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- Foldevi, Mats, et al.
(författare)
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Konsultationen- mötet mellan patient och läkare.
- 2012
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Ingår i: Professionell utveckling inom läkaryrket / under redaktion av Sven-Olof Andersson, Björkegren K, Foldevi M, Lindgren S, Rödjer S, Seeberger A, Troein Töllborn M, Wahlqvist M. - Stockholm : Liber. - 9789147099672 ; , s. 71-98
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Hanse, Eric, 1962, et al.
(författare)
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[The medical education in Gothenburg is being reformed. Professional development, research and internationalization]
- 2011
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Ingår i: Läkartidningen. - 0023-7205. ; 108:12, s. 669-73
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Tidskriftsartikel (refereegranskat)abstract
- The medical education at the Sahlgrenska Academy, University of Gothenburg, is being reformed by an emphasis on professional development, international contacts and research. Students’ professional development consists of five core areas: Communication and self-reflection, Leadership and teamwork, Ethical attitude, Human rights and gender issues, and a Scientific and critical attitude. A learning progression of students’ professional competence is organised by five process leaders, coordinating core learning objectives and examinations within the existing curriculum. By promoting international exchange, more than half of the students in undergraduate medical education have had international contacts. The Sahlgrenska Academy aims to promote medical students’ interest for research and to increase the percentage among medical doctors that have a PhD degree. A program for combining medical education with research and teaching is being launched along with a MD/PhD program for medical basic science and a special PhD/MD program.
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| 9. |
- Svenberg, Kristian, 1947, et al.
(författare)
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"A memorable consultation": writing reflective accounts articulates students' learning in general practice.
- 2007
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Ingår i: Scandinavian journal of primary health care. - : Informa UK Limited. - 0281-3432 .- 1502-7724. ; 25:2, s. 75-9
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVES: To explore and analyse students' learning experiences of a memorable consultation during a final-year attachment in general practice. SETTING: After a two-week primary care attachment in the undergraduate curriculum, students were invited to write a reflective account of a memorable consultation. DESIGN: A total of 52 reflective accounts were read and processed according to qualitative content analysis. Credibility of the analysis was validated by two co-authors reading the descriptions separately and trustworthiness was tested at local seminars. RESULTS: Three main themes emerged. In "The person beyond symptoms" the students recognize the individual properties of a consultation. "Facing complexity" mirrors awareness of changing tracks in problem-solving and strategies of handling unclear conditions. "In search of a professional role" reflects the interest in role modelling and the relation to the supervisor. CONCLUSION: Involving students in writing reflective accounts appears to stimulate them to articulate practice experiences of the consultation.
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| 10. |
- Swolin-Eide, Diana, 1968, et al.
(författare)
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Learning from consultations in pediatric ambulatory care: students’ and parents’ evaluations
- 2008
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Ingår i: AMEE Conference Programme Prague 2008.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Learning from consultations in pediatric ambulatory care: students’ and parents’ evaluations Diana Swolin-Eide1, Mats Wahlqvist2, Ola Hjalmarson1 1Dept of Pediatrics, Queen Silvia Childrens Hospital, 2 Dept of Community Medicine and Public Health/Primary Health Care, 1,2Sahlgrenska Academy at Gothenburg University, Sweden Background: Consultations represent rich learning sources in medical education. Aims of this study were to evaluate a structured learning model of consultations in pediatric ambulatory practice by studying final-year students’ and parents’ experiences. Work done: Forty students attending a final-year course in pediatrics in the spring 2007 and 40 parents participated. Prior to the consultation, a referral of an ordinary pediatric out-patient was sent to each student along with a structured tool for formative assessment. Students worked in pairs. A teacher and a peer student observed student’s performance, followed by feed-back, shared reflection and final clinical management. Each module comprised three hours. Participants answered a semi-structured questionnaire and all responded. Of the students, 95 % reported that they learned a lot, 85 % that their role as a physician was strengthened and 78 % appreciated the feedback. Students especially valued to check themselves in clinical practice and to train pediatric clinical examination skills; interaction with both children and parents. Among the parents, 100 % appreciated the safety of the model and no negative side-effects were reported. Conclusion: Although time-consuming, a structured model for students’ learning from ambulatory pediatric consultations was evaluated as very helpful by both students and parents.
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