| 1. |
- Axelson, Christian, et al.
(författare)
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Using medical knowledge sources on handheld computers--a qualitative study among junior doctors
- 2007
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Ingår i: Medical teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 29:6, s. 611-618
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Tidskriftsartikel (refereegranskat)abstract
- Background: The emergence of mobile computing could have an impact on how junior doctors learn. To exploit this opportunity it is essential to understand their information seeking process. Aim: To explore junior doctors' experiences of using medical knowledge sources on handheld computers. Method: Interviews with five Swedish junior doctors. A qualitative manifest content analysis of a focus group interview followed by a qualitative latent content analysis of two individual interviews. Results: A focus group interview showed that users were satisfied with access to handheld medical knowledge sources, but there was concern about contents, reliability and device dependency. Four categories emerged from individual interviews: (1) A feeling of uncertainty about using handheld technology in medical care; (2) A sense of security that handhelds can provide; (3) A need for contents to be personalized; (4) A degree of adaptability to make the handheld a versatile information tool. A theme was established to link the four categories together, as expressed in the Conclusion section. Conclusion: Junior doctors' experiences of using medical knowledge sources on handheld computers shed light on the need to decrease uncertainty about clinical decisions during medical internship, and to find ways to influence the level of self-confidence in the junior doctor's process of decision-making.
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| 2. |
- Benamer, Hani T. S., et al.
(författare)
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Medical education in Libya: The challenges
- 2009
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Ingår i: Medical Teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 31:6, s. 493-496
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Tidskriftsartikel (refereegranskat)abstract
- The history of medical education in Libya spans over a period of 40 years. Medical schools had a good and promising start in the 1970s. The graduates of the first few classes had a good impact on the health services in Libya. However, the medical schools did not embrace the immense changes that medical education experienced over the last two decades. This article aims to give a background on the medical education in Libya and explore the challenges facing it, which may help in gaining the initial momentum that seems to have been lost.
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| 3. |
- Bergman, David, et al.
(författare)
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Teaching group dynamics - do we know what we are doing? : An approach to evaluation
- 2008
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Ingår i: Medical teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 30:1, s. 55-61
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Tidskriftsartikel (refereegranskat)abstract
- Background: Research into the efficacy of programs of leadership and group dynamics in undergraduate medical education is sparse. Aims: The aim of this study was to apply and test a pre-post evaluation design of a one-week experiential learning based course of group dynamics. Methods: Two questionnaires were sent to 160 medical students, before and after the course. The response rate was acceptable (73%). Results: While there was a small change in attitudes towards openness in their professional role and group dynamics, there was a major change in two subgroups of students to these topics. The students who were least interested in collaborative constructivist learning and those students who mainly looked for practical value were the students who changed their attitudes most towards openness in their professional role. Conclusions: It appears that those students who would be least likely to voluntarily attend such a course were the ones who learned the most. This study does not allow for any generalizations regarding the outcome of experiential learning of group dynamics, but it is an argument for the use of systematic evaluations in order to identify students who can benefit from courses aimed at improving profound knowledge.
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| 4. |
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| 5. |
- Bondemark, Lars, et al.
(författare)
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A Self-directed Summative Examination in Problem-based Learning in Dentistry : a New Approach
- 2004
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Ingår i: Medical teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 26:1, s. 46-51
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This paper describes and evaluates a new method of assessment in PBL, which was developed with two cohorts of dental students. The method involves students in PBL groups designing PBL problems and assessment tasks that are in line with the objectives of the course and the principles of PBL. Construction of tasks and feedback were provided. The student groups based the summative assessment on a selection of the PBL assessments provided. The evaluation indicates that senior students are capable of designing challenging PBL assessment tasks that are in line with course objectives and PBL principles. This experience raised the pass rates of the students compared those of with earlier cohorts of students. The students rated the method favourably; they considered it enabled them to demonstrate their competences and that it was more closely in line with PBL principles than other methods of assessment that they had experienced. The method is a promising innovation, which could be used in a variety of PBL courses.
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| 6. |
- Botezatu, Mihaela, et al.
(författare)
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As time goes by : stakeholder opinions on the implementation and use of a virtual patient simulation system
- 2010
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Ingår i: Medical Teacher. - 0142-159X .- 1466-187X. ; 32:11, s. e509-516
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Tidskriftsartikel (refereegranskat)abstract
- Background: Stakeholder opinions on the implementation of a particular virtual patient application might prove important for decision-making and implementation efforts in general. This study aimed to capitalize on experiences originated from two postimplementation settings of Web-based Simulation of Patients (Web-SP). Method: We conducted a cross-sectional survey of stakeholder opinions (39 students, teachers, course directors, and university leaders) on the implementation and use of Web-SP in Colombia and Sweden, using a mixed method approach. Results: The respondents did not show equal preference in rating the ranking of the order of importance included in the variables (Friedman’s Chi square: 26.5 to 115.1, df=6, p <0.001, Kendall’s coefficient of concordance ranging from 0.11 to 0.50). The answers provided as free comments supported the statistical findings on the importance of end-user customization, need for authenticity in software design, and use of virtual patient simulations in a curricular context, for clinical reasoning development. Conclusions: Virtual Patient design should allow extensive editing, support case authenticity and enhance clinical reasoning abilities, in an effort for ensuring accountability and sustainable development of the field.
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| 7. |
- Botezatu, Mihaela, et al.
(författare)
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Virtual patient simulation : knowledge gain or knowledge loss?
- 2010
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Ingår i: Medical Teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 32:7, s. 562-568
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Tidskriftsartikel (refereegranskat)abstract
- Background: Virtual patients (VPs), high-fidelity simulators and standardized patients are powerful educational interventions leading to effective learning and supporting knowledge retention. Aim: This study explored the variations in retention with VP versus regular learning activities. Method: We conducted a randomized controlled study on early and delayed assessment results of 49 students using VP for learning and examination of haematology and cardiology topics in an Internal Medicine course, by means of a 0–10 scoring rubric. Results: The mean difference for early assessment with VP (study – control mean score) was 1.43 (95% confidence interval (CI) 0.96, 1.91; p < 0.001) for haematology and 1.34 (95% CI 0.93, 1.76; p < 0.001) for cardiology. In regular exams, the mean score difference was 2.21 (95% CI 1.3, 3.1; p < 0.001) and 1.52 (95% CI 0.76, 2.28; p < 0.001), respectively. With delayed assessments, the difference in mean score for Web-SP was 1.48 (95% CI 1.09, 1.86; p < 0.001), haematology and 1.16 (95% CI 0.74, 1.58; p < 0.001), cardiology; for regular exams the figures were 1.96 (95% CI 0.93, 2.98; p < 0.001) and 1.74 (95% CI 0.89, 2.58; p < 0.001). The effect size ranged from 0.5 to 0.8. Conclusion: Our results indicate better retention with VP than with traditional learning methods.
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| 8. |
- Botezatu, Mihaela, et al.
(författare)
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Virtual patient simulation for learning and assessment : superior results in comparison with regular course exams
- 2010
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Ingår i: Medical Teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 32:10, s. 845-850
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Tidskriftsartikel (refereegranskat)abstract
- Background: Our study aimed to observe the differences in assessment results between virtual patient simulation (VPS) and regular course exams in an Internal Medicine course for undergraduate medical students. Methods: Four cohorts of students (n = 216) used: a VPS or lectures for learning (terms 1 and 2); VPS and lectures or only lectures (term 3); and a paired set-up with both VPS and lectures (term 4). The assessment results, measured with both a VPS-based exam and a paper-based exam, were compared. A scoring rubric (0–6), developed and validated for the purpose of the trial, was applied to both types of assessment. Mean score differences of the results were compared for the four cohorts. Results: Both VPS and regular examination results were significantly higher in the VPS group compared to regular exam group (p < 0.001) in terms 1, 2 and 3. The paired mean difference in term 4 was 0.66 (95% confidence interval (CI) 0.50, 0.83; p < 0.001) for haematology and 0.57 (95% CI 0.45, 0.69; p < 0.001) for cardiology. Conclusion: Our findings suggest that using VPS both for learning and for assessment supports learning. VPS are better than traditional assessment methods when the virtual application is used for both learning and evaluation.
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| 9. |
- Brynhildsen, Jan, 1962-, et al.
(författare)
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Attitudes among students and teachers on vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum
- 2002
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Ingår i: Medical teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 24:3, s. 286-288
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Tidskriftsartikel (refereegranskat)abstract
- Important elements in the curriculum at the Faculty of Health Sciences in Link÷ping are vertical integration, i.e. integration between the clinical and basic science sections of the curriculum, and horizontal integration between different subject areas. Integration throughout the whole curriculum is time-consuming for both teachers and students and hard work is required for planning, organization and execution. The aim was to assess the importance of vertical and horizontal integration in an undergraduate medical curriculum, according to opinions among students and teachers. In a questionnaire 102 faculty teachers and 106 students were asked about the importance of 14 different components of the undergraduate medical curriculum including vertical and horizontal integration. They were asked to assign between one and six points to each component (6 points = extremely important for the quality of the curriculum, 1 point = unimportant). Students as well as teachers appreciated highly both forms of integration. Students scored horizontal integration slightly but significantly higher than the teachers (median 6 vs 5 points, p=0.009, Mann-Whitney U-test), whereas teachers scored vertical integration higher than students (6 vs 5, p=0.019, Mann-Whitney U-test). Both students and teachers considered horizontal and vertical integration to be highly important components of the undergraduate medical programme. We believe both kinds of integration support problem-based learning and stimulate deep and lifelong learning and suggest that integration should always be considered deeply when a new curriculum is planned for undergraduate medical education.
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| 10. |
- Conte, Helen, et al.
(författare)
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Get it together : Issues that facilitate collaboration in teams of learners in intensive care
- 2016
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Ingår i: Medical teacher. - 0142-159X .- 1466-187X. ; 38:5, s. 491-497
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: The study describes issues that facilitate collaboration in teams of learners in an interprofessional education unit in intensive care.Methods: A descriptive qualitative study design was applied using semi-structured interviews based on the critical incident technique and qualitative content analysis. Nineteen participants, eight learners in their specialist training, nine supervisors and two head supervisors in Sweden identified 47 incidents.Result: Teams of learners having control was the core issue. Motivation, time, experiences and reflection were central issues for facilitating collaboration.Conclusion: Efficiently training teams how to collaborate requires learners having control while acting on their common understanding and supervisors taking a facilitating role supporting teams to take control of their critical analysis.
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| 11. |
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| 12. |
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| 13. |
- Dahle, L. O., et al.
(författare)
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Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum : examples and experiences from Linköping, Sweden
- 2002
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Ingår i: Medical teacher. - : Taylor & Francis. - 0142-159X .- 1466-187X. ; 24:3, s. 280-285
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Tidskriftsartikel (refereegranskat)abstract
- Problem-based learning (PBL), combined with early patient contact, multiprofessional education and emphasis on development of communications skills, has become the basis for the medical curriculum at the Faculty of Health Sciences in Link ping (FHS), Sweden, which was started in 1986. Important elements in the curriculum are vertical integration, i.e. integration between the clinical and basic science parts of the curriculum and horizontal integration between different subject areas. This article discusses the importance of vertical integration in an undergraduate medical curriculum, according to experiences from the Faculty of Health Sciences in Link ping, and also give examples on how it has been implemented during the latest 15 years. Results and views put forward in published articles concerning vertical integration within undergraduate medical education are discussed in relation to the experiences in Link ping. Vertical integration between basic sciences and clinical medicine in a PBL setting has been found to stimulate profound rather than superficial learning, and thereby stimulates better understanding of important biomedical principles. Integration probably leads to better retention of knowledge and the ability to apply basic science principles in the appropriate clinical context. Integration throughout the whole curriculum entails a lot of time and work in respect of planning, organization and execution. The teachers have to be deeply involved and enthusiastic and have to cooperate over departmental borders, which may produce positive spin-off effects in teaching and research but also conflicts that have to be resolved. The authors believe vertical integration supports PBL and stimulates deep and lifelong learning.
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| 14. |
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| 15. |
- Darras, Kathryn E., et al.
(författare)
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Is there a superior simulator for human anatomy education? How virtual dissection can overcome the anatomic and pedagogic limitations of cadaveric dissection
- 2018
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Ingår i: Medical teacher. - : TAYLOR & FRANCIS LTD. - 0142-159X .- 1466-187X. ; 40:7, s. 752-753
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Tidskriftsartikel (refereegranskat)abstract
- Educators must select the best tools to teach anatomy to future physicians and traditionally, cadavers have always been considered the "gold standard" simulator for living anatomy. However, new advances in technology and radiology have created new teaching tools, such as virtual dissection, which provide students with new learning opportunities. Virtual dissection is a novel way of studying human anatomy through patient computed tomography (CT) scans. Through touchscreen technology, students can work together in groups to "virtually dissect" the CT scans to better understand complex anatomic relationships. This article presents the anatomic and pedagogic limitations of cadaveric dissection and explains what virtual dissection is and how this new technology may be used to overcome these limitations.
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| 16. |
- Edgren, Gudrun, et al.
(författare)
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Comparing the educational environment (as measured by DREEM) at two different stages of curriculum reform.
- 2010
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Ingår i: Medical Teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 32:6, s. 233-238
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: The medical programme at Lund University, Sweden, has undergone curricular reform over several stages, which is still ongoing. Students have been somewhat negative in their evaluations of the education during this time. AIM: To find out how the students perceived the educational climate using the Dundee Ready Education Environment Measure (DREEM), and to compare the findings taken at two given points in time. METHOD: The DREEM instrument was distributed in semesters 2, 6 and 10 in 2003 and 2005, to a total of 503 students. RESULTS: The students rated their climate as positive. The total DREEM score (145) was somewhat higher than other published results and in the same range as for other reformed curricula. There was hardly any difference between the genders in their perceptions of the climate. Certain items were rated low and became subject of development between the measurements. These items concerned a perceived lack of a support system for stressed students and a lack of feedback and constructive criticism from teachers. Some improvement was detected in 2005. CONCLUSION: The educational climate was high in a reformed curriculum and could be maintained high during on-going curricular reform. Educational development resulted in better results on some items.
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| 17. |
- Edgren, Gudrun
(författare)
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Developing a competence-based core curriculum in biomedical laboratory science: a Delphi study.
- 2006
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Ingår i: Medical Teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 28:5, s. 409-417
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Tidskriftsartikel (refereegranskat)abstract
- In this study the Delphi technique has been used to develop a core curriculum for education of the biomedical scientist. The rapid development in biomedicine and the corresponding changes in methodology in biomedical laboratories demand careful planning of the education of biomedical scientists. The Delphi technique uses an anonymous panel of experts for suggestions and assessments aiming at consensus. Twenty-six experts from different kinds of hospital and university laboratories took part in the investigation. They suggested and assessed necessary competences for a recently graduated biomedical scientist, and if 75% or more of the participants agreed on a competence, it was included in the core curriculum. The final list consisted of 66 competences of varying depth, in three categories. This list contained several generic competences, concerning for example basic laboratory methods, handling of samples, dealing with apparatus and applying relevant rules and laws; basic knowledge in chemistry, preclinical medicine and laboratory methods; and finally attitudes that the panel expected in the recently graduated person. The core was sufficiently restricted to be used in a three-year programme and still leave space for about one year of electives/special study modules. It became rather traditional, e.g. it did not include competences that many recent reports consider important for the future professional.
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| 18. |
- Ellaway, R, et al.
(författare)
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Building a virtual patient commons
- 2008
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Ingår i: Medical teacher. - : Informa UK Limited. - 1466-187X .- 0142-159X. ; 30:2, s. 170-174
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Tidskriftsartikel (refereegranskat)
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| 19. |
- Esmaily, Hamideh M, et al.
(författare)
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Does an outcome-based approach to continuing medical education improve physicians' competences in rational prescribing?
- 2009
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Ingår i: Medical teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 31:11, s. E500-E506
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Tidskriftsartikel (refereegranskat)abstract
- Background: Continuing medical education (CME) is compulsory in Iran, and traditionally it is lecture-based, which is mostly not successful. Outcome-based education has been proposed for CME programs. Aim: To evaluate the effectiveness of an outcome-based educational intervention with a new approach based on outcomes and aligned teaching methods, on knowledge and skills of general physicians (GPs) working in primary care compared with a concurrent CME program in the field of "Rational prescribing". Method: The method used was cluster randomized controlled design. All GPs working in six cities in one province in Iran were invited to participate. The cities were matched and randomly divided into an intervention arm for education on rational prescribing with an outcome-based approach, and a control arm for a traditional program on the same topic. Knowledge and skills were assessed using a pre- and post-test, including case scenarios. Results: In total, 112 GPs participated. There were significant improvements in knowledge and prescribing skills after the training in the intervention arm as well as in comparison with the changes in the control arm. The overall intervention effect was 26 percentage units. Conclusion: The introduction of an outcome-based approach in CME appears to be effective when creating programs to improve GPs' knowledge and skills.
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| 20. |
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| 21. |
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| 22. |
- Fyrenius, Anna, 1969-, et al.
(författare)
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Lectures in problem-based learning - Why, when and how? An example of interactive lecturing that stimulates meaningful learning
- 2005
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Ingår i: Medical teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 27:1, s. 61-65
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Tidskriftsartikel (refereegranskat)abstract
- Even though opinions differ as to whether lecturing is compatible with problem-based learning (PBL) or not, lectures are still a common form of instruction in PBL curricula. This paper discusses the lecture in the framework of theories of learning in general and the medical problem-based learning tradition in particular. An example of how theories of learning can be implemented in the lecture hall is presented. Theories that underpin PBL as an educational philosophy rather than as a method of instruction are reviewed. A lecture form, organized in introductory, in depth and application lectures, that responds to important factors for stimulating deep processing of knowledge and meaningful learning is discussed. Examples of and practical points about how to renew and restructure lectures in a way that counteracts surface approaches to learning, teacher centring and student passivity are presented. We argue that, with proper awareness of possible drawbacks of the large format, lectures can be used as valuable tools for learning also in a PBL curriculum.
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| 23. |
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| 24. |
- Gunning, William T., et al.
(författare)
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Virtual Patients for assessment of medical student ability to integrate clinical and laboratory data to develop differential diagnoses : Comparison of results of exams with/without time constraints
- 2012
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Ingår i: Medical teacher. - 0142-159X .- 1466-187X. ; 34:4, s. E222-E228
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: We have evaluated medical student ability in a problem-based learning course using a Virtual Patient (VP)-based exam with variable parameters for assessment purposes. Methods: A class of 155 second year medical students was assessed using a VP exam with unlimited access during a 1-week period; 2 years later, the identical exam was administered to 175 students with a 3-h time limit. Results: Students taking the exam without time constraints utilized approximately twice as much time than students with the time limit. Without the pressure of a time-limit, students utilized half as many inquiries of the patient history, physical, and lab/imaging tests than were used by students having a time constraint, indicating that the time limited students used a "shotgun approach'' to try to collect as many "required'' inquiries as possible. Most students (91%) taking the untimed exam were able to correctly diagnose the exam case but only 31% of the time limited students correctly diagnosed the VP exam case, despite their higher number of inquiries. Conclusions: Our results demonstrate that an identical VP exam, administered with variables to compare untimed versus time-limited conditions, resulted in an unraveling of student's ability to integrate the data discovered during the process of progressive disclosure.
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| 25. |
- Haffling, Ann-Christin, et al.
(författare)
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Patients consulting with students in general practice: Survey of patients' satisfaction and their role in teaching.
- 2008
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Ingår i: Medical Teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 30:6, s. 622-629
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Tidskriftsartikel (refereegranskat)abstract
- Background: General practice is a common setting for medical students' clinical training. However, little is known about patients' views on consulting with senior students. Aims: To investigate patients' attitudes to consultations conducted by senior students alone, before patients saw their GP; and to enquire into patients' perception of their teaching role. Method: Adult patients attending 50 health centres in Sweden completed a questionnaire directly after their consultation with a fifth-year medical student and their GP. Results were analysed quantitatively and qualitatively. Results: The questionnaire was completed by 495 patients, and 92% were satisfied with their consultation. Reasons were personal gain as well as altruism. Almost all patients were prepared to consult with a student again, however in a third of cases conditional on the nature of their presenting complaints. Emotional problems and intimate examinations could cause reluctance. Patients' conception of their teaching role supported previous research: patients as "facilitators of students" development of professional skills and as "experts" or "exemplars" of their condition. An additional theme, patients as "part of a real context", emerged. Conclusions: Patients in general practice have a positive view towards consulting with senior students. Even unprepared patients see themselves as contributors to teaching, and their capacity in this respect is probably under-utilized.
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| 26. |
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| 27. |
- Hamberg, Katarina, et al.
(författare)
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Medical students' attitudes to gender issues in the role and career of physicians : a qualitative study conducted in Sweden
- 2006
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Ingår i: Medical teacher. - London : Update. - 0142-159X .- 1466-187X. ; 28:7, s. 635-641
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Tidskriftsartikel (refereegranskat)abstract
- There is an increasing awareness of the importance to address gender issues during medical studies. This qualitative study is aimed at exploring students’ attitudes to gender issues in the career of physicians, and identifying questions important to consider in medical education about gender. At Umeå University in Sweden, third-term medical students write an essay about ‘being a doctor’ and they also reflect on gender issues their future career. In 2002, the essays of 41 men and 63 women (75%) were analysed using open coding and repeated comparisons to elaborate categories. Four main attitudes towards gender were identified. Important and interesting (men 22%, women 63%), meaning gender was regarded as a crucial consideration in a physician's working life. Interested women expressed personal worries about their future, while interested men's reflections were more intellectually focused. Relevant with doubts (54%, 27%) represented a positive stand while simultaneously reducing the significance of gender. In Irrelevant and irritating (20%, 8%), gender was seen as over-talked and politics. Irritated students challenged the teachers and questioned gender as a field of scientific knowledge. Neglecting denoted avoidance of gender (5%, 3%). To avoid reinforcing stereotypical ideas about men and women, teachers and physicians need more knowledge about gender.
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| 28. |
- Hamberg, Katarina, et al.
(författare)
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Still far to go : gender perspective in written cases used at a Swedish medical school
- 2009
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Ingår i: Medical teacher. - : Taylor & Francis. - 0142-159X .- 1466-187X. ; 31:4, s. e131-e138
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Tidskriftsartikel (refereegranskat)abstract
- Objective: Given decisions to implement a gender perspective in medical education, this study investigated gender perspective in written cases used at a Swedish medical school.Method: All course organizers on terms 5–11 were asked to submit the case descriptions used in 2005. The 257 cases collected were subjected to content analysis focussing on sex of author and patient; whether there were any guidelines for tutors; and whether the case touched on biological sex differences, psychosocial and gender aspects.Results: The majority of cases were written by male teachers. The proportions of male and female patients were equal. There were instructions for tutors in 20% of the cases. Sex differences were mentioned in 7% of cases. Psychosocial data were meager. Ten cases (4%) contained gender aspects and four of them presented gender as a main issue.Conclusions: The lack of instructions for tutors and overall scant interest in psychosocial issues were important obstacles for gender implementation. Actually, ignoring psychosocial conditions means that a gender perspective is also neglected. The results illuminate the importance of monitoring and follow-ups for a successful implementation of gender. Our method of scrutinizing written cases might be useful also for other medical schools.
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| 29. |
- Hammar, Mats, et al.
(författare)
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Obituray: Professor Björn Bergdahl - a pioneer in Swedish medical education
- 2010
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Ingår i: Medical teacher. - : Informa Healthcare. - 0142-159X .- 1466-187X. ; 32:9, s. 788-788
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Professor Björn Bergdahl, MD, one of the founders of the Faculty of Health Sciences (FHS) at Linköping University, passed away in March 2009. He left us all in grief and disbelief. How could we manage without him?Professor Bergdahl graduated with a degree in medicine from Lund University and was recruited to the internal medicine clinic at the University Hospital of Linköping in 1968. After completing his postgraduate studies, he began to teach medical students in 1977. This was the start of a life-long commitment to medical education. He was the first clinical teacher in Sweden ever to be promoted to the position of professor on scientific as well as teaching merits....
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| 30. |
- Hoppe, Astrid, et al.
(författare)
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Medical interns' view of their undergraduate medical education in Uppsala : an alumnus study with clear attitude differences between women and men
- 2009
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Ingår i: Medical teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 31:5, s. 426-432
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: An alumni study of graduates from the medical school in Uppsala, was performed to give input into an ongoing reform process. AIMS: This study aimed to investigate how medical interns view their undergraduate medical education and the extent to which they felt that the curriculum prepared them for their current positions. METHODS: A web-based questionnaire was sent out via mail in 2005 to all past graduates who had qualified in Uppsala in 2003. RESULTS: Replies were obtained from 69 of 102 students (68%). The most apparent suggested change of the education was increased integration of preclinical and clinical teaching. Correlations were found between student satisfaction with the medical school and perceived teacher attitude, encouragement to reflect, and the graduates' perception of having sufficient practical abilities. Significant gender differences were found regarding perceived clinical ability and concerning feedback and encouragement from the teachers. CONCLUSIONS: Our results suggest more direct feedback from the teachers and more integration between basic sciences and clinical education. Female and male students may have different needs. A key question is therefore to encourage teachers to learn about gender since female and male students should equally experience respectful encounters with teachers and doctors acting as role models.
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| 31. |
- Huwendiek, S, et al.
(författare)
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Towards a typology of virtual patients
- 2009
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Ingår i: Medical teacher. - : Informa UK Limited. - 1466-187X .- 0142-159X. ; 31:8, s. 743-748
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Tidskriftsartikel (refereegranskat)
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| 32. |
- Hägg Martinell, Ann, et al.
(författare)
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Community of practice and student interaction at an acute medical ward : An ethnographic study
- 2016
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Ingår i: Medical teacher. - : Taylor & Francis. - 0142-159X .- 1466-187X. ; 38:8, s. 793-800
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: A deeper understanding is needed of the acute medical care setting as a learning environment for students.AIM: To explore workplace culture of an acute medical ward and students' interactions within this community.METHOD: An ethnographic design was applied. Medical and nurse students' interactions were observed and informal questioning performed. Field notes were transcribed and analysed qualitatively, inspired by Wengers' "Community of practice" theory.RESULTS: We identified four characteristics that regulated how students adapt and interact in the community of practice. Complex and stressful situations were stabilized by routines and carriers of culture. Variable composition and roles of community members were a part of the daily routine but did not seam obvious to students. Transitions through community boundaries were confusing especially for new students. Levels of importance and priority: Hierarchies and orders of priority were present as regulators of roles, routines and interactions, and of how staff approach different patient groups.CONCLUSION: The culture shaped a pattern for, and created prerequisites that challenged students' adaptation and created a space for learning. Students' task on arrival was to enter the semipermeable membrane of the community of practice and to understand and adapt to its culture, and try to become accepted.
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| 33. |
- Johansson, Eva, et al.
(författare)
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From calling to a scheduled vocation : Swedish male and female students' reflections on being a doctor
- 2007
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Ingår i: Medical teacher. - : Taylor & Francis. - 0142-159X .- 1466-187X. ; 29:1, s. e1-e8
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: All over the world an increasing number of women are entering medical schools. Soon women will constitute half of the physician workforce in Scandinavia. However, specialty segregation persists. Reports have shown different motives among male and female doctors to be, but the impact of gender, i.e. how ongoing social constructions of femininity and masculinity influence the development of professionalism, is not fully described.AIM: The purpose of this study was to explore views and visions among second-year students at a Swedish Medical School, and to identify challenges for education and workforce planning.METHODS: After receiving research ethics board approval, all students participating in the course 'Professional development', including a task to write a free-text essay on the theme 'to be a doctor', were invited to share their essays for analysis. Of 138 (40% men) students in 2002, 104 (39% men) accepted. The texts were analysed according to grounded theory.RESULTS: Students held 'doctorship' to be an outstanding profession of commitment, authority and duty. Fears were exposed, especially among women, regarding how to fit demands of self-sacrifices and balancing a private life. Belonging to a new generation, they conceived gender equity as self-evident. Actual working conditions were met with disapproval, as did an all-embracing calling. A scheduled vocation was hoped for. They relied on the mass of women to implement change. Women's 'other' values, alluding to family orientation, were expected to alter working conditions and also give men more leisure time. Despite equity conviction, segregating gender patterns in students' representations, interactions with tutors and future prospects were disclosed.CONCLUSIONS: Students' arguments raise challenges for medical educators and planners regarding professional values, medical socialization and specialty recruitment. The new generation requires a renewed Hippocratic Oath, gender-aware role models and practice sites. Swedish students' arguments are compared with current international literature.
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| 34. |
- Johansson, Jakob, et al.
(författare)
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A randomised controlled study of role play in a faculty development programme
- 2012
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Ingår i: Medical teacher. - 0142-159X .- 1466-187X. ; 34:2, s. E123-E128
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Tidskriftsartikel (refereegranskat)abstract
- Background: The Stanford Faculty Development Center at Stanford University has developed a teaching improvement course for medical teachers that has been widely disseminated using a train-the-trainer model. Aims: This study was designed to investigate the relative impact of role playing as an instructional technique within that course for facilitating change in teaching behaviours. Method: From January 2009 to April 2010, six faculty development courses were delivered at Uppsala University Hospital to 48 physicians from different departments. The standard course presentation includes a range of instructional methods including short lectures, small group discussion, review of video re-enactments, role-play exercises and personal goal setting. For this study, participants were randomised to participate in (1) a 'standard' course with role play or (2) an 'alternative' course with no role play. The effects of the course on teaching performance were assessed with retrospective pre- and post-course self-ratings of 29 specific teaching behaviours. Results: Self-assessment ratings indicated significantly greater positive changes in teaching behaviour among faculty who attended the standard course (with role play) as compared to those in the alternative course (p=0.015). Conclusions: This study validates the commonly held view that role play is a useful instructional method for improving teaching.
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| 35. |
- Johansson, Jakob, et al.
(författare)
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Clinical teaching improvement : the transportability of the Stanford Faculty Development Program.
- 2009
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Ingår i: Medical teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 31:8, s. e377-82
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: The Stanford Faculty Development Center (SFDC) at Stanford University developed a teaching improvement course for medical teachers that has been widely disseminated using a train-the-trainer model. We were curious to see if cultural factors might influence the applicability and impact of the course when delivered to non-American participants by a facilitator from that culture. METHODS: A Swedish anaesthesiologist at Uppsala University Hospital, Sweden, was trained in October 2004 at Stanford University. From January 2005 to March 2007 he delivered five faculty development seminar series at Uppsala University Hospital to 40 physicians from different departments. Participants rated the usefulness of the seminar series and retrospective pre- and post-seminar ratings were used to assess effects on participants' teaching skills and behaviours. RESULTS: Participants rated the seminars as highly useful (M = 4.8, SD = 0.4). Participants' ratings of their teaching ability indicated significant increases across a variety of clinical and non-clinical teaching settings (p < 0.001), and positive changes in teaching behaviours were found for all seven educational categories assessed (p < 0.001). CONCLUSIONS: This faculty development model is highly transportable to medical teachers in Sweden, and capable of producing positive results, consistent with those found in the United States.
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| 36. |
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| 37. |
- Kjellgren, Karin I, 1950, et al.
(författare)
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Learning to learn and learning to teach — Introduction to studies in higher education
- 2008
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Ingår i: Medical Teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 30:8, s. 239-245
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Tidskriftsartikel (refereegranskat)abstract
- Background: How students are introduced to their studies will affect the quality of learning. This project deals with tools for lifelong learning to increase students' awareness of learning how to learn. In parallel to an introductory course for students, a course for teachers was given with a focus on tutoring students. Aims: To evaluate an interprofessional transition course for first-year health science students, the LearnAble project, and a teachers' course aiming to support students to be successful in their learning. Method: The project was followed up by a computer-based course evaluation, reflective journals, the Learning Process Questionnaire and the Approaches to Teaching Inventory. The questionnaires were distributed before and after the courses. Teachers (n = 31) and students (n = 270) in two courses from different health educations participated. Results: Students' approaches to the course and to learning could be described as technical/reproductive, seeking for an identity or as reflective/transformative. The evaluation indicates that a deep approach to the studies among the students was related to higher age and female gender. Teachers with earlier pedagogical education supported students more in the attempts to question their own understanding. Conclusion: The most obvious result was the positive impact of being a tutor for a group of students in parallel to studying pedagogy.
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| 38. |
- Kononowicz, Andrzej A., et al.
(författare)
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The need for longitudinal clinical reasoning teaching and assessment : Results of an international survey
- 2020
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Ingår i: Medical teacher. - : Taylor & Francis. - 0142-159X .- 1466-187X. ; 42:4, s. 457-462
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Tidskriftsartikel (refereegranskat)abstract
- Background: Clinical reasoning is a key ability essential for practising health professionals. However, little is known about the current global adoption of clinical reasoning teaching and assessment.Purpose: We aimed to provide insights into how clinical reasoning is deliberately taught and assessed in curricula worldwide and to identify needs and perceived barriers for teaching clinical reasoning to students and educators.Methods: A questionnaire was devised by an international expert group and distributed in a large international medical education community. Data were collected in 2018 and analysed using descriptive statistics. We identified themes in free-text responses using content analysis.Results: Three hundred and thirteen responses from 76 countries were collected. Most respondents were from Europe (34%). While the presence of a longitudinal clinical reasoning curriculum was only reported by 28%, 85% stated that such a curriculum was needed. The lack of awareness of the need to explicitly teach clinical reasoning was the most commonly identified barrier. For assessment, the greatest need identified was for more workplace-based assessment.Conclusions: Global respondents indicate the need to implement explicit longitudinal clinical reasoning curricula. Our findings suggest that efforts should be put into improving faculty development, including evidence-based materials on how to teach and assess clinical reasoning.
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| 39. |
- Leisnert, Leif, et al.
(författare)
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The interactive examination in a comprehensive oral care clinic : a three-year follow up of students' self-assessment ability
- 2006
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Ingår i: Medical teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 28:6, s. 544-548
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Tidskriftsartikel (refereegranskat)abstract
- Little is known of how students' self-assessment ability evolves throughout the curriculum. The Interactive Examination aims to assess students' self-assessment ability, in parallel with their knowledge and competences. The method utilizes a written task and subsequent comparison of own performance with that of a qualified clinician. One cohort of dental students (n = 48) underwent assessment through Interactive Examination at three instances in 2004, during their final year of studies. Forty-two of them were assessed with the same methodology in 2001. Students' individual performance, self-assessment ability scores and attitudes in 2004 were correlated with their respective data from 2001. Students' acceptance of the methodology was high. The written performance in 2004 was positively correlated with this of 2001 in one of the three cases, while the comparison document scores in two out of three cases. Five students presented unacceptable self-assessment ability in 2004, four of whom were also unacceptable in 2001 in the same field. Unacceptable students of 2001 (n = 9) presented significantly lower results than their colleagues in 2004. These observations indicate that the self-assessment ability is not directly relevant to subject knowledge. On graduation, there exist students with significant self-assessment difficulties, the majority of whom could be detected earlier in their studies.
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| 40. |
- Lewisson, Niclas, et al.
(författare)
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Quality improvement in clinical teaching through student evaluations of rotations and feedback to departments
- 2013
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Ingår i: Medical teacher. - 0142-159X .- 1466-187X. ; 35:10, s. 820-825
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Tidskriftsartikel (refereegranskat)abstract
- Background: Clinical teaching at medical schools needs continual improvement. We used a new evaluation instrument to gather student ratings on a departmental level across all clinical rotations. The ratings were used to enable cross comparison of departmental clinical teaching quality, official ranking and feedback as a method to improve teaching quality. This study was designed to evaluate whether these interventions increased the quality of clinical teaching. Methods: A web-based questionnaire consisting of 10 questions (Likert scale 1-6) was introduced into all hospital departments at Uppsala University Hospital, Sweden. Specific feedback was given to participating departments based on the assessments collected. Action plans were created in order to address areas for departmental improvement. Questionnaire scores were used as a measure of clinical teaching quality. Results: Mean follow-up time was 2.5 semesters. The student response rate was 70% (n=1981). The departments' median ratings (25th-75th percentile) for the baseline were 4.05 (3.80-4.30). At follow-up, the median rating had increased to 4.56 (4.29-4.72) (p<0.001). Conclusion: The introduction of a uniform clinical teaching evaluation instrument enabled cross comparison between clinical departments. Specific feedback enabled the development of action plans in the departments. This caused a rapid and substantial increase in the quality of clinical teaching.
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| 41. |
- Lindgren, Stefan, et al.
(författare)
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Medical education in Sweden
- 2011
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Ingår i: Medical teacher. - London : Update. - 0142-159X .- 1466-187X. ; 33:10, s. 798-803
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Tidskriftsartikel (refereegranskat)abstract
- Undergraduate medical education in Sweden has moved from nationally regulated, subject-based courses to programmes integrated either around organ systems or physiological and patho-physiological processes, or organised around basic medical science in conjunction with clinical specialities, with individual profiles at the seven medical schools. The national regulations are restricted to overall academic and professional outcomes. The 51/2 year long university undergraduate curriculum is followed by a mandatory 18 months internship, delivered by the County Councils. While quality control and accreditation for the university curriculum is provided by the Swedish National Agency for Higher Education, no such formal control exists for the internship; undergraduate medical education is therefore in conflict with EU directives from 2005. The Government is expected to move towards 6 years long university undergraduate programmes, leading to licence, which will facilitate international mobility of both Swedish and foreign medical students and doctors. Ongoing academic development of undergraduate education is strengthened by the Bologna process. It includes outcome (competence)-based curricula, university Masters level complying with international standards, progression of competence throughout the curriculum, student directed learning, active participation and roles in practical clinical education and a national assessment model to assure professional competence. In the near future, the dimensioning of Swedish undergraduate education is likely to be decided more by international demands and aspects of quality than by national demands for doctors.
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| 42. |
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| 43. |
- Lonka, Kirsti, et al.
(författare)
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MED NORD - A tool for measuring medical students' well-being and study orientations
- 2008
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Ingår i: Medical teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 30:1, s. 72-79
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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.
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| 44. |
- Lumma-Sellenthin, Antje
(författare)
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Talking with patients and peers : Medical students difficulties with learning communication skills
- 2009
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Ingår i: Medical teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 31:6, s. 528-534
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Tidskriftsartikel (refereegranskat)abstract
- Background: Patient-centered communication skills, such as an empathic attitude towards patients and a holistic perspective on health, are difficult to acquire. Designing effective courses requires better understanding of the difficulties that students perceive with learning to talk with patients Aims: The study aimed at exploring students common difficulties with learning patient-centered communication skills. Methods: Group discussions about student-patient interviews were videotaped and analyzed with regard to issues that students perceived as difficult and to their reflections about these difficulties. Results: The students reported feeling intrusive as they explored the patients psychosocial situation. They avoided being empathic and felt insecure about coping adequately with emotionally loaded topics. Their difficulties were mainly due to insufficient understanding of the functional relations between psychosocial issues and health conditions. Moreover, students were insecure concerning the function of affective feedback in the diagnostic process. However, the group discussions generated a language for analyzing and structuring interviews that helped develop the students professional identities. Conclusions: Students experienced moral qualms about applying major aspects of patient-centered interviewing. Instruction in communication skills should aim at filling the students knowledge gaps and fostering their awareness and expression of emotional perceptions. Long-term relationships with patients could help develop patient-centered communication.
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| 45. |
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| 46. |
- Masiello, I., et al.
(författare)
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Learning in a web-based system in medical education
- 2005
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Ingår i: Medical teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 27:6, s. 561-563
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Tidskriftsartikel (refereegranskat)abstract
- New learning environments such as distance education and computer-aided instruction promise to bring a change in today's learning environments by adjusting the relationship between the learner, the educational content and the organization of education. In this study, we explored whether students' approaches to learning related to their perception of a particular virtual learning environment. Scales of the ASSIST questionnaire were loaded in a two-principal component solution, surface and deep-strategic. We found statistically significant correlations between the approaches to learning and the students' attitudes towards ICT. Early identification of approaches to learning and attitudes towards ICT may prove to be important in order to provide assistance to aid the transition of students with diverse individual characteristics and to the design of new learning environments.
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| 47. |
- McGrath, Cormac, et al.
(författare)
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Twelve tips for conducting qualitative research interviews.
- 2019
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Ingår i: Medical teacher. - 1466-187X .- 0142-159X. ; 41:9, s. 1002-1006
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Tidskriftsartikel (refereegranskat)abstract
- The qualitative research interview is an important data collection tool for a variety of methods used within the broad spectrum of medical education research. However, many medical teachers and life science researchers undergo a steep learning curve when they first encounter qualitative interviews, both in terms of new theory but also regarding new methods of inquiry and data collection. This article introduces the concept of qualitative research interviews for novice researchers within medical education, providing 12 tips for conducting qualitative research interviews.
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| 48. |
- McKimm, Judy, et al.
(författare)
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Education for sustainable healthcare : Leadership to get from here to there.
- 2020
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Ingår i: Medical teacher. - 0142-159X .- 1466-187X. ; 42:10, s. 1123-1127
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Tidskriftsartikel (refereegranskat)abstract
- The current global crises, including climate, COVID-19, and environmental change, requires global collective action at all scales. These broad socio-ecological challenges require the engagement of diverse perspectives and ways of knowing and the meaningful engagement of all generations and stages of personal and professional development. The combination of systems thinking, change management, quality improvement approaches and models, appreciative/strength-based approaches, narratives, storytelling and the strengths of Indigenous knowledges, offer synergies and potential that can set the stage for transformative, strengths-based education for sustainable healthcare (ESH). The need for strong leadership to enact a vision for ESH is outlined here with the intent to enable and nurture the conditions for change, ultimately improving health and well-being across generations.
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| 49. |
- Persson, Anne-Christine, et al.
(författare)
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Perspectives on using multimedia scenarios in a PBL medical curriculum
- 2010
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Ingår i: Medical teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 32:9, s. 766-772
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Tidskriftsartikel (refereegranskat)abstract
- In 1999, the Faculty of Health Sciences at Linköping University, Sweden, started up a process of replacing text-based problem-based learning (PBL) scenarios with web-based multimedia-enhanced scenarios. This article brings together three studies of the results of this process and the experience gained from 10 years of implementation work. Results and conclusions: Adding multimedia to PBL scenarios makes them more realistic and thereby more motivating and stimulating for the student to process. The group process is not disrupted by the introduction of the computer in the group room. It is important to challenge the students by varying the scenarios perspective and design in order to get away from cue-seeking behaviors that might jeopardize a deep approach to learning. Scrutinizing all scenarios in a PBL curriculum can be used as a tool for improvement and renewal of the entire curriculum.
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| 50. |
- Peters, Harm, et al.
(författare)
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Twelve tips for enhancing student engagement
- 2019
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Ingår i: Medical teacher. - : TAYLOR & FRANCIS LTD. - 0142-159X .- 1466-187X. ; 41:6, s. 632-637
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Tidskriftsartikel (refereegranskat)abstract
- Student engagement refers to a broad range of activities where students participate in management, education, research, and community activities within their institutions. It is a mutually beneficial collaborative approach between students and their institutions. This article provides practical advice for the implementation or further development of student engagement at medical, dental, and veterinary schools. The tips provided are based on the experiences of a group of universities recently recognized for best practice in student engagement, and are supported by evidence from the literature. The tips cover overarching themes which include the creation of an institutional culture and formal framework for student engagement, and maximize communication routes between students with peers and faculty. Tips are for specific areas of active student engagement, covering curriculum design and development, peer teaching, governance processes, research activities, peer support programs, and interaction with the local community.
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