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| 2. |
- Martin, Cathrin, 1951-
(författare)
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Att stimulera lärande i undervisning
- 2015. - 1:1
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Ingår i: Att lära och utvecklas i sin profession. - Lund : Studentlitteratur. - 9789144092454 ; , s. 147-168
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Bokkapitel (populärvet., debatt m.m.)
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| 3. |
- Martin, Cathrin, 1951-
(författare)
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From other to self. Learning as Interactional Change
- 2004
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to empirically develop the understanding of learning as changing participation. The point of departure is that learning is interactionally and situationally constituted and made visible as changes in participation. The contribution of this study lies in the empirical demonstration of how learning is constructed in systematic changes in participation in interaction. Participation in interaction is studied within a conversation analysis (CA) perspective which adds precision and understanding to the analysis of participation. The data material analysed consists of longitudinal video recordings made in authentic physiotherapy-patient encounters. The analytic focus is on how physiotherapists and patients manage local, “here and now” problems in understanding through the practice of repair. Repair is an “understanding-display device”, a type of check procedure in interaction which is critical to the establishment of intersubjective understanding between people. Changes in the ways of ‘doing understanding’ can be argued to constitute changes in participation.Analytic attention has been turned to the interactional resources that the participants themselves turn their attention to in the organisation of repairs such as the interplay between talk, gaze, gesture, other bodily actions as well as artefacts. A change in participation is evident as a gradual stepwise change in the organisation of repair conceived of as four phases with a change from physiotherapist to patient regarding interaction responsibilities in solving problems. In sum, a successive change for the patient from other- to self-initiated repair, and from other- to self-repair.
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| 4. |
- Martin, Cathrin, 1951-, et al.
(författare)
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From other to self. Learning as interactional change
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Ingår i: Discourse processes. - 0163-853X .- 1532-6950.
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to address how learning is constituted, how learning can be studied as a phenomenon in interaction, and to discuss how teaching and learning are related. Theoretically, the article argues for, and discusses constraints and affordances for, relating socio-cultural understandings of learning as changing participiation to conversation analysis understandings of participation. The data material consists of longitudinal video recordings made in authentic physiotherapist-patient encounters. The progressional change in the formation of movement behaviour is captured through detailed analysis of the everyday practices of physiotherapists and patients. The results of the study show that a change in participation can be made visible over time through capturing changes in the repair organization participants use to resolve troubles with understanding. In sum, there is a successive change for the patient from other- to self-initiated repair, and from other- to self-correction. Over time, the repair sequences are accomplished with substantially smaller participation resources.
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| 5. |
- Martin, Cathrin, 1951-
(författare)
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Lärande som förändrat deltagande
- 2009
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Ingår i: Den lärande patienten.. - Lund : Studentlitteratur. - 9789144047904
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Bokkapitel (populärvet., debatt m.m.)
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| 6. |
- Martin, Cathrin, 1951-
(författare)
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Peer learning - att lära i samspel med andra
- 2008
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Ingår i: LearningNet. ; 27/11
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- De engelska begreppen peer learning eller collaborative learning står för en pedagogisk modell och metod som lägger tonvikt på ett studentaktiverande arbetssätt. Ordet peer betyder jämbördig t.ex. kurskamrat, och används även i Sverige idag då en bra översättning saknas. Grundtanken med peer learning är att studerande på ett såväl strukturerat som flexibelt sätt stimuleras till att utnyttja varandra som resurser för att utveckla kompetens inom såväl teoretisk som verksamhetsinriktad och praktisk utbildning. Nyckelord i peer learning är samverkan, stöd, reflektion, kritiskt tänkande och feedback. Modellen har mycket gemensamt med andra pedagogiska modeller som stimulerar till ett självstyrt lärande, som till exempel PBL. Metoden sätter de studerandes eget lärande och inte lärarens undervisning i fokus.
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| 7. |
- Martin, Cathrin, 1951-
(författare)
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Relevance of situational context in studying learning as changing participation
- 2009
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 53:2, s. 133-149
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Tidskriftsartikel (refereegranskat)abstract
- Seemingly small situational problems with understanding and changes in the environment can constitute critical aspects in learning a task. I will describe and discuss through a detailed analysis of correction practices in interaction how learning in a situation influences a learner’s ability to distinguish and handle continuity and change in related situations. Correction is “an understanding-display device” by which participants in interaction can check and correct problems occurring in activity (Schegloff, Jefferson & Sacks, 1977). The socio-cultural understanding of learning as changing participation is the point of departure. The data material consists of longitudinal video recordings from naturally occurring physiotherapist-patient encounters focussing the interplay between talk, gaze, gesture, body orientation and artefacts. Through an integrated interactional exploration of smaller alternating cycles of changes from other to self, regarding who is responsible for detecting and solving problems, the findings show how a learner’s capability to notice similarities and differences develops in progressive situations. The analysis contributes empirically to expanding the understanding of some generative aspects of learning related to the issue of transfer in educational science.
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| 8. |
- Nessen, Thomas, et al.
(författare)
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Physiotherapists' management of challenging situations in guiding people with rheumatoid arthritis to health-enhancing physical activity
- 2019
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Ingår i: Physiotherapy Theory and Practice. - : Informa UK Limited. - 0959-3985 .- 1532-5040. ; 35:1, s. 31-39
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Tidskriftsartikel (refereegranskat)abstract
- Objectives: To explore strategies used by physiotherapists (PTs) in guiding people with rheumatoid arthritis to health-enhancing physical activity (HEPA) in a group setting during a 1-year intervention study.Methods: Exploratory design with qualitative video analysis performed in three steps. Eleven female PTs were video recorded while leading support group sessions aiming at facilitating HEPA (twice-weekly exercise sessions at public gyms and 150 weekly minutes of moderately intense aerobic physical activity).Results: Three categories of challenging situations emerged. They occurred when the HEPA intervention participants reported barriers to performing physical activity, when they neglected to use the planning tool for physical activity as intended in the program, and when they received negative results from physical capacity tests. PTs used different strategies to manage these challenges, with main focus either on information-giving, corresponding to a traditional health professional approach, or utilizing group resources by organizing participation.Conclusions: This study provides detailed descriptions of PTs’ clinical behavior in video-recorded sessions. The results imply that motivated PTs can, despite their biomedical and practitioner-focused training, learn to adapt their communication strategies to different situations, altering between traditional information-giving and utilizing group resources by organizing participation.
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| 9. |
- Rastad, Cecilia, et al.
(författare)
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Patients' Experience of Winter Depression and Light Room Treatment.
- 2017
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Ingår i: Psychiatry Journal. - : Hindawi Limited. - 2314-4327 .- 2314-4335. ; 2017
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Tidskriftsartikel (refereegranskat)abstract
- Background. There is a need for more knowledge on the effects of light room treatment in patients with seasonal affective disorder and to explore patients' subjective experience of the disease and the treatment. Methods. This was a descriptive and explorative study applying qualitative content analysis. A purposeful sample of 18 psychiatric outpatients with a major depressive disorder with a seasonal pattern and a pretreatment score ≥12 on the 9-item Montgomery-Åsberg Depression self-rating scale was included (10 women and 8 men, aged 24-65 years). All patients had completed light room treatment (≥7/10 consecutive weekdays). Data was collected two weeks after treatment using a semistructured interview guide. Results. Patients described a clear seasonal pattern and a profound struggle to adapt to seasonal changes during the winter, including deterioration in sleep, daily rhythms, energy level, mood, activity, and cognitive functioning. Everyday life was affected with reduced work capacity, social withdrawal, and disturbed relations with family and friends. The light room treatment resulted in a radical and rapid improvement in all the major symptoms with only mild and transient side effects. Discussion. The results indicate that light room treatment is essential for some patients' ability to cope with seasonal affective disorder.
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| 10. |
- Tuvemo Johnson, Susanna, et al.
(författare)
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Older adults' opinions on fall prevention in relation to physical activity level
- 2018
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Ingår i: Journal of Applied Gerontology. - : SAGE Publications. - 0733-4648 .- 1552-4523. ; 37:1, s. 58-78
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to explore and describe older adults' opinions regarding actions to prevent falls and to analyze differences in the opinions of highly versus less physically active older adults. An open-ended question was answered by 262 individuals aged 75 to 98 years living in the community. The answers were analyzed using qualitative content analysis, and differences in the categories were compared between highly and less physically active persons. Physical activity was measured according to a five-level scale. The content analysis resulted in eight categories: assistive devices, avoiding hazards, behavioral adaptive strategies, being physically active, healthy lifestyle, indoor modifications, outdoor modifications, and seeking assistance. Behavioral adaptive strategies were mentioned to a greater extent by highly active people, and indoor modifications were more often mentioned by less active older adults. Support for active self-directed behavioral strategies might be important for fall prevention among less physically active older adults.
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