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- Dahlström, Lisbeth, 1962, et al.
(författare)
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“It′s good enough”: Swedish general dental practitioners on reasons for accepting sub-standard root filling quality
- 2018
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Ingår i: International Endodontic Journal. - : Wiley. - 0143-2885 .- 1365-2591. ; 51:S3
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Tidskriftsartikel (refereegranskat)abstract
- Aim The concept of “good enough” is central and necessary in the assessment of root filling quality. The aim was to explore the concept by analysing reasons and arguments for the acceptance or rejection of substandard root filling quality as reported by GDPs in Sweden. Methodology The study was designed as a qualitative and exploratory study based on seven videotaped focus group interviews analysed by means of qualitative content analysis. Thirty-three general dental practitioners (GDPs) employed in the Public Dental Health Service in Gothenburg, Sweden, participated (4-6 GDPs/interview). In all nine predetermined questions were followed. Before each focus group, the participants received radiographs of 37 root fillings and were asked to assess the root filling quality. The three cases representing the most divergent assessments served as a basis for the discussion. The cases were presented without clinical information, the dentists would relate to the cases as being just root filled by themselves. Results The radiographs did not provide a sufficient basis for decisions on whether or not to accept the root filling. The present study emphasised that dentists did not primarily look for these arguments in the technical details of the root filling per se but instead they considered selected features of the contextual situation. The GDPs constantly introduced relevant “ad hoc considerations” in order to account for the decisions they made. These contextual considerations were related to aspects of pulpal and periapical disease, risks (e.g. technical complications) or to consumed resources (personal and/or economic). Conclusions It was obvious that the concept of “good enough” does not exist as a general formula ready to be applied in particular situations. Instead, it is necessarily and irremediably tied to contextual properties that emerge from case to case.
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| 2. |
- Dahlström, Lisbeth, 1962, et al.
(författare)
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"Working in the dark”: Swedish general dental practitioners on the complexity of root-canal treatment
- 2017
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Ingår i: International Endodontic Journal. - : Wiley. - 0143-2885 .- 1365-2591. ; 50:7
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Tidskriftsartikel (refereegranskat)abstract
- Aim: To explore elements of reasoning and understanding that might obstruct the performance of good-quality root canal treatment (RCT) and make general dental practitioners (GDPs) produce and accept root fillings of inferior quality. Methodology: The study was designed as a qualitative and explorative study based on seven videotaped focus group interviews analysed by means of qualitative content analysis. Nine predetermined questions were followed. Thirty-three GDPs (4–6 dentists/interview), employed in the Public Dental Health Service in Gothenburg, Sweden, participated. Results: Feelings such as anxiety, frustration, stress or exhaustion were associated with RCT. In general, RCT was regarded as complex, mysterious and embedded in uncertainty. A feeling of loss of control was frequently described in relation to all procedural steps from negotiating the canal to prognostic deliberations. Reasons could include challenging canals, complicated instruments and the fact that treatment had to be performed in a concealed space without visible insight. Several dentists questioned the requirements for correctly performing RCT, and some indicated that striving towards optimal technical root filling quality should not be expected in each case in general practice. Most of the GDPs were unable to complete a case within the remuneration system, and they therefore either spent more time than the set fee allowed for or accepted a suboptimal root filling when the time limit was reached. Conclusions: High levels of stress and frustration in relation to RCT were reported by the GDPs. RCT was regarded as complex and was often performed with an overall sense of lack of control.
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| 3. |
- Ivarsson, Jonas, 1976, et al.
(författare)
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Arranging for visibility
- 2010
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Ingår i: Paper presented at the European Association for the study of Science and Technology conference, Trento, Italy.
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Konferensbidrag (refereegranskat)abstract
- With an approach based on ethnomethodological studies of work, this presentation discusses a theme that we call arranging for visibility. First, we present a case where professionals in medicine arrange so called learning sessions in order develop visual expertise in relation to a novel medical imaging technology. Characteristic for these sessions is that members of the team arrange the situations so as to be able to visually discern critical details. Second, we discuss how the members’ orientation to visual details necessitates analytical access to these details, and – in relation to this – what arranging for visibility might mean for us as analysts. The case that we discuss concerns a multidisciplinary team of scientists and professional radiologists. Diagnosis and follow-up of pulmonary diseases are most commonly done with conventional chest radiography. A fundamental problem with chest radiography is that overlapping anatomic structures may obstruct the detection of tumours and other pathologies. With a new form of digital tomography called tomosynthesis it becomes possible to visualise the chest as a set of slices. Within the first months of clinical use of the technology, experienced thoracic radiologists were able to increase their detection of pulmonary nodules, from about 25% to over 90%. The increase in the detection of true positives, however, was also paralleled by an increase of false positives. The introduction of the new technology did not just simply augment the professional visual of the thoracic radiologists. Rather, it reconfigured the expertise by installing new ways of seeing and acting. As a response to this, and in order to highlight critical issues in detection of pulmonary nodules, the team arranged learning sessions during which previous cases were collectively reviewed: two separate projector screens allowed for side-by-side comparisons of CT and tomosynthesis data from the same patient; historical records of all individual markings effectively displayed any incongruence of earlier judgements; the use of large screens and laser pointers enabled rapid and precise indexing; the uneven distribution of expertise made it relevant to provide extended instruction in professional ways of seeing. The elaborate arrangement of learning sessions could be seen as an enabling condition for the team members’ ensuing orientation towards critical details in the interpretation of images. As a consequence of this, investigations of the learning sessions have the potential to shed light on important aspects of the relation between technological shifts and reconfigurations of expertise. Video recordings becomes a indispensable tool in this research: since the interest lies in the orientation to visual detail by the members, there is a need for records that preserve this orientation in necessary detail. The work of us as analysts also makes relevant elaborated arrangements of transcripts, images and different camera angles. There are thus both parallels and differences between the arrangements for visibilities made by members and that made by us as analysts – an issue which connects to the more general issue of the relation between the perspective of the member and that of the analyst in social scientific research.
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| 5. |
- Johansson, Elin, 1978, et al.
(författare)
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Experiences, appearances, and interprofessional training: The instructional use of video in post-simulation debriefings
- 2017
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Ingår i: International Journal of Computer-Supported Collaborative Learning. - : Springer Science and Business Media LLC. - 1556-1607 .- 1556-1615. ; 12:1, s. 91-112
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Tidskriftsartikel (refereegranskat)abstract
- © 2017 The Author(s)Through close analyses of the interaction that takes place between students and facilitators, this study investigates the instructional use of video in post-simulation debriefings. The empirical material consists of recordings of 40 debriefings that took place after simulation-based training scenarios in health care education. During the debriefings, short video-recorded sequences of the students’ collaboration in the scenarios were shown, after which the facilitators asked the students questions about the teamwork and their performance as displayed in these sequences. The aim of the study is to show: a) how the video is consequential for the ways in which the students talk about the teamwork and their own performance; b) how the facilitators’ questions guide the students’ contributions and collaborative sense making of prior events. Regularly, the facilitators’ questions were posed in terms of “seeing”. The design and sequential environment of the questions made it relevant for the students to comment on how the displayed situations appeared audiovisually and how these appearances contrasted with their experiences from the situation. In this way, the video enabled the students to talk about their own conduct, including their collaboration with their peers, from a third-person perspective. The study highlights the central role of instructions and instructional questions in the debriefings, how the video was used to make the students reconceptualise their performance together with others, and the importance of contributions from fellow students.
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| 9. |
- Johansson, Elin, 1978, et al.
(författare)
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Pedagogical use of video for feedback and reflection in simulation-based team-training
- 2013
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Ingår i: Högskolepedagogisk konferens i Göteborg (HKG 2013). ABSTRACTS [VERSION 1.6 | 2013-10-14].
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Within the educational sciences, the use of video in providing feedback on student performance has been investigated in several research studies. The current study aligns to this interest and investigates how video recordings of simulation scenarios are used as basis for feedback and reflection in healthcare education. The data corpus consists of forty video recorded simulation sessions that were part of a team training of medical and nursing students. The sessions were designed to provide opportunities for joint team training in order to develop competencies for interprofessional collaboration. The use of simulations for team training of health care students and professionals has a long tradition. A common assumption is that facilitated feedback discussions (debriefings) are critical for positive learning outcomes to occur. Whether and how such effects are achieved, however, have not been thoroughly addressed (Fanning & Gaba, 2007). In recent years, the use of video recordings of simulated scenarios in subsequent debriefings has become common practice and it is often thought to be beneficial (cf. Dieckmann et al., 2008). In relation to simulation-based team training, the concept “video-assisted debriefing” is commonly used to describe a facilitated discussion where short video sequences are used as a basis for feedback and reflection on team conduct. Empirical studies on how video features in this practice are, however, mainly absent. The general aim of the presentation is to address how video recordings can be used as a ground for feedback and reflection in facilitated group discussions in various educational settings. Based on short video sequences from the data material, the presentation will address how the use of video contributes to in-depth discussions on specific aspects of teamwork in the simulation scenario. Preliminary analyses indicate that selection of episodes, the introduction and framing of them as well as how they subsequently are discussed all are important for how the debriefings evolve. In the recorded sessions, two methods for introducing and following-up the video clips have been observed. One approach applied by the facilitators is to be very specific about the aspects that should be subject for discussion, whilst another is to be more open-ended and hand over to the students what aspects to focus on. In the present study, the significance of the facilitators’ questions and framing of the clips are subject to further analysis. References Dieckmann, P., Reddersen, S., Zieger, J., & Rall, M. (2008). A structure for video-assisted debriefing in simulator-basedtraining of crisis resource management. In R. Kyle & B. W. Murray (Eds.), Clinical Simulation: Operations, Engineering, and Management (pp. 667-676). Burlington: Academic Press. Fanning R.M. & Gaba D.M. (2007). The Role of Debriefing in Simulation-Based Learning. Simulation in Healthcare, 2(2): 115-125.
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| 10. |
- Lindwall, Oskar, 1974, et al.
(författare)
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The use of video in dental education: Clinical reality addressed as practical matters of production, interpretation and instruction
- 2014
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Ingår i: Studies of video practices : video at work / edited by Mathias Broth, Eric Laurier and Lorenza Mondada. - New York : Routledge. - 9780415728393 ; , s. 161-180
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Bokkapitel (refereegranskat)abstract
- Over the past half-century, clinical practitioners, educators and researchers have argued for the benefits of using video and television in dental education. Everything within the tooth is tiny and it is hard to provide light in the inner structures of the teeth. This does not only pose challenges to the practising dentist, but also to the student of dentistry. This chapter investigates how a combination of video and microscopes is used for instructional purposes. In the first part, the production of the instructional video is analysed. The second part investigates how the video is interpreted and explicated by the teacher.
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