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- Andersson, Per, et al.
(författare)
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Utbildningsinsats för att höja den pedagogiskt digitala kompetensen
- 2016
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Under 2015 genomförde Medicinska fakulteten vid Umeå universitet en satsning för att höja den Pedagogiska Digitala Kompetensen (PDK) bland sina medarbetare i syfte att öka de digitala inslagen i undervisningen. En del i satsningen var att genomföra en utbildningsinsats. Uppdraget gavs till Pedagogiska institutionen som i samarbete med Universitetspedagogik och lärandestöd (UPL) genomförde ett antal seminarier under 2015. Deltagarna hade möjlighet att delta på plats i Umeå eller via nätet. Målsättningen var att varje seminarium skulle innehålla både teoretiska och praktiska inslag och en progression från inledande förmedlande information till allt fler deltagaraktiva inslag. Under hösten 2015 genomfördes även en workshop, som utgjorde en fördjupning där deltagarna med utgångspunkt i en fiktiv kursplan samt metoden flipped classroom utarbetade egna förslag till kursdesign och undervisningsaktiviteter med stöd av digital teknik. Exempel på digital teknik som deltagarna har fått ta del av eller själva arbeta med under utbildningsinsatsen är Moodle, Googleapps, Adobe connect, Socrative, Screen cast-o-matic och Prezi.En webbresurs har funnits tillgänglig som komplement till seminarieserien. Där har deltagarna haft tillgång till instruktioner, frågeställningar, föreläsningsfilmer samt de digitala presentationerna som hållits under seminarierna. Utöver detta har även ett s.k. bonusmaterial i form av länkar och frivilliga uppgifter tillhandahållits för de som varit intresserade att fördjupa sig inom exempelvis e-lärande i relation till pedagogisk meritering.Totalt medverkade ca 100 deltagare, som representerade 20 utbildningsprogram på fakulteten, i utbildningsinsatsen. Utvärderingen av insatsen visar att majoriteten av deltagare upplever att de höjt sin pedagogiska digitala kompetens i hög eller mycket hög utsträckning. De uttrycker även att de tillägnat sig generella kunskaper, vilket ses som en viktig grund för det egna arbetet med att öka de digitala inslagen i undervisningen. En annan framträdande synpunkt är att de praktiska och exemplifierande inslagen har uppfattats som betydligt mer värdefulla från ett lärandeperspektiv än de inledande teoretiskt inriktade inslagen. Resultatet visar också att majoriteten anser att de ökat sina kunskaper om digitala resurser och verktyg som kan användas i undervisningen.Även webbresursen har använts flitigt. Utvärderingen visar att majoriteten anser att webbresursen varit ett bra komplement till seminarieserien. Detta återspeglas också i de loggdata som visar på relativt omfattande besöksfrekvenser. Att seminariematerialet fanns samlat på ett ställe och tillgängligt för deltagarna före och efter seminarierna har haft stor betydelse för deltagarna. Därmed underlättades deras förberedelser inför seminarierna och möjligheten gavs att i efterhand repetera och ytterligare fördjupa sina kunskaper.Sammanfattningsvis visar resultaten från utvärderingen att målen med utbildningsinsatsen uppnåtts på ett tillfredsställande sätt, och att satsningen sålunda fallit väl ut. En aspekt som inte framkommit ovan men som är värd att lyftas fram är det faktum att ett flertal kommentarer i utvärderingarna handlar om ett ökande intresse för, och en ökande nyfikenhet på, att integrera digitala inslag i sin egen undervisningspraktik i större utsträckning än tidigare. Den samlade bedömningen är att Medicinsk fakultet vid Umeå universitet i och med denna satsning lagt en mycket god grund för fortsatta utvecklingsarbeten avseende PDK.
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- Christel, Borg, et al.
(författare)
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Problem-based learning with digitals tools in the nursing programme during the Covid-19 pandemic
- 2022
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Ingår i: Högre Utbildning. - : Cappelen Damm Akademisk. - 2000-7558. ; 12:2, s. 117-122
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Tidskriftsartikel (refereegranskat)abstract
- During the spring 2019, the prerequisites for conducting education were changed due to the pandemic. For higher education in Sweden almost all education switches on to digital education. Nursing education has focus on both theoretical and practical courses, which is a challenge for digital or distance education. Furthermore, the nursing programme at the studied university used problem-based learning (PBL), with base-groups at campus. Instead of physical meetings at campus, the base-groups took part with digital tools. The impact of base-groupsmeeting with digital tools are important to reflect on, especially since the education and learning of future probably will be more hybrid. © 2022 Christel Borg, Johanna Tell, Terese Lindberg, Lina Nilsson, Anki Olsson, Malin Forsbrand & Lisa Skär.
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- Hedström, Johanna, et al.
(författare)
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Quality of care in dysphagia patients: adaptation and validation of the Swedish SWAL-CARE questionnaire
- 2020
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Ingår i: Health and Quality of Life Outcomes. - : Springer Science and Business Media LLC. - 1477-7525. ; 18:1
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Tidskriftsartikel (refereegranskat)abstract
- Background The aim of this study was to adapt the instrument and evaluate the psychometric properties of the Swedish version of the Swallowing Quality of Care questionnaire (S-SWAL-CARE) in patients with oropharyngeal dysphagia. Methods Translation and adaptation of the original SWAL-CARE into Swedish was performed according to established international guidelines. Field testing was performed using 100 patients with oropharyngeal dysphagia due to multiple reasons such as head and neck cancer and neurologic/neuromuscular disease, who had undergone swallowing evaluation within 6 months prior to the study. The patients answered the S-SWAL-CARE, the Quality from the Patient's Perspective (QPP) and the Swallowing Quality of Life (SWAL-QOL). Test-retest was performed in 20% of the participants. The reliability and validity of the S-SWAL-CARE were assessed by Pearson correlation coefficient and Cronbach's alpha as well as convergent and discriminative validity, respectively. Results The field testing of the S-SWAL-CARE resulted in sufficient reliability, with Cronbach's alpha values exceeding 0.90 for all domains. All items correlated strongly to their own domain, with weaker correlations to the other domains, indicating proper scale structure. Results also indicate sufficient convergent and discriminant validity when tested for association to the QPP domains and the SWAL-QOL Total score. The test-retest reliability of the S-SWAL-CARE demonstrated sufficient intraclass correlation coefficient (ICC) for the General advice domain (0.73) and Clinical advice domain (0.82). The ICC for the Patient satisfaction domain was lower (0.44). Conclusion The S-SWAL-CARE can be considered a reliable and valid tool to assess the dysphagia-related quality of care in a mixed Swedish dysphagia patient population.
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- Huoman, Johanna, et al.
(författare)
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Combined prenatal Lactobacillus reuteri and omega-3 supplementation synergistically modulates DNA methylation in neonatal T helper cells
- 2021
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Ingår i: Clinical Epigenetics. - : BMC. - 1868-7083 .- 1868-7075. ; 13:1
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Tidskriftsartikel (refereegranskat)abstract
- BackgroundEnvironmental exposures may alter DNA methylation patterns of T helper cells. As T helper cells are instrumental for allergy development, changes in methylation patterns may constitute a mechanism of action for allergy preventive interventions. While epigenetic effects of separate perinatal probiotic or omega -3 fatty acid supplementation have been studied previously, the combined treatment has not been assessed. We aimed to investigate epigenome-wide DNA methylation patterns from a sub-group of children in an on-going randomised double-blind placebo-controlled allergy prevention trial using pre- and postnatal combined Lactobacillus reuteri and omega -3 fatty acid treatment. To this end,>866000 CpG sites (MethylationEPIC 850K array) in cord blood CD4+ T cells were examined in samples from all four study arms (double-treatment: n=18, single treatments: probiotics n=16, omega -3 n=15, and double placebo: n=14). Statistical and bioinformatic analyses identified treatment-associated differentially methylated CpGs and genes, which were used to identify putatively treatment-induced network modules. Pathway analyses inferred biological relevance, and comparisons were made to an independent allergy data set.ResultsComparing the active treatments to the double placebo group, most differentially methylated CpGs and genes were hypermethylated, possibly suggesting induction of transcriptional inhibition. The double-treated group showed the largest number of differentially methylated CpGs, of which many were unique, suggesting synergy between interventions. Clusters within the double-treated network module consisted of immune-related pathways, including T cell receptor signalling, and antigen processing and presentation, with similar pathways revealed for the single-treatment modules. CpGs derived from differential methylation and network module analyses were enriched in an independent allergy data set, particularly in the double-treatment group, proposing treatment-induced DNA methylation changes as relevant for allergy development.ConclusionPrenatal L. reuteri and/or omega -3 fatty acid treatment results in hypermethylation and affects immune- and allergy-related pathways in neonatal T helper cells, with potentially synergistic effects between the interventions and relevance for allergic disease. Further studies need to address these findings on a transcriptional level, and whether the results associate to allergy development in the children. Understanding the role of DNA methylation in regulating effects of perinatal probiotic and omega -3 interventions may provide essential knowledge in the development of efficacious allergy preventive strategies.Trial registration ClinicalTrials.gov, ClinicalTrials.gov-ID: NCT01542970. Registered 27th of February 2012-Retrospectively registered, https://clinicaltrials.gov/ct2/show/NCT01542970.
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| 7. |
- Lundtoft, Christian, et al.
(författare)
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Function of multiple sclerosis-protective HLA class I alleles revealed by genome-wide protein-quantitative trait loci mapping of interferon signalling
- 2020
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Ingår i: PLOS Genetics. - : Public Library of Science (PLoS). - 1553-7390 .- 1553-7404. ; 16:10
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Tidskriftsartikel (refereegranskat)abstract
- Interferons (IFNs) are cytokines that are central to the host defence against viruses and other microorganisms. If not properly regulated, IFNs may contribute to the pathogenesis of inflammatory autoimmune, or infectious diseases. To identify genetic polymorphisms regulating the IFN system we performed an unbiased genome-wide protein-quantitative trait loci (pQTL) mapping of cell-type specific type I and type II IFN receptor levels and their responses in immune cells from 303 healthy individuals. Seven genome-wide significant (p < 5.0E-8) pQTLs were identified. Two independent SNPs that tagged the multiple sclerosis (MS)-protective HLA class I alleles A*02/A*68 and B*44, respectively, were associated with increased levels of IFNAR2 in B and T cells, with the most prominent effect in IgD–CD27+ memory B cells. The increased IFNAR2 levels in B cells were replicated in cells from an independent set of healthy individuals and in MS patients. Despite increased IFNAR2 levels, B and T cells carrying the MS-protective alleles displayed a reduced response to type I IFN stimulation. Expression and methylation-QTL analysis demonstrated increased mRNA expression of the pseudogene HLA-J in B cells carrying the MS-protective class I alleles, possibly driven via methylation-dependent transcriptional regulation. Together these data suggest that the MS-protective effects of HLA class I alleles are unrelated to their antigen-presenting function, and propose a previously unappreciated function of type I IFN signalling in B and T cells in MS immune-pathogenesis.Author summaryGenetic association studies have been very successful in identifying disease-associated single nucleotide polymorphisms (SNPs), but it has been challenging to define the molecular mechanisms underlying these associations. As interferons (IFNs) have a central role in the immune system, we hypothesized that some of the SNPs associated to immune-mediated diseases would affect the IFN system. By combining genetic data with characterization of interferon receptor levels and their responses on the protein level in immune cells from 303 genotyped healthy individuals, we show that two SNPs tagging the HLA class I alleles A*02/A*68 and B*44 are associated with a decreased response to type I IFN stimulation in B cells and T cells. Notably, both HLA-A*02 and HLA-B*44 confer protection from developing multiple sclerosis (MS), which is a chronic inflammatory neurologic disease. In addition to suggesting a pathogenic role of enhanced type I interferon signalling in B cells and T cells in MS, our data emphasize the fact that genetic associations in the HLA locus can affect functions not directly associated to antigen presentation, which conceptually may be important for other diseases genetically associated to the HLA locus.
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- Törngren, Martin, 1963-, et al.
(författare)
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Competence Networks in the Era of CPS : Lessons Learnt in the ICES Cross-Disciplinary and Multi-domain Center
- 2019
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Ingår i: Proceedings of the International Workshop on Design, Modeling, and Evaluation of Cyber Physical Systems, CyPhy 2019. - Cham : Springer International Publishing. - 9783030411305 - 9783030411312 ; , s. 264-283
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Konferensbidrag (refereegranskat)abstract
- Cyber-Physical Systems (CPS) are evolving to become more intelligent, autonomous and collaborating, playing an important role in societal infrastructure. The amount of knowledge required in developing and managing future CPS will be unprecedented, leading to stronger needs for collaboration, competence provisioning, continuous learning and renewal of education. This is where “competence” (or learning) “networks” involving academia and industry play an important role. We elaborate and discuss needs, lessons learnt and challenges for such competence networks in the context of CPS. We draw upon our experiences gained from ICES - the KTH-industry cross-disciplinary and multi-domain competence network which in 2019 has been operational for 11 years, growing from 6 to more than 30 participating organizations. The ICES network focuses on activities to support students, industrial engineers and managers, and academic faculty, acting as a network, catalyst and competence provider directed towards these stakeholders. We elaborate challenges faced during the operation of ICES including the lack of prioritization of competence networks and education, the paradox with strong needs for competence networks but perceived lack of time, the challenges of reaching out to stakeholders, and fragmented efforts addressing competence provisioning. We finally discuss ways forward. In conclusion, we believe that the ICES type of network could be relevant in many other areas characterized by complex systems.
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