| 1. |
- Höök, Kristina, et al.
(författare)
-
A glass box approach to adaptive hypermedia
- 1996
-
Ingår i: User Modeling and User-Adapted Interaction. - 0924-1868 .- 1573-1391. ; 6, s. 157-184
-
Tidskriftsartikel (refereegranskat)abstract
- Utilising adaptive interface techniques in the design of systems introduces certain risks. An adaptive interface is not static, but will actively adapt to the perceived needs of the user. Unless carefully designed, these changes may lead to an unpredictable, obscure and uncontrollable interface. Therefore the design of adaptive interfaces must ensure that users can inspect the adaptivity mechanisms, and control their results. One way to do this is to rely on the user’s understanding of the application and the domain, and relate the adaptivity mechanisms to domain-specific concepts. We present an example of an adaptive hypertext help system POP, which is being built according to these principles, and discuss the design considerations and empirical findings that lead to this design.
|
|
| 2. |
- Allvin, Renée, 1956-, et al.
(författare)
-
Confident but not theoretically grounded : experienced simulation educators’ perceptions of their own professional development
- 2017
-
Ingår i: Advances in Medical Education and Practice. - Macclesfield : DOVE Medical Press Ltd.. - 1179-7258. ; :8, s. 99-108
-
Tidskriftsartikel (refereegranskat)abstract
- Background: Medical simulation enables the design of learning activities for competency areas (eg, communication and leadership) identi ed as crucial for future health care professionals. Simulation educators and medical teachers follow different career paths, and their education backgrounds and teaching contexts may be very different in a simulation setting. Although they have a key role in facilitating learning, information on the continuing professional development (pedagogical development) of simulation educators is not available in the literature. Objectives: To explore changes in experienced simulation educators’ perceptions of their own teaching skills, practices, and understanding of teaching over time.Methods: A qualitative exploratory study. Fourteen experienced simulation educators partici- pated in individual open-ended interviews focusing on their development as simulation educators. Data were analyzed using an inductive thematic analysis. Results: Marked educator development was discerned over time, expressed mainly in an altered way of thinking and acting. Five themes were identi ed: shifting focus, from following to utilizing a structure, setting goals, application of technology, and alignment with profession. Being con dent in the role as an instructor seemed to constitute a foundation for the instructor’s pedagogical development.Conclusion: Experienced simulation educators’ pedagogical development was based on self- con dence in the educator role, and not on a deeper theoretical understanding of teaching and learning. This is the rst clue to gain increased understanding regarding educational level and possible education needs among simulation educators, and it might generate several lines of research for further studies.
|
|
| 3. |
- Artman, Henrik, 1968-, et al.
(författare)
-
Designing Interaction in Interaction Design : Using interactionarires in order to understand student use of interaction design concepts
- 2012
-
Ingår i: Designs for Learning 2012. - Copenhagen, Denmark : Aalborg University. - 9788799532803 ; , s. 14-16
-
Konferensbidrag (refereegranskat)abstract
- Interaction design is about designing interaction. But how do first year students of interaction design understand and use concepts of interaction in their design processes? By interaction analysis of video material we analyse how students used concepts adhering to interaction. The aspect most frequently used was interactivity. Interaction was mainly handled by using spoken language. While working with physical materials, talk about interaction decreased.
|
|
| 4. |
|
|
| 5. |
- Artman, Henrik, et al.
(författare)
-
The Interactionary as a Didactic Format in Design Education
- 2015
-
Ingår i: KTH Scholarship of Teaching and Learning 2015. - Stockholm : KTH Royal Institute of Technology.
-
Konferensbidrag (refereegranskat)abstract
- Project-based education allows students to explore real-world problems and challenges. It can also bemore cost-effective than traditional teaching and individual tutoring. However, projects are sometimes messy, need a long takeoff roll and risk being difficult to monitor by teachers. There is a need to better understand and support students’ creative design processes. We propose the ‘interactionary’ format as providing one way forward to meet these needs. An ‘interactionary’ is a highly time-constrained collaborative design assignment which forces students to complete a design task live on stage (Berkun, 2001). We present findings from three separate case studies in which the format has been tested. The studies involved students of interaction design (Ramberg, Artman, Karlgren, 2013) and chemical engineering (Artman, House, Hultén 2014) as well as multidisciplinary student teams (Artman, House, Hultén, Ramberg, Unpublished).Our results show that the interactionary as a didactic format engages students and allows them to explore a messy design space. Furthermore, three phases of the design process were identified in all studies: ideation, sketching and reflection/evaluation. The groups displayed differences in their multimodal approach to design. For example, the engineering students mainly made use of ephemeral communication strategies (gestures and speech) rather than sketching with physical materials, while the two other student groups employed physical materials (clay, lego, paper sketching) to a higher degree. Furthermore, there was a tendency for the design objective to override the specific competences of the participating individuals whereby the design process became a collaborative team effort. Students mainly made use of their everyday knowledge, indicating a need to better address domain knowledge (in interaction design, chemical engineering or other domains respectively). Nevertheless, all thirteen groups in the three studies articulated and produced prototypes and basic use-scenarios within the time-limit which shows that the format engages the students and enables a short project takeoff. There remains, however, the need for research into how teachers can instruct, coach and intervene in the design process as well as in the use of disciplined domain knowledge.
|
|
| 6. |
- Georg, Carina, et al.
(författare)
-
A Rubric to Assess Students' Clinical Reasoning When Encountering Virtual Patients
- 2018
-
Ingår i: Journal of Nursing Education. - : Slack Incorporated. - 0148-4834 .- 1938-2421. ; 57:7, s. 408-415
-
Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Training with virtual patients has been proposed as a suitable learning activity to improve clinical reasoning skills for nursing students. However, published instruments with the capacity to assess students' reasoning process in the encounter with virtual patients are lacking.METHOD: Deductive and abductive analyses were used to adapt the Lasater Clinical Judgment Rubric (LCJR) to assess nursing students' clinical reasoning skills in the encounter with virtual patients. The new rubric's ability to capture nursing students' clinical reasoning processes was tested using deductive analysis and statistical analysis.RESULTS: A grading rubric for virtual patients, the vpLCJR, was developed. Cronbach's alpha showed .892, indicating good internal consistency.CONCLUSION: The rubric vpLCJR, which deconstructs aspects of clinical reasoning for both students and faculty members, can be used to clarify expectations, assess students' clinical reasoning process, and provide feedback for learning when nursing students encounter virtual patients. [J Nurs Educ. 2018;57(7):408-415.].
|
|
| 7. |
- Georg, Carina, et al.
(författare)
-
Psychometric properties of the virtual patient version of the Lasater Clinical Judgment Rubric
- 2019
-
Ingår i: Nurse Education in Practice. - : Churchill Livingstone. - 1471-5953 .- 1873-5223. ; 38, s. 14-20
-
Tidskriftsartikel (refereegranskat)abstract
- A number of studies attest to the effectiveness of virtual patients in fostering and assessing students' development of clinical reasoning. An objective assessment of students' clinical reasoning is, however, challenging. This study focused on determining the psychometric properties of the virtual patient version of the Lasater Clinical Judgment Rubric, a rubric that is aimed at assessing nursing students' clinical reasoning processes when encountering virtual patients. A nonexperimental design was used in which data from 125 students' reflections on solving two different virtual patient scenarios were included in the analysis. First, a deductive content analysis was conducted using the categories of the rubric as a lens. After that, each student's performance was quantified according to the different levels of the rubric. Exploratory factor analysis and test of normality and reliability, including the Kaiser-Meyer-Olkin test, Bartlett's test, the Shapiro-Wilk test, and Cronbach's alpha were used in the analysis. The result suggested three factors: "Understanding the patient", "Care planning" and "Reflecting" that explained 81.8% of the variance. Cronbach's alpha was 0.931. The result showed the rubric to be a valid assessment instrument for assessing nursing students' clinical reasoning when encountering virtual patients.
|
|
| 8. |
- Jafari, Javad, et al.
(författare)
-
Designing internet-enabled patient education for self-management of T2D diabetes : The case of the Razavi-Khorasan province in Iran
- 2021
-
Ingår i: PLOS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 16:4
-
Tidskriftsartikel (refereegranskat)abstract
- Background The number of people with diabetes is estimated to increase to 642 million by 2040, with most having type 2 diabetes. Patients with diabetes require continuous monitoring and possible treatment changes. Patient education is the process of enabling individuals to make informed decisions about their personal health-related behaviours and internet-enabled interventions have the potential to provide support and information to patients with diabetes. Objective The aim of the study was to design a portal prototype based onto two models of care and a contextualised education programme to support the self-management of diabetes patients by involving stakeholders in the Iranian province of Razavi-Khorasan. Methods A Design-Based Research framework was adopted. A qualitative research method was used to analyse interviews with patients and care givers. Mock-ups were developed first and designed with features of user-driven and self-care models of care. The mock-ups also had adaptation features, such as for control of the disease, ability to cure self, and family support. The portal prototype was developed iteratively by building on the mock-ups and evaluated through interviews. The features and elements of the mock-ups and the portal prototype were evaluated in an outpatient diabetes clinic in Mashhad. Results Thirty-three participants were involved in the study. The evaluation of the mock-ups resulted in two themes and seven categories: 1) self-care improvement, including self-care requirements and self-management, and 2) educational usefulness, including medical information, information mode, mobility, interaction, and efficiency. The mock-up evaluation was used as a basis for designing a portal prototype. Next, the portal prototype was evaluated, and three categories emerged from the interview data: 1) user experience, 2) functionality, and 3) interactivity. Participants were not able to prioritise between the two care models. Some functionalities of the portal could benefit from the development within a cultural context to determine differences to the best way to present material. Conclusions A portal prototype has been designed to include two care models to support self-management and functionalities that support aspects of culture-specific diabetes self-care. This study provides guidance on developing an internet-enabled educational portal, aimed at providing support for patients in their social context.
|
|
| 9. |
- Karlgren, Klas, et al.
(författare)
-
Designing Interaction : How interaction design students address interaction
- 2016
-
Ingår i: International journal of technology and design education. - : Springer Netherlands. - 0957-7572 .- 1573-1804. ; 26:3, s. 439-459
-
Tidskriftsartikel (refereegranskat)abstract
- Interaction design is usually described as being concerned with interactions with and through artifacts but independent of a specific implementation. Design work has been characterized as a conversation between the designer and the situation and this conversation poses a particular challenge for interaction design as interactions can be elusive and difficult to describe. Moreover, current trends in interaction design introduce physical materials to a higher degree resulting in even more complex design situations. There is a lack of knowledge about how interaction designers, and especially students, address the very phenomenon of interaction. This study contributes by describing how interaction design students attempt to address aspects of interaction and by presenting an in-depth analysis in the context of an interactionary-type design exercise.The quantitative and qualitative findings showed that (1) the design students brought up aspects of interactivity and dynamics through talk and gestures but (2) a comprehensive design idea about interaction did not guide the design work and they were to a little degree engaged in planning sequences of interactions or interaction on a longer time scale; (3) using physical materials disrupted interaction design, and, (4) there was a lack of continuity throughout a design session when addressing interaction compared to how proposals about artifacts were pursued.As interaction is the core of interaction design, the findings are discussed in terms of how the immaterial design materials may “talk back” to designers. Practical strategies for how the observed phenomena could be constructively addressed within interaction design education are suggested.
|
|
| 10. |
|
|
| 11. |
- Karlgren, Klas, et al.
(författare)
-
The Use of Design Patterns in Overcoming Misunderstandings in Collaborative Interaction Design
- 2012
-
Ingår i: CoDesign - International Journal of CoCreation in Design and the Arts. - : Informa UK Limited. - 1571-0882 .- 1745-3755. ; 8:4, s. 231-246
-
Tidskriftsartikel (refereegranskat)abstract
- In collaborative design there is a need to create a shared understanding of design ideas and proposals. Misunderstandings and communication breakdowns often get in the way and need to be resolved. Little empirical research has addressed the use of design patterns in collaborative design work. An empirical study was carried out on students’ collaboration while working on design tasks. Data were analysed using interaction analysis focusing on how the participants resolved misunderstandings and communication breakdowns, and the role of design patterns. Particular attention was paid to gaps in the collaboration; situations where designers had difficulties understanding each other and how to continue the design work. One type of gap concerned difficulties seeing or finding solutions to problems. However, many gaps concerned how to define or frame problems underlying design proposals. The results contradict the conception that design patterns are examples serving the role of inspiration for reuse of design ideas: simply showing a pattern solution was not enough to resolve gaps. The main observations were that patterns had an important role in overcoming difficulties in discussions regarding rationales and problem framing, and explicitly referring to design patterns by their names was decisive for the patterns to become useful.
|
|
| 12. |
- Lachmann, Hanna, et al.
(författare)
-
Capturing students' learning experiences and academic emotions at an interprofessional training ward
- 2013
-
Ingår i: Journal of Interprofessional Care. - : Informa UK Limited. - 1356-1820 .- 1469-9567. ; 27:2, s. 137-145
-
Tidskriftsartikel (refereegranskat)abstract
- An important goal for interprofessional education (IPE) in clinical settings is to support healthcare students in collaboratively developing their understanding of interprofessional teamwork. The aim of this study was to investigate students' learning experiences and academic emotions as they occur in actual context in relation to collaborative and trialogical activities during a clinical IPE course. The contextual activity sampling system methodology was used to collect data via mobile phones. Thirty-seven healthcare students (medical, nursing, physiotherapy and occupational therapy) reported their experiences, learning activities and academic emotions several times a day via their mobile phones during their 2-week course at an interprofessional training ward (IPTW). The results provided understanding of the students' experiences of their academic emotions and how they created new knowledge collaboratively. These collaborative knowledge creation activities occurred mostly when students from different professions were collaborating as a team (e.g. discussing patient care or participating in a ward round) and were also significantly related to optimal experiences, i.e. "flow" (high challenge in combination with high competence). In conclusion, these results emphasize the importance of collaboration among students during IPTW courses. Our results might help to optimize the design of IPE learning activities in clinical healthcare contexts
|
|
| 13. |
- Lachmann, Hanna
(författare)
-
Contextual activity sampling : a method to develop clinical interprofessional education
- 2013
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Higher health care education in interprofessional settings is evaluated and developed continuously. The aim of clinical interprofessional education is to provide healthcare students opportunities to develop their professional roles, and understanding of other professions, as well as to develop their teamwork and communication skills. However, there is still a need to improve understanding of how students experience their learning. Most often, post-course questionnaires and interviews are used to investigate students’ experiences of their learning activities. When using such approaches the respondents generalize about their experiences in retrospect instead of reporting on learning as it occurs. The Contextual Activity Sampling System (CASS) is a methodology inspired by ideas from the Experience Sampling Method (ESM). CASS was designed to collect frequent data from the participants’ ongoing learning activities by using mobile phones, which was the main methodology used in this thesis.The overall aim of this thesis was to investigate the potential of contextual activity sampling as an approach for studying students’ experiences connected to learning activities during clinical interprofessional education.Eighty-one students from six interprofessional training ward courses conducted during 2009 agreed to participate. For each course, students from two teams of three were randomly assigned to be included in an intervention group (using CASS, n=54) and from one team in a control group (not using CASS, n=27). The students’ learning experiences in the intervention group were collected via CASS and, for both groups, via interviews after the conducted courses and also RIPLS questionnaires both before and after the conducted courses. Study I was a study aiming at investigating the usability of CASS as a methodology in a clinical interprofessional context. Study II focused on the students’ experiences of clinical learning and Study III on the students’ experiences of collaboration. Study IV investigated whether students using CASS experienced their learning activities in different ways compared to students not using CASS.In Study I it was shown that the translated and cross-culturally adapted Swedish version of CASS was usable in a clinical learning environment and that it helped students to structure their study days and reflect on their learning activities. Study II demonstrated that students reported optimal experiences (flow) when they were engaged in knowledge creation activities and collaborated with their fellow students. A significant correlation was identified between positive emotions and how important the activities were considered to be. Study III showed that CASS provided possibilities to identify the student teams’ need of support to attain the intended learning outcomes and highlighted the importance of structure, interaction and insight in clinical interprofessional collaboration. In Study IV differences between the intervention and control groups were noted. The students who had used CASS rated their experience of ‘teamwork and collaboration’ significantly higher after the course than before the course, which was not the case for the control group. On the other hand, students in the control group rated stress higher than those who had used CASS.In conclusion, this thesis showed that the CASS methodology is suitable for collecting contextual data in clinical settings and can help students to structure their days and reflect on their learning activities. When interprofessional collaboration was working well it was associated with knowledge creation and an increased feeling of ‘flow’. CASS is an innovative methodology, which can be useful for stimulating reflection on clinical learning activities and development of clinical interprofessional education.
|
|
| 14. |
- Lachmann, Hanna, et al.
(författare)
-
Introducing and adapting a novel method for investigating learning experiences in clinical learning environments
- 2012
-
Ingår i: Informatics for Health and Social Care. - : Informa UK Limited. - 1753-8157 .- 1753-8165. ; 37:3, s. 125-140
-
Tidskriftsartikel (refereegranskat)abstract
- The Contextual Activity Sampling System (CASS) is a novel methodology designed for collecting data of on-going learning experiences through frequent sampling by using mobile phones. This paper describes how it for the first time has been introduced to clinical learning environments. The purposes of this study were to cross-culturally adapt the CASS tool and questionnaire for use in clinical learning environments, investigate whether the methodology is suitable for collecting data and how it is experienced by students. A study was carried out with 51 students who reported about their activities and experiences five times a day during a 2-week course on an interprofessional training ward. Interviews were conducted after the course. The study showed that CASS provided a range of detailed and interesting qualitative and quantitative data, which we would not have been able to collect using traditional methods such as post-course questionnaires or interviews. Moreover, the participants reported that CASS worked well, was easy to use, helped them structure their days and reflect on their learning activities. This methodology proved to be a fruitful way of collecting information about experiences, which could be useful for not only researchers but also students, teachers and course designers
|
|
| 15. |
- Lachmann, Hanna, et al.
(författare)
-
Promoting reflection by using contextual activity sampling : a study on students' interprofessional learning
- 2014
-
Ingår i: Journal of Interprofessional Care. - : Informa UK Limited. - 1356-1820 .- 1469-9567. ; 28:5, s. 400-406
-
Tidskriftsartikel (refereegranskat)abstract
- Abstract Students' engagement and reflection on learning activities are important during interprofessional clinical practice. The contextual activity sampling system (CASS) is a methodology designed for collecting data on experiences of ongoing activities by frequent distribution of questionnaires via mobile phones. The aim of this study was to investigate if the use of the CASS methodology affected students' experiences of their learning activities, readiness for interprofessional learning, academic emotions and experiences of interprofessional team collaboration. Student teams, consisting of 33 students in total from four different healthcare programs, were randomized into an intervention group that used CASS or into a control group that did not use CASS. Both quantitative (questionnaires) and qualitative (interviews) data were collected. The results showed that students in the intervention group rated teamwork and collaboration significantly higher after than before the course, which was not the case in the control group. On the other hand, the control group reported experiencing more stress than the intervention group. The qualitative data showed that CASS seemed to support reflection and also have a positive impact on students' experiences of ongoing learning activities and interprofessional collaboration. In conclusion, the CASS methodology provides support for students in their understanding of interprofessional teamwork.
|
|
| 16. |
- Lachmann, Hanna, et al.
(författare)
-
Students' experiences of collaboration during and after an interprofessional training ward course : a mixed methods study
- 2013
-
Ingår i: International Journal of Medical Education. - : International Journal of Medical Education. - 2042-6372. ; 4, s. 170-179
-
Tidskriftsartikel (refereegranskat)abstract
- Objectives: The objective of this study was to obtain a deeper understanding of how students experience and perceive interprofessional collaboration connected to their learning activities during and after an interprofessional clinical course.Methods:A sample of 15 healthcare students participating on a two-week interprofessional clinical course was used. A mixed method approach was used for data collection. The students’ perceptions were gathered several times a day via mobile phones by using the Contextual Activity Sampling System (CASS) and they were also interviewed after the course.Results:The data revealed an interesting discrepancy between the students’ learning experiences reported during the course compared to their perceptions after the course. The students were generally more critical during the course, i.e., they tended to report things that did not work well. In the post-course interviews, the students reported that difficulties had been solved during the course. The students emphasized also the importance of structure, interaction, and insights into one’s own and other professions’ tasks as a base for fruitful interprofessional collaboration. Further-more, they underlined the benefits of interprofessional team learning with opportunities to contribute to and to acquire new knowledge.Conclusions:The CASS methodology provides possibilities to identify students’ and student teams’ needs of support to reach the intended learning outcomes of a specific course. Our results might be useful when developing clinical education with a special focus on supporting students in their collaborative practices.
|
|
| 17. |
- Lonka, Kirsti, et al.
(författare)
-
MED NORD - A tool for measuring medical students' well-being and study orientations
- 2008
-
Ingår i: Medical teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 30:1, s. 72-79
-
Tidskriftsartikel (refereegranskat)abstract
- Background: The relationship between medical students' well-being, motivation, and their conceptions of learning and knowledge has not been previously explored. Aims: This study aimed to validate a research instrument intending to measure medical students' (n = 280) (1) experiences of stress, anxiety and disinterest, (2) motivational (thinking) strategies, (3) conceptions of learning and knowledge (epistemologies), and (4) approaches to learning. Methods: We developed an instrument, MED NORD, which is a composition of scales measuring different theoretical constructs that previously have shown good predictive value, validity and reliability. A principal component analysis with Varimax-rotation was performed in order to see how the scales related to each other. Results: The internal consistency reliability was found to be satisfactory or good for each scale. The results showed five factors: Dysfunctional Orientation, Collaborative Knowledge Building Orientation, Cookbook Orientation, Social Orientation, and Individual Abilities Orientation. These study orientations were related to how medical students perceived their learning environment. Conclusions: The new tool showed consistency and validity and was judged appropriate for future use in measuring medical students' well-being and study orientations.
|
|
| 18. |
- Pettersson, Anna, et al.
(författare)
-
An exploration of students' use of digital resources for self-study in anatomy : a survey study
- 2024
-
Ingår i: BMC Medical Education. - : BioMed Central (BMC). - 1472-6920. ; 24:1
-
Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: The development of technology has provided new ways for active engagement and for visualizing structures in anatomy education including digital resources that may be used outside of the classroom. To support students' learning, there is a need to better understand students' experiences of using digital resources. This study aimed to identify which resources students use, their preferences, the purpose of using them, and barriers to adopting tools for self-study of anatomy.METHODS: A mixed -methods approach combining qualitative and quantitative data was used to collect and analyse data. Two consecutive cohorts of first-semester medical students (n = 278) were invited to complete an anonymized survey. The survey consisted of itemized questions, free-text space for comments, and one open-ended question. Descriptive statistics were used for demographics and itemized answers. Comments and free-text answers were analysed qualitatively using abductive inference.RESULTS: One hundred and twenty-seven students completed the survey (response rate 45%). Most students (46%) reported that they spend more than 30 h/per week on self-study. They used a variety of digital resources for different purposes. Most students used digital resources to prepare for examinations, when they encountered difficulties and after going through a section. Students reported that they would use digital resources to a greater extent if they were offered an introduction, if resources were more accessible, and if they could interact with a tutor. The free-text responses revealed that digital resources helped students understand anatomy, allowed them to make active choices, provided tools for repetition and memorization, accelerated and simplified the learning process, and complemented other learning resources.CONCLUSIONS: Digital resources may support the understanding of anatomy by offering alternative modes of learning and providing a valuable complement to other learning resources. Educators should consider how digital resources are introduced and offer support and feedback.
|
|
| 19. |
- Pettersson, Anna F., et al.
(författare)
-
How students discern anatomical structures using digital three-dimensional visualizations in anatomy education
- 2023
-
Ingår i: Anatomical sciences education. - : John Wiley & Sons. - 1935-9772 .- 1935-9780. ; 16:3, s. 452-464
-
Tidskriftsartikel (refereegranskat)abstract
- Learning anatomy holds specific challenges, like the appreciation of three-dimensional relationships between anatomical structures. So far, there is limited knowledge about how students construct their understanding of topographic anatomy. By understanding the processes by which students learn anatomical structures in 3D, educators will be better equipped to offer support and create successful learning situations. Using video analysis, this study investigates how students discern anatomical structures. Sixteen students at different levels of education and from different study programs were recorded audiovisually while exploring 3D digital images using a computerized visualization table. Eleven hours of recorded material were analyzed using interaction analysis and phenomenography. Seven categories were identified during data analysis, describing the qualitatively different patterns of actions that students use to make sense of anatomy: decoding the image; positioning the body in space; purposeful seeking, using knowledge and experience; making use of and creating variation; aimless exploration, and arriving at moments of understanding. The results suggest that anatomy instruction should be organized to let the students decide how and at what pace they examine visualized images. Particularly, the discovery process of decoding and positioning the body in space supports a deep learning approach for learning anatomy using visualizations. The students' activities should be facilitated and not directed.
|
|
| 20. |
- Ramberg, Robert, et al.
(författare)
-
Designing Learning Opportunities in Interaction Design : Interactionaries as a means to study and teach student design processes
- 2013
-
Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 6:1-2, s. 30-56
-
Tidskriftsartikel (refereegranskat)abstract
- Learning by practice, apprenticeship and paradigmatic examples have been prime paths for learning within interaction design. These have been criticized for being time-consuming and costly, not being implementable in academic contexts. In this article we suggest and evaluate a pedagogical model to address these problems in design teaching and learning. Results from a time-constrained collaborative design exercise, a so-called “interactionary”, are presented. Student design work is analyzed using the framework of learning design sequences. Analysis of the primary transformation unit shows that interactionaries reveal patterns in student design work. Materials are used mainly to document design ideas rather than as a design material to further investigate design ideas and aspects of interaction. In the critiquing sessions, regarded as the secondary transformation unit, many issues hardly addressed during the design work were brought up. Thus, the designers continued to develop their design proposal primed by critique presented by the reviewers.
|
|
| 21. |
- Ramberg, Robert, et al.
(författare)
-
Fostering Superficial Learning
- 1997
-
Ingår i: Journal of Computer Assisted Learning. - 0266-4909 .- 1365-2729. ; :14(2), s. 144-155
-
Tidskriftsartikel (refereegranskat)
|
|
| 22. |
- Robinson, Yohan, 1977, et al.
(författare)
-
AI och framtidens försvarsmedicin
- 2020
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Medicinskt legitimerad personal är, och kommer med stor sannolikhet fortsattatt vara, en knapp resurs inom Försvarsmaktens sjukvårdsorganisation. I denna rapport ges en översikt över pågående och planerade ansatser baserade påartificiell intelligens (AI) inom akutsjukvård med särskild tonvikt på omhändertagandet av traumapatienter, där lösningarna skulle kunna bidra till att Försvarsmakten kan bibehålla sin sjukvårdskapacitet i kritiska lägen. Rapporten är ett resultat av samarbetet mellan FM, FOI, FMV, FHS och KI, och vänder sig i första hand till Försvarsmaktens strategiska ledning.Användningen av AI-teknik i framtida beslutsstöd kan skapa nya möjligheter till avlastning av personal och resurseffektivisering. Tekniken ger möjligheter att i realtid samla in, bearbeta och analysera stora mängder blandadinformation om förbands hälsoläge och fysiska stridsvärde. Bedömning av skadade kan t.ex. göras av triagedrönare och den efterföljande evakueringen kanunderlättas av intelligenta autonoma plattformar. Införandet av AI-system ställer dock vårdgivaren inför svåra etiska och medikolegala överväganden.Försvarsmedicin har en central roll i Försvarsmaktens krigföringsförmåga och för samhällets uthållighet. För att nyttja hela AI-teknikens framfart till Försvarsmaktens nytta måste dess innebörd och konsekvens för försvarsmedicinen förstås. Därför rekommenderar denna studie att Försvarsmaktens framtida satsningar inom AI och autonomi inkluderar den försvarsmedicinska teknikutveckling som är beskriven i denna rapport.
|
|
| 23. |
- Silén, Charlotte, et al.
(författare)
-
Three-dimensional visualisation of authentic cases in anatomy learning : An educational design study
- 2022
-
Ingår i: BMC Medical Education. - : BioMed Central. - 1472-6920. ; 22:1
-
Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Many studies have investigated the value of three-dimensional (3D) images in learning anatomy. However, there is a lack of knowledge about students learning processes using technology and 3D images. To understand how to facilitate and support the learning of anatomy, there is a need to know more about the student perspectives on how they can use and benefit from 3D images.METHODS: This study used designed educational sessions informed by Educational Design Research to investigate the role of technology-enhanced 3D images in students' anatomy learning. Twenty-four students representing different health professions and multiple study levels, and one tutor, participated in the study. A visualisation table was used to display the images of real patient cases related to disorders associated with the abdomen and the brain. Students were asked to explore the images on their own and audio/video capture was used to record their words and actions. Directly following the session, students were interviewed about their perceptions and different ways of learning and studying anatomy. The tutor was interviewed about his reflections on the session and his role as a facilitator on two occasions. Content analysis was used in its manifest and latent form in the data analysis.RESULT: Two main categories describing the students' and tutor's accounts of learning using the visualisation table were identified: 1. Interpreting 3D images and 2. Educational sessions using visualisation tables. Each category had signifying themes representing interpretations of the latent meaning of the students' and tutor's accounts. These were: Realism and complexity; Processes of discernment; References to previous knowledge; Exploring on one's own is valuable; Context enhances learning experiences; Combinations of learning resources are needed and Working together affects the dynamics.CONCLUSIONS: This study identifies several important factors to be considered when designing effective and rewarding educational sessions using a visualization table and 3D images in anatomy education. Visualisation of authentic images has the potential to create interest and meaningfulness in studying anatomy. Students need time to actively explore images but also get tutor guidance to understand. Also, a combination of different resources comprises a more helpful whole than a single learning resource.
|
|
| 24. |
|
|
| 25. |
- Siouta, Eleni, et al.
(författare)
-
Cardiologists' experiences and perceptions of patient involvement and communication related to shared decision-making regarding atrial fibrillation treatment
- 2017
-
Ingår i: Communication & Medicine. - : Equinox Publishing. - 1612-1783 .- 1613-3625. ; 14:1, s. 39-50
-
Tidskriftsartikel (refereegranskat)abstract
- Objective: To feel involved in decisions about atrial fibrillation (AF) treatment, patients need supportive communication from cardiologists. Shedding light on cardiologists’ perceptions of patient involvement in AF care settings is thus of importance. We examine (1) how cardiologists describe patient involvement and communication related to shared decisionmaking regarding AF treatment, and (2) their perceptions of efforts to involve patients in the treatment decisions. Methods: Ten cardiologists were interviewed in four Swedish hospitals. A qualitative content analysis was performed on the interview data. Results: Cardiologists’ perceptions of patient involvement in treatment decisions are framed in terms of (1) ideology, (2) experience, and (3) responsibility. Conclusion: By taking into account patients’ feelings in the consultations, and by actively encouraging patients to be involved, the cardiologists contributed to patient involvement. Practice Implications: One key to improving compliance with legislation aimed at increasing patient involvement in treatment decisions could lie in paying attention to physician–patient communication and the conditions for patient involvement in decision-making about treatment.
|
|
