysis is the use of qualitatively different readings of the same data. One does not replace the other, but rather draws out different features.
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| 9. |
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Interprofessional Simulation in Health Care
- 2019
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book describes and discusses a practice-oriented approach to understanding and researching interprofessional simulation-based education and simulation. It provides empirical findings from research on this topic and is informed by practice-oriented perspectives. It identifies critical features of the simulation practice and discusses how these can be used in reforming simulation pedagogy. The book is divided into three sections. Section 1 sets the scene for understanding the practices of interprofessional simulation-based education and simulation. It provides a theoretical and methodological framework for the conceptualisation of practices and for the empirical studies on which the book is based. Section 2 revisits the dimensions of the simulation process/exercise, i.e. the briefing, simulation, and debriefing, and provides empirical analyses of how the practice of simulation unfolds. Based on these analyses, section 3 identifies and discusses how pedagogies for simulation can be reformed to meet the demands of future healthcare and research.
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| 10. |
- Kelly, Michelle, et al.
(författare)
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Preparing for Team Work Training in Simulation
- 2019
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Ingår i: Interprofessional Simulation in Health Care. Abrandt Dahlgren M., Rystedt H., Felländer-Tsai L., Nyström S. (red.). - Cham : Springer. - 2210-5549 .- 2210-5557. - 9783030195427 ; , s. 59-89
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Bokkapitel (refereegranskat)abstract
- An important condition for serving the educational objectives of simulation-based team training is that the facilitator’s instructions during the briefing bridge the gap between the simulation and the clinical situation it is intended to represent. This chapter unpacks instructional challenges in briefings by focusing on how instructors make use of trainees’ exhibited understanding of tasks to demonstrate how procedures should be adapted to the specific conditions of the simulation. Further, the chapter addresses the interplay between the simulation scenario, the provision of manikin features and the instructor’s guidance in the scenario and the relation to team performance in the simulation. The chapter shows how additional information is conveyed to the participants during the scenario to overcome the shortcomings of the simulator and how the sequencing and timing of this information during the scenarios were crucial for furthering the participants’ activities.
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