| 1. |
- Forsman, Mikael, Professor, et al.
(författare)
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Systematic risk management with RAMP for riskassessment and adapted changes - an implementation study
- 2022
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Ingår i: NES2022 WORK WELL Conference Proceedings Research. ; , s. 156-157
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Konferensbidrag (refereegranskat)abstract
- RAMP (Risk Assessment and Management tool for manual handling – Proactively), is arisk management tool focusing on manual handling work. Since 2017 RAMP has beenspread to over 105 countries. More than other methods, RAMP supports the entire riskmanagement process. RAMP is based on risk factors documented in scientific literature,and it has been evaluated regarding usability and reliability. It is now used for MSDrisk management in many organisations. The feedback from RAMP users is positive,and there are indications of reductions in sick absence.The purpose of the ongoing project is to investigate a selection of effects thatimplementation entails and to examine the implementation of RAMP from a leadershipand system perspective. Specific questions are: What happens when a companyimplements RAMP? Are the risk factors reduced? What affects the change? Whatstrategies do companies use when implementing RAMP? Are the effects of whichstrategies companies apply when implementing affected? What are the facilitators andbarriers to the implementation of this risk management method?The project is carried out as an implementation study based on mixed methods incollaboration between researchers and four production companies and two FHV actors.The effects and implementation of RAMP will be evaluated by comparing risk levels,qualitative interviews, document analyses, questionnaires and structured observationsof work processes. For changes in risk factors, RAMP risk assessments, which includeobservations and objectivemeasurements of push-pull forces, carried out at baseline andat follow-up will be compared. If possible, in addition to the above data collection, thecompany's own data on sick leave, productivity and quality (eg quality deficiency data)will be included and monitored over time.Implementations and effects of RAMP will be summarized in so-called logicalmodels. These models will identify inputs (e.g. time and resources set aside forimplementation), activities (e.g. training and measures implemented), intermediate(short-term) outcomes (e.g. the extent to which RAMP is used in the systematic workenvironment work and in the entire process for risk management, how much of the highrisks have been reduced, what type of measures have been taken and how the riskawareness has developed among employees), long-term outcomes (e.g. employees'perception of the workload, perceived health and perceived problems), and possiblylong-term outcomes (e.g. changes in sick absence, quality and productivity as well assharing good examples within the organisation).157At this point in the project, the questionnaire has been designed, companies havebeen contacted, and data collection at the first company, that now has assigned animplementation strategy, is about to start.The project is expected to show what effects on the work environment (possibly alsohealth, quality and productivity) that systematic application of the RAMP method canhave, aswell aswhich of the studied factors affect the implementation and to what extentthey do so. The results are expected to lead to new knowledge in the area of systematicrisk management and implementation strategies.
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| 2. |
- Rose, Linda, 1963-, et al.
(författare)
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The RAMP package for MSD risk management in manual handling – A freely accessible tool, with website and training courses
- 2020
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Ingår i: Applied Ergonomics. - : Elsevier BV. - 0003-6870 .- 1872-9126. ; 86
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Tidskriftsartikel (refereegranskat)abstract
- In this paper the RAMP Package is presented with the objective to facilitate the application of the RAMP tool to systematically manage MSD risks. The package consists of the RAMP tool (Risk Assessment and Management tool for manual handling Proactively), the RAMP website, and free, globally available online, training courses (MOOCs). An Action module used for managing identified MSD risks is introduced. The tool, encompassing a wide range of risks, is applicable to the whole risk management process. Furthermore, RAMP is openly available for download, and free to use. The RAMP tool and training materials were developed using a participative iterative methodology including researchers and practitioners. RAMP was downloaded in 86 countries in the first 26 months since its' launch and over 2400 learners from high-, middle- and low-income countries have joined the MOOCs. The RAMP Package meets organisations’ needs for an accessible, comprehensive risk assessment and management tool.
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| 3. |
- Weurlander, Maria, 1969-, et al.
(författare)
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Development and validation of the physician self-efficacy to manage emotional challenges Scale (PSMEC)
- 2024
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Ingår i: BMC Medical Education. - : Springer Nature. - 1472-6920. ; 24:1
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Tidskriftsartikel (refereegranskat)abstract
- Background Medical students experience emotional challenges during their undergraduate education, often related to work-based learning. Consequently, they may experience feelings of uncertainty and self-doubt, which can negatively affect their well-being. Therefore, it is crucial to support students’ development of their ability to manage distressful situations. Self-efficacy beliefs may be a central aspect of supporting them in this development, and have been shown to relate to resilient factors such as students’ motivation, learning, and well-being.Methods We constructed a scale to measure medical students’ physician self-efficacy to manage emotional challenges during work-based learning, the PSMEC scale. The aim of the present study was to evaluate some of the psychometric properties of the PSMEC scale. The scale consists of 17 items covering five subscales: (1) medical knowledge and competence, (2) communication with difficult patients and delivering bad news, (3) being questioned and challenged, (4) educative competence in patient encounters, and (5) ability to establish and maintain relationships with healthcare professionals. Data were collected from 655 medical students from all seven medical schools in Sweden. To investigate the scale’s dimensionality and measurement invariance with regard to gender and time in education, single and multiple group confirmatory factor models were estimated using techniques suitable for ordered categorical data. Measures of Cronbach’s alpha were calculated to evaluate internal consistency.Results The scale showed good internal consistency on both the global dimension and the five subdimensions of self-efficacy. In addition, the scale was shown to be measurement invariant across genders and times in education, indicating that the scale means of male and female medical students and the scale means of students at the middle and end of their education can be compared.Conclusions The physician self-efficacy to manage emotional challenges scale demonstrated satisfactory psychometric properties, with regards to dimensionality, internal consistency, and measurement invariance relating to gender and time in education, and this study supports the usefulness of this scale when measuring self-efficacy in relation to emotional challenges.
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| 4. |
- Ballatore, M. G., et al.
(författare)
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Increasing gender diversity in STEM : A tool for raising awareness of the engineering profession
- 2019
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Ingår i: ACM International Conference Proceeding Series. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450371919 ; , s. 216-222
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Konferensbidrag (refereegranskat)abstract
- The ANNA tool developed in the scope of the project "Increasing Gender Diversity in STEM" is an online tool that allows high school students to match their own personality, views, and expectations to those of engineering students and professional engineers. Not only does it provide easy access to role models, but it also increases awareness of what it means to be an engineer and picks up on some stereotypes associated with studying technology at the university. This EU funded Erasmus+ project helped the partners to study the gender difference in self-perception about the engineering degree. In the meantime, the data collection gives the opportunity to take a look at how students perceive their university and their degree.
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| 5. |
- Barman, Linda, 1972-, et al.
(författare)
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Att greppa mekanikbegreppen : Ett fenomens vara, och inte vara
- 2021. - 1
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Ingår i: Didaktisk dialog i högre utbildning. - Lund : Studentlitteratur AB.
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Kollegiala samtal är ett viktigt verktyg för att stärka kvaliteten och utveckla undervisningen. Ändå är sådana diskussioner fortfarande sällsynta inom högre utbildning. Den här boken presenterar en modell för kollegiala samtal - så kallade didaktiska utvecklingsdialoger - med utgångspunkt i autentiska undervisningssituationer, hämtade från universitetslärares vardagsarbete inom olika utbildningar. Exempel på teman som belyses och diskuteras i boken är: utmaningen i att behandla ett omfattande ämnesinnehåll på få undervisningstimmar; lärstrukturer för distansstudenter; studenters negativa attityder till ett visst ämnesinnehåll; och relationen mellan vardagsföreställningar och teoretiskt grundad begreppsförståelse. Varje tema illustreras genom reflektion i flera steg, i en dialog mellan universitetslärare, forskare och pedagogiska utvecklare från olika lärosäten runt om i Sverige. Didaktisk dialog i högre utbildning är lämplig som litteratur på högskolepedagogiska kurser, och riktar sig också till enskilda universitetslärare och lärarlag som vill utveckla sin undervisning. Förhoppningen är att dialogerna ska ge inspiration och utmana, och också fungera som modell för samtal om undervisning och om det akademiska lärarskapets komplexitet.
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| 6. |
- Barman, Linda, 1972-, et al.
(författare)
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Digital Transformations in Nordic Higher Education : A Step Towards Unpacking a Multifaceted and Emergent Phenomenon
- 2023. - 1
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Ingår i: Digital Transformations in Nordic Higher Education. - Cham : Springer Nature. ; , s. 3-26
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Bokkapitel (refereegranskat)abstract
- Digitalisation-related challenges and opportunities in higher education are not new, but awareness of their transformative potential has increased, with global trends including massive open online courses (MOOCs) and other forms of technology-enhanced open education. The COVID-19 pandemic has emphasised the importance of flexible forms of teaching and learning, and, as a result, has intensified the adoption of technological platforms and solutions across the board. In this introductory chapter to the volume, the editors provide a state of the art on the topic of digital transformations, including clarifications on concepts and definitions, alongside the articulation of a systemic framework that considers the complexity, dynamic, and multifaceted nature of the phenomenon under investigation.
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| 7. |
- Barman, Linda, 1972-, et al.
(författare)
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Engineering teacher's approaches to design and deliver inclusive teaching in flexible learning spaces
- 2018
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Ingår i: 2018 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE). - : IEEE. - 9781538611746
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Konferensbidrag (refereegranskat)abstract
- This Work in Progress Research reports on an ongoing study about engineering teachers' approaches to inclusive teaching when designing MOOCs (Massive Open Online Education). It is part of a larger project exploring ways in which MOOC-initiatives can facilitate educational change within Universities. Our assumption is that the teachers, may develop their understanding of inclusive teaching, and, if so, transfer that knowledge into the design and delivery of regular course offerings given by universities. The knowledge generated in this study can help to shape future initiatives for faculty development and support, regarding engineering teachers' ways to design and deliver flexible scalable forms of teaching that facilitates inclusiveness in the learning process.
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| 8. |
- Barman, Linda, 1972-, et al.
(författare)
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Hardness or Resignation : How Emotional Challenges During Work‑Based Education Influence the Professional Becoming of Medical Students and Student Teachers
- 2023
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Ingår i: Vocations and Learning. - : Springer Nature. - 1874-785X .- 1874-7868.
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Tidskriftsartikel (refereegranskat)abstract
- This paper addresses how emotionally challenging experiences during work-basededucation may influence the professional becoming of student teachers and medicalstudents. We conducted a qualitative analysis of eight focus group interviewswith undergraduates from two universities in Sweden who studied to become eitherphysicians or teachers, and interpreted their experiences through Wenger’s theory ofcommunities of practice. The findings show that students’ ideal view of how to becaring in their aspiring professional role as physician or teacher collided with existingpractices, which affected them emotionally. In particular, the students found itchallenging when norms and practices differed from their values of professionalismand when the professional culture within practices reflected hardness (physicians) orresignation (teachers). Both medical students and student teachers experienced thatprofessional decision making and legitimacy challenged them emotionally, howeverin different ways and for different reasons. This study makes visible both generaland specific aspects of how students view their future role in the welfare sector andchallenging dimensions of professional practice. The findings bring into focus thequestion of how professional education can support students’ professional becomingin relation to their emotional challenges.
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| 9. |
- Barman, Linda, 1972-, et al.
(författare)
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Higher education, For free, for everyone, for real? Massive Open Online Education (MOOCs) and the responsible university : History and enacting rationalities for MOOC-initiatives at three Swedish universitie
- 2019
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Ingår i: The Responsible University. - London : Palgrave Macmillan. - 9783030256456 ; , s. 117-143
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Large-scale open education initiatives, commonly referred to as MOOCs (Massive Open Online Courses), may be said to offer universities a new form of public outreach, whereby universities can take an active role in educating society and provide affordable pathways to lifelong learning for all. In this chapter, we examine how MOOC initiatives resonate with the notion of the responsible university from the perspective of Swedish higher education. Based on an analysis of notions of intent expressed by three Swedish universities, we reason about the roles that MOOC initiatives may play. Further, we adapt a framework on how public organisations negotiate bounded realities in order to juxtapose discourses that reflect different rationales for the MOOC initiatives at three Swedish universities. As a result, we identify a number of affordances that MOOCs potentially provide, such as access to lifelong learning from higher education institutions to diversified and unprivileged groups, but also how the universities intend to utilise MOOC projects for internal capacity-building related to the digitalisation of education. Currently, potentially conflicting rationalities arise between strong norms of tuition-free, state-funded education and the developing business models of the MOOC platform providers that illustrate a challenge for the Nordic model.
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| 10. |
- Barman, Linda, 1972-, et al.
(författare)
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How education policy is made meaningful - a narrative exploration of how teachers show autonomy in the development of teaching and learning
- 2016
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Ingår i: Higher Education Resarch and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 35:6, s. 1111-1124
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Tidskriftsartikel (refereegranskat)abstract
- This study addresses how the autonomy of teachers in higher education, in relation to education policy and reform, can be understood. By taking a narrative-in-action approach, we studied health profession teachers' activities and reasoning within their ongoing practice during one year. The findings show how the teachers created their own policies and in what way these policies became meaningful. As teachers in this study continuously made changes, the joint creation of policies contributed to their sense of togetherness and the re-building of a community of practice. In parallel, they increased the evidence-based standards related to their discipline and experienced a shift in perspective concerning teaching and learning. The importance of their jointly made policies can be explained by how they learned a student-learning view together, and built on their own ideas of what educational matters needed to be developed. At the same time, their activities and reasoning mirror a debated but yet prevailing view' on the discourse of quality and a number of ideals thereof such as transparency and standardisation, effective teaching and increased academisation.
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