| 1. |
- Asplund, Sara, 1976, et al.
(författare)
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Extended analysis of the effect of learning with feedback on the detectability of pulmonary nodules in chest tomosynthesis
- 2011
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Ingår i: Progress in Biomedical Optics and Imaging - Proceedings of SPIE. - : SPIE. - 1605-7422. ; 7966
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- In chest tomosynthesis, low-dose projections collected over a limited angular range are used for reconstruction of section images of the chest, resulting in a reduction of disturbing anatomy at a moderate increase in radiation dose compared to chest radiography. In a previous study, we investigated the effects of learning with feedback on the detection of pulmonary nodules in chest tomosynthesis. Six observers with varying degrees of experience of chest tomosynthesis analyzed tomosynthesis cases for presence of pulmonary nodules. The cases were analyzed before and after learning with feedback. Multidetector computed tomography (MDCT) was used as reference. The differences in performance between the two readings were calculated using the jackknife alternative free-response receiver operating characteristics (JAFROC-2) as primary measure of detectability. Significant differences between the readings were found only for observers inexperienced in chest tomosynthesis. The purpose of the present study was to extend the statistical analysis of the results of the previous study, including JAFROC-1 analysis and FROC curves in the analysis. The results are consistent with the results of the previous study and, furthermore, JAFROC-1 gave lower p-values than JAFROC-2 for the observers who improved their performance after learning with feedback. © 2011 SPIE.
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| 2. |
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| 3. |
- Asplund, Sara, 1976, et al.
(författare)
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Learning aspects and potential pitfalls regarding detection of pulmonary nodules in chest tomosynthesis and proposed related quality criteria.
- 2011
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Ingår i: Acta radiologica. - : SAGE Publications. - 1600-0455 .- 0284-1851. ; 52:5, s. 503-512
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Tidskriftsartikel (refereegranskat)abstract
- Background In chest tomosynthesis, low-dose projections collected over a limited angular range are used for reconstruction of an arbitrary number of section images of the chest, resulting in a moderately increased radiation dose compared to chest radiography. Purpose To investigate the effects of learning with feedback on the detection of pulmonary nodules for observers with varying experience of chest tomosynthesis, to identify pitfalls regarding detection of pulmonary nodules, and present suggestions for how to avoid them, and to adapt the European quality criteria for chest radiography and computed tomography (CT) to chest tomosynthesis. Material and Methods Six observers analyzed tomosynthesis cases for presence of nodules in a jackknife alternative free-response receiver-operating characteristics (JAFROC) study. CT was used as reference. The same tomosynthesis cases were analyzed before and after learning with feedback, which included a collective learning session. The difference in performance between the two readings was calculated using the JAFROC figure of merit as principal measure of detectability. Results Significant improvement in performance after learning with feedback was found only for observers inexperienced in tomosynthesis. At the collective learning session, localization of pleural and subpleural nodules or structures was identified as the main difficulty in analyzing tomosynthesis images. Conclusion The results indicate that inexperienced observers can reach a high level of performance regarding nodule detection in tomosynthesis after learning with feedback and that the main problem with chest tomosynthesis is related to the limited depth resolution.
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| 4. |
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| 5. |
- Abrandt Dahlgren, Madeleine, 1956-, et al.
(författare)
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Video as a Tool for Researching Simulation Practices
- 2019
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Ingår i: Interprofessional Simulation in Health Care. Abrandt Dahlgren M., Rystedt H., Felländer-Tsai L., Nyström S. (red.). - Cham : Springer. - 2210-5549 .- 2210-5557. - 9783030195427 - 9783030195410 ; , s. 31-55
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Bokkapitel (refereegranskat)abstract
- This chapter provides examples of how arrangements for collection and analyses of video data were organized across different sites. The common approach to data collection builds on established methods for recording of audiovisual materials in the social sciences with a focus on interaction and learning. The chapter describes how arrangements for data collection across different sites were organised, and how video analysis can be used as a method for collaborative analysis of practices. One approach is entitled purposeful approach to collaborative data analysis. A second approach draws on video-based studies of situated action, and a third approach of analysis is the use of qualitatively different readings of the same data. One does not replace the other, but rather draws out different features.
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| 6. |
- Abrandt Dahlgren, M., et al.
(författare)
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Why This Book?
- 2019
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Ingår i: Interprofessional Simulation in Health Care. Professional and Practice-based Learning, vol 26. Abrandt Dahlgren M., Rystedt H., Felländer-Tsai L., Nyström S. (eds). - Cham : Springer. - 2210-5549. - 9783030195410 ; , s. 3-8
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The introductory chapter provides a backdrop to and problematization of simulation as a pedagogical technology for interprofessional learning in health care education and practice. The chapter also discusses the relation to the changing views on professional learning and the current discourses on the increasing complexity of future health care. The dominating scientific, technical rationalities of professional practice as simply the application of theoretical knowledge, possessed by individuals, are being challenged. Recent theorizations of practice instead suggest alternative views of knowledge as being embodied and relational, intertwined with ethical reasoning and materiality. There is a global call for health care education reform and interprofessional learning to resolve patient safety issues. However, there is a lack of research with a particular view on interprofessional simulation, and hence a need of scrutiny and development the pedagogy for simulation practice. © 2019, Springer Nature Switzerland AG.
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| 7. |
- Almén, Anja, 1964, et al.
(författare)
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OPTIMISATION OF OCCUPATIONAL RADIATION PROTECTION IN IMAGE-GUIDED INTERVENTIONS: EXPLORING VIDEO RECORDINGS AS A TOOL IN THE PROCESS
- 2016
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Ingår i: Radiation protection dosimetry. - : Oxford University Press (OUP). - 1742-3406 .- 0144-8420. ; 169:1-4, s. 425-429
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Tidskriftsartikel (refereegranskat)abstract
- The overall purpose of this work was to explore how video recordings can contribute to the process of optimising occupational radiation protection in image-guided interventions. Video-recorded material from two image-guided interventions was produced and used to investigate to what extent it is conceivable to observe and assess dose-affecting actions in video recordings. Using the recorded material, it was to some extent possible to connect the choice of imaging techniques to the medical events during the procedure and, to a less extent, to connect these technical and medical issues to the occupational exposure. It was possible to identify a relationship between occupational exposure level to staff and positioning and use of shielding. However, detailed values of the dose rates were not possible to observe on the recordings, and the change in occupational exposure level from adjustments of exposure settings was not possible to identify. In conclusion, the use of video recordings is a promising tool to identify dose-affecting instances, allowing for a deeper knowledge of the interdependency between the management of the medical procedure, the applied imaging technology and the occupational exposure level. However, for a full information about the dose-affecting actions, the equipment used and the recording settings have to be thoroughly planned.
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| 8. |
- Bradley, Linda, 1961, et al.
(författare)
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A Design for Intercultural Exchange – An Analysis of Engineering Students’ Interaction with English Majors in a Poetry Blog
- 2011
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Ingår i: Second language teaching and learning with technology: views of emergent researchers. - 9781908416001
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Web based writing platforms allowing for exchanges across the world are increasingly being used in education. These recent forms of textual practice are highly related to conditions offered by the technology, allowing users, who previously were primarily consumers, to become producers of text. This chapter investigates student interaction over a blog in an intercultural student exchange between native speakers and nonnative speakers of English in higher education analysing and interpreting poetry. The groups of students involved in this study belong not only to different academic disciplines, but also differ in terms of nationality and language background. In the blog posts, the students’ cultural voices are heard, offering a meeting between very contrasting groups. Scrutinising the student postings, the threaded discussions show ways that students thematise content and meaning in the poems. The results show that there are a number of features at play in an intercultural environment where language and translation issues are prominent parts of the student discussions, offering extended perspectives to the students’ initial views. Collaborative efforts in such a diverse environment are important when negotiating meaning and extending students’ understanding of poetry.
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| 9. |
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| 10. |
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| 11. |
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| 12. |
- Bradley, Linda, 1961, et al.
(författare)
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Language learning in a wiki: Student contributions in a web based learning environment
- 2010
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Ingår i: Themes in Science and Technology Education. - 1792-8788. ; 3:1-2, s. 63-80
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Tidskriftsartikel (refereegranskat)abstract
- Emerging social writing platforms offer possibilities for language learners to collaborate around joint assignments. One such environment is the wiki, generally hosting two prominent modes of usage, web pages and discussion forums. This study investigates software engineering students’ use of a wiki as an integrated tool within the frames of a language course. The purpose of the case study was to investigate the student interaction in a student driven design setting and what the implications are for language learning in such an environment. The findings show that the two modes of interaction host primarily three types of activity, contributing and writing together, evaluating and peer reviewing, and arguing and discussing. These three activities convey different ways of collaborating and sharing text online. Once a group had chosen a mode for their collaboration, they tend to stay with it throughout their work.
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| 13. |
- Bradley, Linda, 1961, et al.
(författare)
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Rationalities of collaboration for language learning in a wiki
- 2010
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Ingår i: ReCALL. - 0958-3440. ; 22:2, s. 247-264
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Tidskriftsartikel (refereegranskat)abstract
- For language learning, online environments allowing for user generated content are becoming increasingly important since they offer possibilities for learners to elaborate on assignments and projects. This study investigates what wikis can do as a means to enhance group interaction, when students are encouraged to participate in constructing text and exchanging peer response. The research focus is on exploring what interaction unfolds in the wiki and how it promotes language learning, from a sociocultural perspective. This interaction is framed both by affordances in the wiki but also by what is expected from students as language learners in an English for Specific Purposes class environment. The analysis has a multilevel approach, focusing on patterns of interaction and the nature of feedback. The study shows that collaboration becomes specifically interesting from a language learning perspective. In the findings, on the student wiki pages there are numerous contributions relating to both local language and global content. Revising co-constructed text opens up possibilities for the students to evaluate existing contributions and it also provides opportunities for them to suggest constructive changes. In addition, with the environment being web based, we discuss certain benefits arising from the fact that it allows for user-generated content.
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| 14. |
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| 15. |
- Cerna, Katerina, 1986, et al.
(författare)
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Nurses' work practices in design: managing the complexity of pain
- 2020
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Ingår i: Journal of Workplace Learning. - : Emerald. - 1366-5626. ; 2:2, s. 135-146
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Tidskriftsartikel (refereegranskat)abstract
- Purpose The purpose of this study is to understand the activities in nurses' work practices in relation to the design process of a self-monitoring application. Design/methodology/approach A design ethnographic approach was applied in this study. Findings To solve the problem of translating highly qualitative phenomena, such as pain, into the particular abstract features of a self-monitoring application, design participants had to balance these two aspects by managing complexity. In turn, the nurses' work practices have changed because it now involves a new activity based on a different logic than the nurses' traditional work practices. Originality/value This study describes a new activity included in nurses' work practices when the nurses became part of a design process. This study introduces a novel way on how to gain a deeper understanding of existing professional practice through a detailed study of activities taking place in a design process. This study explores the possible implications for nurses' professional practices when they participate in a self-monitoring application design process.
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| 16. |
- Dahlström, Lisbeth, 1962, et al.
(författare)
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“It′s good enough”: Swedish general dental practitioners on reasons for accepting sub-standard root filling quality
- 2018
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Ingår i: International Endodontic Journal. - : Wiley. - 0143-2885 .- 1365-2591. ; 51:S3
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Tidskriftsartikel (refereegranskat)abstract
- Aim The concept of “good enough” is central and necessary in the assessment of root filling quality. The aim was to explore the concept by analysing reasons and arguments for the acceptance or rejection of substandard root filling quality as reported by GDPs in Sweden. Methodology The study was designed as a qualitative and exploratory study based on seven videotaped focus group interviews analysed by means of qualitative content analysis. Thirty-three general dental practitioners (GDPs) employed in the Public Dental Health Service in Gothenburg, Sweden, participated (4-6 GDPs/interview). In all nine predetermined questions were followed. Before each focus group, the participants received radiographs of 37 root fillings and were asked to assess the root filling quality. The three cases representing the most divergent assessments served as a basis for the discussion. The cases were presented without clinical information, the dentists would relate to the cases as being just root filled by themselves. Results The radiographs did not provide a sufficient basis for decisions on whether or not to accept the root filling. The present study emphasised that dentists did not primarily look for these arguments in the technical details of the root filling per se but instead they considered selected features of the contextual situation. The GDPs constantly introduced relevant “ad hoc considerations” in order to account for the decisions they made. These contextual considerations were related to aspects of pulpal and periapical disease, risks (e.g. technical complications) or to consumed resources (personal and/or economic). Conclusions It was obvious that the concept of “good enough” does not exist as a general formula ready to be applied in particular situations. Instead, it is necessarily and irremediably tied to contextual properties that emerge from case to case.
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| 17. |
- Dahlström, Lisbeth, 1962, et al.
(författare)
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"Working in the dark”: Swedish general dental practitioners on the complexity of root-canal treatment
- 2017
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Ingår i: International Endodontic Journal. - : Wiley. - 0143-2885 .- 1365-2591. ; 50:7
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Tidskriftsartikel (refereegranskat)abstract
- Aim: To explore elements of reasoning and understanding that might obstruct the performance of good-quality root canal treatment (RCT) and make general dental practitioners (GDPs) produce and accept root fillings of inferior quality. Methodology: The study was designed as a qualitative and explorative study based on seven videotaped focus group interviews analysed by means of qualitative content analysis. Nine predetermined questions were followed. Thirty-three GDPs (4–6 dentists/interview), employed in the Public Dental Health Service in Gothenburg, Sweden, participated. Results: Feelings such as anxiety, frustration, stress or exhaustion were associated with RCT. In general, RCT was regarded as complex, mysterious and embedded in uncertainty. A feeling of loss of control was frequently described in relation to all procedural steps from negotiating the canal to prognostic deliberations. Reasons could include challenging canals, complicated instruments and the fact that treatment had to be performed in a concealed space without visible insight. Several dentists questioned the requirements for correctly performing RCT, and some indicated that striving towards optimal technical root filling quality should not be expected in each case in general practice. Most of the GDPs were unable to complete a case within the remuneration system, and they therefore either spent more time than the set fee allowed for or accepted a suboptimal root filling when the time limit was reached. Conclusions: High levels of stress and frustration in relation to RCT were reported by the GDPs. RCT was regarded as complex and was often performed with an overall sense of lack of control.
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| 18. |
- Eikeland Husebö, Sissel, et al.
(författare)
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Educating for teamwork – nursing students’ coordination in simulated cardiac arrest situations
- 2011
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Ingår i: Journal of Advanced Nursing. - : Wiley. - 0309-2402. ; 67:10, s. 2239-2255
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Tidskriftsartikel (refereegranskat)abstract
- Aim. The overarching aim was to explore and describe the communicative modes students employ to coordinate the team in a simulation-based environment designed for resuscitation team training. Background. Verbal communication is often considered essential for effective coordination in resuscitation teams and enhancing patient safety. Although simulation is a promising method for improving coordination skills, previous studies have overlooked the necessity of addressing the multifaceted interplay between verbal and non-verbal forms of communication. Method. Eighty-one nursing students participated in the study. The data were collected in February and March, 2008. Video recordings from 28 simulated cardiac arrest situations in a nursing programme were analysed. Firstly, all communicative actions were coded and quantified according to content analysis. Secondly, interaction analysis was performed to capture the significance of verbal and non-verbal communication, respectively, in the moment-to-moment coordination of the team. Findings. Three phases of coordination in the resuscitation team were identified: Stating unconsciousness, Preparing for resuscitation, Initiating resuscitation. Coordination of joint assessments and actions in these phases involved a broad range of verbal and non-verbal communication modes that were necessary for achieving mutual understandings of how to continue to the next step in the algorithm. This was accomplished through a complex interplay of taking position, pointing and through verbal statements and directives. Conclusion. Simulation-based environments offer a promising solution in nursing education for training the coordination necessary in resuscitation teams as they give the opportunity to practice the complex interplay of verbal and non-verbal communication modes that would otherwise not be possible.
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| 19. |
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| 20. |
- Eikeland Husebö, Sissel, et al.
(författare)
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Instructional problems in briefings: How to prepare Nursing Students for Simulation-based cardiopulmonary Resuscitation Training Clinical Simulation in Nursing
- 2012
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Ingår i: Clinical Simulation in Nursing. - : Elsevier BV. - 1876-1399. ; 8:7
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Tidskriftsartikel (refereegranskat)abstract
- Background An important condition for serving the educational objectives of simulation in nursing education is that the facilitator’s instructions during the briefing bridge the gap between the simulation and the real situation it simulates. This study aims to explicate instructional problems in the briefing, focusing both on how students understand that tasks should be performed in resuscitation teams and how these tasks should be adapted to the specific conditions of the simulation. Method Videotaped data from 11 briefings were analyzed by means of interaction analysis. Analytical focus was put on the instructional problems that emerged during the briefings and how the facilitators made use of the students’ understandings to overcome these problems. Results and Conclusion The findings reveal 3 types of tasks that were consistently problematic for all students to understand and master and that facilitators dealt with in every briefing: (a) taking the correct position, (b) keeping airways open, and (c) ventilating with a bag mask. To further improve simulation-based environments as tools for training crucial aspects of resuscitation teamwork, it is important that facilitators take into account how the briefing can bridge the gap between simulation and clinical practice. This can be achieved by systematically using not only the students’ claimed understanding but also their exhibited understanding for the correction of their performance. It is also concluded that simulation settings should not presuppose a higher level of skills than expected in nursing education since such a presupposition might interfere with opportunities to learn from simulation experiences.
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| 21. |
- Eikeland Husebø, Sissel, et al.
(författare)
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Reflecting on Interprofessional Simulation
- 2019
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Ingår i: Interprofessional Simulation in Health Care. - Cham : Springer Publishing Company. - 2210-5549 .- 2210-5557. - 9783030195410 - 9783030195427 ; , s. 139-171
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Bokkapitel (refereegranskat)abstract
- This chapter explores and discusses how models of debriefing can support interprofessional learning in simulation-based education activities. The role of video as a tool for feedback and reflection is described and the ways video can be integrated in the learning environment to optimize opportunities for learning.
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| 22. |
- Eikeland Husebö, Sissel, et al.
(författare)
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Simulering innen helsefag
- 2018
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Ingår i: Pasientsikkerhet - Teori og praksis. - Oslo : Universitetsforlaget. ; , s. 173-190
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 23. |
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| 24. |
- Eikeland Husebö, Sissel, et al.
(författare)
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The Relationship Between Facilitators’ Questions and the Level of Reflection in Postsimulation Debriefing
- 2013
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Ingår i: Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare. - 1559-2332 .- 1559-713X. ; 8:3, s. 135-42
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: Simulation-based education is a learner-active method that may en- hance teamwork skills such as leadership and communication. The importance of postsimulation debriefing to promote reflection is well accepted, but many questions concerning whether and how faculty promote reflection remain largely unanswered in the research literature. The aim of this study was therefore to explore the depth of re- flection expressed in questions by facilitators and responses from nursing students during postsimulation debriefings. Methods: Eighty-one nursing students and 4 facilitators participated. The data were collected in February and March 2008, the analysis being conducted on 24 video- recorded debriefings from simulated resuscitation teamwork involving nursing students only. Using Gibbs’ reflective cycle, we graded the facilitators’ questions and nursing students’ responses into stages of reflection and then correlated these. Results: Facilitators asked most evaluative and fewest emotional questions, whereas nursing students answered most evaluative and analytic responses and fewest emotional responses. The greatest difference between facilitators and nursing students was in the analytic stage. Only 23 (20%) of 117 questions asked by the facilitators were analytic, whereas 45 (35%) of 130 students’ responses were rated as analytic. Nevertheless, the facilitators’ descriptive questions also elicited student responses in other stages such as evaluative and analytic responses. Conclusion: We found that postsimulation debriefings provide students with the op- portunity to reflect on their simulation experience. Still, if the debriefing is going to pave the way for student reflection, it is necessary to work further on structuring the debriefing to facilitate deeper reflection. Furthermore, it is important that facilitators consider what kind of questions they ask to promote reflection. We think future research on debriefing should focus on developing an analytical framework for grading reflective questions. Such research will inform and support facilitators in devising strategies for the promotion of learning through reflection in postsimulation debriefings. (Sim Healthcare 00:00Y00, 2013) Key Words: Debriefing, Simulation, Reflection, Facilitators
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| 25. |
- Elf, Mikael, 1959, et al.
(författare)
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An investigation of intended and real use of a research web health portal and its implementation
- 2014
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Ingår i: Electronic Journal of Health Informatics. - Melbourne, Victoria : Health Informatics Society of Australia (H I S A) Ltd.. - 1446-4381. ; 8:1
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Tidskriftsartikel (refereegranskat)abstract
- Participatory design (PD) projects involve prospective users as co-designers in a process where the design object emerges through several iterations. However, the result of such a process can only partly anticipate how the future real users will use the designed object. For this reason, its actual use needs to be investigated. The present study investigated the relationship between intended use and real use in two web-based health support systems in order to explore the conditions for redesign. The dependency between intended use and real use was found to be weak. Rather, the real use was dependent on 1) the context of use and 2) the needs or interest of the users. We conclude that redesign should be based on continuous use of web metrics collected in natural settings and by involving users on a recurring basis. While a web health portal must have an agenda it is important to adapt thing design to use design, why redesign in essence will become an adaptation to user needs.©Copyright of articles originally published in www.eJHI.net under the Creative Commons Attribution 3.0 License is retained by the authors.
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| 26. |
- Elf, Mikael, 1959, et al.
(författare)
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Young carers as co-designers of a web-based support system - the views of two publics.
- 2011
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Ingår i: Advances in Health Care Sciences Conference, Oct 18-19 2011, Karolinska Institutet, Stockholm.
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Konferensbidrag (refereegranskat)abstract
- Aims: The aims of the study was to reveal young carers views of design of a web-base support system directed to them and to reveal differences between their views and the views of project representatives, in a participatory design process. Methods: Eight young people, 17-24, close to and supporting someone with mental illness were involved in either a work or a test group. The work group participated in video recorded design meetings with representatives of the project. Content analysis and Dewey's concept of public were applied on the data. The test group worked from their homes and data were collected via test forms. Data from the test group coherent to the content of the design meetings were added as supplement. Results: Four resulting themes were revealed, constituting key-parts in the design of the WBSS: Communicating the message, ideational working principles, considerations on user interaction, and user interface. Furthermore decisive differences between the views of participants and project representatives were found. Participants view of the user was a person that had a usefulness perspective and the object for support was primarily the person with mental illness. The project representatives' view of the user was a person that had a short- and long-term self-care perspective and the object of support was primarily him-/herself. Conclusion: The design of a WBSS for young carers should consider four key-parts, but early user involvement and critical reflection in the PD process itself may be crucial to discern differences between designers and user, not the least when their different publics overlap.
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| 27. |
- Elf, Mikael, 1959, et al.
(författare)
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Young carers as co-designers of a web-based support system - the views of two publics
- 2012
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Ingår i: Informatics for Health and Social Care. - : Informa UK Limited. - 1753-8157 .- 1753-8165. ; 37:4, s. 203-216
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Tidskriftsartikel (refereegranskat)abstract
- Aim: The aim of the study was to reveal young carers’ views of design of a web-based support system (WBSS) directed to them and the differences between their views and the views of project representatives (PRs), in a participatory design process. Methods: Eight young people, 17–24 years, were involved in either a work or a test group. The work group participated in video-recorded design meetings with representatives of the project. Content analysis and Dewey’s concept of public were applied on the data. The test group worked from their homes and data were collected via test forms and used as supplemental data. Results: Four themes were revealed, constituting key parts in the design of the WBSS: Communicating the message, Ideational working principles, User interaction and User interface. Furthermore, decisive differences between the views of participants and PRs were found. Conclusion: The four key parts should be considered in a WBSS directed to young carers. The study also suggests that early user involvement and critical reflection in the design process itself may be crucial to discern differences in perspective between designers and users.
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| 28. |
- Escher, Cecilia, et al.
(författare)
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Method matters: impact of in-scenario instruction on simulation-based teamwork training
- 2017
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Ingår i: Advances in Simulation. - : Springer Science and Business Media LLC. - 2059-0628 .- 2364-3277. ; 2:25
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Tidskriftsartikel (refereegranskat)abstract
- Background: The rationale for introducing full-scale patient simulators in training to improve patient safety is to recreate clinical situations in a realistic setting. Although high-fidelity simulators mimic a wide range of human features, simulators differ from the body of a sick patient. The gap between the simulator and the human body implies a need for facilitators to provide information to help participants understand scenarios. The authors aimed at describing different methods that facilitators in our dataset used to provide such extra scenario information and how the different methods to convey information affected how scenarios played out. Method: A descriptive qualitative study was conducted to examine the variation of methods to deliver extra scenario information to participants. A multistage approach was employed. The authors selected film clips from a shared database of 31 scenarios from three participating simulation centers. A multidisciplinary research team performed a collaborative analysis of representative film clips focusing on the interplay between participants, facilitators and the physical environment. After that the entire material was revisited to further examine and elaborate the initial findings. Results: The material displayed four distinct methods for facilitators to convey information to participants in simulation based teamwork training. The choice of method had impact on the participating teams regarding flow of work, tempo and team communication. Facilitators’ close access to the teams’ activities when present in the simulation suite, either embodied or disembodied in the simulation, facilitated the timing for providing information, which was critical for maintaining the flow of activities and learner engagement in the scenario. The mediation of information by a loudspeaker or an earpiece from the adjacent operator room could be disturbing for team communication when information was not well timed. Conclusions: In-scenario instruction is an essential component of simulation based teamwork training that has been largely overlooked in previous research. The ways in which facilitators convey information about the simulated patient have the potential to shape the simulation activities and thereby serve different learning goals. Although immediate timing to maintain an adequate tempo is necessary for professionals to engage in training of acute situations, novices may gain from a slower tempo to train complex clinical team tasks systematically.
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| 29. |
- Gosman-Hedström, Gunilla, 1947, et al.
(författare)
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Strokerummet - en webbplats för lärande : Thematic stroke room - a website for learning
- 2010
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Ingår i: Vård i Norden. - : SAGE Publications. - 0107-4083. ; 30:2, s. 42-45
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Tidskriftsartikel (refereegranskat)abstract
- The widespread use of web-based resources has dramatically increased access to scientifically based information of use to both health professionals and the general public. Scientific results are, however, often hard for people outside the scientific community to understand. Moreover, access to large amounts of information of various kinds often places insurmountable demands on the readers to understand, assess and select what is relevant and trustworthy. This article describes the development of «Thematic Room Stroke- care, social care and rehabilitation» at Vårdalinstitutet, the Swedish Institute for Health Sciences. This is a Swedish project resulting from close cooperation between an editing committee and about 30 researchers. It aims to present research findings on a website that healthcare teams, patients and their families and the public can easily access and use. A syllabus and texts connected with each theme may be downloaded for use in local study circles. The idea is to stimulate the participants’ interest in learning independently and create a forum for dialogue and discussion in different contexts. Professionals use the website material regularly for classes and informing patients. It is hoped that an interactive forum to determine how the information is understood and used will provide important feedback on how the virtual Thematic Room Stroke may be further improved
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| 30. |
- Gustafsson, Jan, 1960, et al.
(författare)
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Att lära i och för arbetslivet: Myter och utmaningar : Learning in and for working life: Myths and challenges
- 2009
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Ingår i: Pedagogisk Forskning i Sverige. - 1401-6788. ; 14:2, s. 110-131
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Tidskriftsartikel (refereegranskat)abstract
- Self-directed learning, autonomy and problem-solving have increasingly been put forward in education to foster competencies needed for modern working life. Needs for authenticity and pedagogical models like work based and problem based learning have emerged as responses to this requests. The implementation of a nursing programme building on such assumptions is analysed in this study by investigating how it is construed and managed by teachers and students themselves. The results showed that new tensions emerged between understanding problems on a theoretical level and how to construe and deal with clinical problems. It is concluded that the movement towards authenticity should further take in consideration how students actually construe and understand relations between content knowledge and real life problems in work based and problem-based learning environments
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| 31. |
- Gustafsson, Jan, 1960, et al.
(författare)
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Work-integrated learning in educating for the healthcare professions
- 2007
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Ingår i: Paper presented at the EARLI conference 28/8-1/9. Budapest, Hungary..
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Konferensbidrag (refereegranskat)abstract
- The gap between higher education and work is often referred to as an obstacle for learning proficient work performance. To overcome these difficulties a work-place based alternative to a three-year nurse education programme was initiated at the University West in Sweden. All moments of the education, even theoretical ones, were carried out within or adjacent to clinical settings. In comparison to a traditional curriculum the boarders between theoretical studies and participation in caring activities were very much dissolved. The work-integrated programme was organized around a given set of themes instead of theoretical disciplines. In accordance with a PBL-design (problem-based learning) each theme involved groups of students in delineating a problem; identifying the needs for additional knowledge to solve it; organising the new information; and finally, evaluating the learning process. The programme was based on real-life problems brought in from the close clinical practice, with the purpose of covering the content of different themes. Data about the educational activities were collected through interviews with students and teachers; observations and video recordings of various educational activities as well as taking part of documents produced. The results points to several critical aspects that have to be considered further if work-integrated learning as an educational concept should be able to meet the demands of a thoroughly integration of theory and practice. Integration on an organisational level is not sufficient for managing the tensions between a thematic and a discipline-based structure on a content level. It is argued that the emphasis on autonomy and self-directed learning pervading much PBL-research often dismiss how the subject matter is dealt with in instruction. Instead an approach is suggested for studying and designing learning environments that focus on how the realms of education and work are utilized as resources in the students’ interactions with a more experienced tutor.
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| 32. |
- Husebo, S. I. E., et al.
(författare)
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A comparative study of defibrillation and cardiopulmonary resuscitation performance during simulated cardiac arrest in nursing student teams
- 2012
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Ingår i: Scandinavian Journal of Trauma Resuscitation & Emergency Medicine. - : Springer Science and Business Media LLC. - 1757-7241. ; 20:23
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Tidskriftsartikel (refereegranskat)abstract
- Background: Although nurses must be able to respond quickly and effectively to cardiac arrest, numerous studies have demonstrated poor performance. Simulation is a promising learning tool for resuscitation team training but there are few studies that examine simulation for training defibrillation and cardiopulmonary resuscitation (D-CPR) in teams from the nursing education perspective. The aim of this study was to investigate the extent to which nursing student teams follow the D-CPR-algorithm in a simulated cardiac arrest, and if observing a simulated cardiac arrest scenario and participating in the post simulation debriefing would improve team performance. Methods: We studied video-recorded simulations of D-CPR performance in 28 nursing student teams. Besides describing the overall performance of D-CPR, we compared D-CPR performance in two groups. Group A (n = 14) performed D-CPR in a simulated cardiac arrest scenario, while Group B (n = 14) performed D-CPR after first observing performance of Group A and participating in the debriefing. We developed a D-CPR checklist to assess team performance. Results: Overall there were large variations in how accurately the nursing student teams performed the specific parts of the D-CPR algorithm. While few teams performed opening the airways and examination of breathing correctly, all teams used a 30:2 compression: ventilation ratio. We found no difference between Group A and Group B in D-CPR performance, either in regard to total points on the check list or to time variables. Conclusion: We found that none of the nursing student teams achieved top scores on the D-CPR-checklist. Observing the training of other teams did not increase subsequent performance. We think all this indicates that more time must be assigned for repetitive practice and reflection. Moreover, the most important aspects of D-CPR, such as early defibrillation and hands-off time in relation to shock, must be highlighted in team-training of nursing students.
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| 33. |
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Interprofessional Simulation in Health Care
- 2019
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book describes and discusses a practice-oriented approach to understanding and researching interprofessional simulation-based education and simulation. It provides empirical findings from research on this topic and is informed by practice-oriented perspectives. It identifies critical features of the simulation practice and discusses how these can be used in reforming simulation pedagogy. The book is divided into three sections. Section 1 sets the scene for understanding the practices of interprofessional simulation-based education and simulation. It provides a theoretical and methodological framework for the conceptualisation of practices and for the empirical studies on which the book is based. Section 2 revisits the dimensions of the simulation process/exercise, i.e. the briefing, simulation, and debriefing, and provides empirical analyses of how the practice of simulation unfolds. Based on these analyses, section 3 identifies and discusses how pedagogies for simulation can be reformed to meet the demands of future healthcare and research.
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| 34. |
- Islind, Anna Sigridur, 1985-, et al.
(författare)
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Creating a Boundary Practice by Co-Design
- 2016
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Ingår i: AIS SIGPRAG Pre-ICIS Workshop 2016.
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Konferensbidrag (refereegranskat)abstract
- This paper explores the role of boundaries in a co-design process and how design work can be organized in order to manage the existing boundaries. The source of boundaries in design lies in the interface and dynamics between use practices, design practices and work practices.We will benefit from the boundary literature in order to contribute to practice-based design approaches in general, and to co-design approaches in particular.The researchis based on empirical data from a 2-year co-design process within the home care sector; involving participants from several professional groups: caregivers and care recipients. This paper focuses primarily on the caregivers (practitioners), the care recipients (elderly) and the designers. We particularly take into account the diversity of the participants in the co-design initiative and how these participants (representing two user groups) influenced the design process over time, and how their participation enabled the crossing of boundaries and the creation of a new boundary practice. Finally, the role of the designer is discussed in terms of redirecting its function towards facilitation instead of negotiation.
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| 35. |
- Ivarsson, Jonas, 1976, et al.
(författare)
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Arranging for better learning opportunities in radiology
- 2015
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Ingår i: Optimisation in X-ray and Molecular Imaging 2015 - the Fourth Malmö Conference on Medical Imaging, Gothenburg, Sweden, 28-30 May 2015.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Purpose: The study provides an example on how it is possible to design environments at the workplace that could meet learning demands implied by the introduction of novel imaging technologies in radiology (in this case tomosynthesis). The innovative aspect of this design does not result from the implementation of any specific tool for learning. Instead, advancement is achieved by a novel set-up of existing imaging technologies. Based on a number of pedagogical principles, we developed what we call a Technology enhanced Learning Session (TLS), an interactive format that allows for focused discussions between learners with different levels of expertise. Method: Interactions during a TLS were videotaped and later analysed using interaction analysis. We did not seek to explain factors affecting learning, but rather identify qualities of the arrangement that presented opportunities for professionally meaningful forms of action, i.e. enabling conditions of the TLS for displaying knowledge on how to judge radiological section images produced by the novel technology. Results: Based on the analysis we propose three principles to be considered when designing learning environments for teaching professional modes of reasoning in radiology: First, the ways in which participants with different levels of experience interact and communicate have a large impact on the outcome of the activity. By publicly displaying records of the participants’ individual assessments everyone can become involved and mistakes become dissected rather than hidden. Second, experts working on authentic cases give prominence to case specific details, disambiguation practices, and several dimensions of variation (in representations, anatomy, pathology etc.). Professional modes of reasoning, when being made publically visible, operate as instructions. Third, participants should be given shared access to visual materials: Given different setups, participants will have different possibilities of establishing shared references and partake in reasoning that build on visual details. As we have seen, the observers’ ability to notice, discuss, and investigate particular features of the radiological images became a necessary requirement for the accomplishment of their collaborative work. Conclusions: The study points to what we see as the underexplored possibilities of tailoring basic and specialist training that meets the new demands given by novel imaging technologies in radiology.
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| 36. |
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| 37. |
- Ivarsson, Jonas, 1976, et al.
(författare)
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Arranging for visibility
- 2010
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Ingår i: Paper presented at the European Association for the study of Science and Technology conference, Trento, Italy.
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Konferensbidrag (refereegranskat)abstract
- With an approach based on ethnomethodological studies of work, this presentation discusses a theme that we call arranging for visibility. First, we present a case where professionals in medicine arrange so called learning sessions in order develop visual expertise in relation to a novel medical imaging technology. Characteristic for these sessions is that members of the team arrange the situations so as to be able to visually discern critical details. Second, we discuss how the members’ orientation to visual details necessitates analytical access to these details, and – in relation to this – what arranging for visibility might mean for us as analysts. The case that we discuss concerns a multidisciplinary team of scientists and professional radiologists. Diagnosis and follow-up of pulmonary diseases are most commonly done with conventional chest radiography. A fundamental problem with chest radiography is that overlapping anatomic structures may obstruct the detection of tumours and other pathologies. With a new form of digital tomography called tomosynthesis it becomes possible to visualise the chest as a set of slices. Within the first months of clinical use of the technology, experienced thoracic radiologists were able to increase their detection of pulmonary nodules, from about 25% to over 90%. The increase in the detection of true positives, however, was also paralleled by an increase of false positives. The introduction of the new technology did not just simply augment the professional visual of the thoracic radiologists. Rather, it reconfigured the expertise by installing new ways of seeing and acting. As a response to this, and in order to highlight critical issues in detection of pulmonary nodules, the team arranged learning sessions during which previous cases were collectively reviewed: two separate projector screens allowed for side-by-side comparisons of CT and tomosynthesis data from the same patient; historical records of all individual markings effectively displayed any incongruence of earlier judgements; the use of large screens and laser pointers enabled rapid and precise indexing; the uneven distribution of expertise made it relevant to provide extended instruction in professional ways of seeing. The elaborate arrangement of learning sessions could be seen as an enabling condition for the team members’ ensuing orientation towards critical details in the interpretation of images. As a consequence of this, investigations of the learning sessions have the potential to shed light on important aspects of the relation between technological shifts and reconfigurations of expertise. Video recordings becomes a indispensable tool in this research: since the interest lies in the orientation to visual detail by the members, there is a need for records that preserve this orientation in necessary detail. The work of us as analysts also makes relevant elaborated arrangements of transcripts, images and different camera angles. There are thus both parallels and differences between the arrangements for visibilities made by members and that made by us as analysts – an issue which connects to the more general issue of the relation between the perspective of the member and that of the analyst in social scientific research.
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| 38. |
- Ivarsson, Jonas, 1976, et al.
(författare)
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The application of improved, structured and interactive group learning methods in diagnostic radiology
- 2016
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Ingår i: Radiation Protection Dosimetry. - : Oxford University Press (OUP). - 0144-8420 .- 1742-3406. ; 169:1-4, s. 416-421
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Tidskriftsartikel (refereegranskat)abstract
- This study provides an example on how it is possible to design environments in a diagnostic radiology department that could meet learning demands implied by the introduction of new imaging technologies. The innovative aspect of the design does not result from the implementation of any specific tool for learning. Instead, advancement is achieved by a novel set-up of existing technologies and an interactive format that allows for focussed discussions between learners with different levels of expertise. Consequently, the study points to what is seen as the underexplored possibilities of tailoring basic and specialist training that meet the new demands given by leading-edge technologies.
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| 39. |
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| 40. |
- Johansson, Elin, 1978, et al.
(författare)
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Experiences, appearances, and interprofessional training: The instructional use of video in post-simulation debriefings
- 2017
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Ingår i: International Journal of Computer-Supported Collaborative Learning. - : Springer Science and Business Media LLC. - 1556-1607 .- 1556-1615. ; 12:1, s. 91-112
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Tidskriftsartikel (refereegranskat)abstract
- © 2017 The Author(s)Through close analyses of the interaction that takes place between students and facilitators, this study investigates the instructional use of video in post-simulation debriefings. The empirical material consists of recordings of 40 debriefings that took place after simulation-based training scenarios in health care education. During the debriefings, short video-recorded sequences of the students’ collaboration in the scenarios were shown, after which the facilitators asked the students questions about the teamwork and their performance as displayed in these sequences. The aim of the study is to show: a) how the video is consequential for the ways in which the students talk about the teamwork and their own performance; b) how the facilitators’ questions guide the students’ contributions and collaborative sense making of prior events. Regularly, the facilitators’ questions were posed in terms of “seeing”. The design and sequential environment of the questions made it relevant for the students to comment on how the displayed situations appeared audiovisually and how these appearances contrasted with their experiences from the situation. In this way, the video enabled the students to talk about their own conduct, including their collaboration with their peers, from a third-person perspective. The study highlights the central role of instructions and instructional questions in the debriefings, how the video was used to make the students reconceptualise their performance together with others, and the importance of contributions from fellow students.
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| 41. |
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| 42. |
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| 43. |
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| 44. |
- Johansson, Elin, 1978, et al.
(författare)
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Inter-professional teamwork in emergency care: pedagogical use of video in post-simulation debriefings
- 2014
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Ingår i: SESAM 2014, 20th Anniversary SESAM Meeting Poznań 12-14 June 2014.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- MAIN ABSTRACT Background: The use of video for feedback in debriefings is widespread and considered to be essential for the effective use of simulations. However, empirical studies that focus on how video can be optimized as a pedagogical means in debriefings are still rare. Objective: The study aims to investigate how video can be used to encourage reflection and discussion on scenarios in subsequent debriefings. Methods: The data consists of forty video recorded debriefings following interprofessional team training scenarios for medical and nursing students. First, a number of video sequences were selected from the debriefings in which the facilitators used video-clips from the scenario as a basis for discussion. These represented a variation of the ways in which video clips were introduced. The video sequences then served as basis for a focus group interview with three facilitators. The interview explored the variation in introducing the video clips and what implications this had for subsequent discussions. Results: Different strategies for introducing video clips were identified, ranging from very specific to very open-ended. Whilst the specific ones were characterized by detailed information about the situation and what parts of the clip to focus on, the open-ended introductions were characterized by brief information about the situation without instructions for what aspects to focus on. The interview resulted in a model involving four interrelated factors – moment of time in training, complexity of the situation, group characteristics and purpose ¬– that are important to take into account when choosing between open-ended versus specific introductions. Conclusions: The proposed model provides a conceptual tool for discussing and planning successful use of video recordings for feedback purposes in post-simulation debriefings. It can also be used to increase awareness of how the selection and introduction of video clips affect subsequent discussions.
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| 45. |
- Johansson, Elin, 1978, et al.
(författare)
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Pedagogical use of video for feedback and reflection in simulation-based team-training
- 2013
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Ingår i: Högskolepedagogisk konferens i Göteborg (HKG 2013). ABSTRACTS [VERSION 1.6 | 2013-10-14].
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Within the educational sciences, the use of video in providing feedback on student performance has been investigated in several research studies. The current study aligns to this interest and investigates how video recordings of simulation scenarios are used as basis for feedback and reflection in healthcare education. The data corpus consists of forty video recorded simulation sessions that were part of a team training of medical and nursing students. The sessions were designed to provide opportunities for joint team training in order to develop competencies for interprofessional collaboration. The use of simulations for team training of health care students and professionals has a long tradition. A common assumption is that facilitated feedback discussions (debriefings) are critical for positive learning outcomes to occur. Whether and how such effects are achieved, however, have not been thoroughly addressed (Fanning & Gaba, 2007). In recent years, the use of video recordings of simulated scenarios in subsequent debriefings has become common practice and it is often thought to be beneficial (cf. Dieckmann et al., 2008). In relation to simulation-based team training, the concept “video-assisted debriefing” is commonly used to describe a facilitated discussion where short video sequences are used as a basis for feedback and reflection on team conduct. Empirical studies on how video features in this practice are, however, mainly absent. The general aim of the presentation is to address how video recordings can be used as a ground for feedback and reflection in facilitated group discussions in various educational settings. Based on short video sequences from the data material, the presentation will address how the use of video contributes to in-depth discussions on specific aspects of teamwork in the simulation scenario. Preliminary analyses indicate that selection of episodes, the introduction and framing of them as well as how they subsequently are discussed all are important for how the debriefings evolve. In the recorded sessions, two methods for introducing and following-up the video clips have been observed. One approach applied by the facilitators is to be very specific about the aspects that should be subject for discussion, whilst another is to be more open-ended and hand over to the students what aspects to focus on. In the present study, the significance of the facilitators’ questions and framing of the clips are subject to further analysis. References Dieckmann, P., Reddersen, S., Zieger, J., & Rall, M. (2008). A structure for video-assisted debriefing in simulator-basedtraining of crisis resource management. In R. Kyle & B. W. Murray (Eds.), Clinical Simulation: Operations, Engineering, and Management (pp. 667-676). Burlington: Academic Press. Fanning R.M. & Gaba D.M. (2007). The Role of Debriefing in Simulation-Based Learning. Simulation in Healthcare, 2(2): 115-125.
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| 46. |
- Johansson, Kristina, et al.
(författare)
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Authenticity and learning in a workplace-based educational programme
- 2013
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Ingår i: Inside the New University: Prerequisites for a Contemporary Knowledge Production. - Oak Park, IL : Bentham eBooks. - 9781608057276 ; , s. 67-94
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Bokkapitel (refereegranskat)abstract
- For decades, higher education has been criticised widely for not preparing students well enough for the demands of working life. In response to this criticism, the focus has increasingly turned to issues on authenticity and that learning should be based on problems that are experienced as realistic. In this study, the empirical case relates to this discussion, and how principles on problem and work based learning are understood and adopted by teachers and students in a three-year academic nursing programme. The results showed that there was a tension between the efforts to integrate theoretical and clinical understandings of care problems and the institutional organisation of the programme. This tension points to needs for further attention to how students construe the very relation between disciplinary knowledge and clinical problems in designing for authenticity and learning for working life.
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| 47. |
- Kelly, Michelle, et al.
(författare)
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Preparing for Team Work Training in Simulation
- 2019
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Ingår i: Interprofessional Simulation in Health Care. Abrandt Dahlgren M., Rystedt H., Felländer-Tsai L., Nyström S. (red.). - Cham : Springer. - 2210-5549 .- 2210-5557. - 9783030195427 ; , s. 59-89
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Bokkapitel (refereegranskat)abstract
- An important condition for serving the educational objectives of simulation-based team training is that the facilitator’s instructions during the briefing bridge the gap between the simulation and the clinical situation it is intended to represent. This chapter unpacks instructional challenges in briefings by focusing on how instructors make use of trainees’ exhibited understanding of tasks to demonstrate how procedures should be adapted to the specific conditions of the simulation. Further, the chapter addresses the interplay between the simulation scenario, the provision of manikin features and the instructor’s guidance in the scenario and the relation to team performance in the simulation. The chapter shows how additional information is conveyed to the participants during the scenario to overcome the shortcomings of the simulator and how the sequencing and timing of this information during the scenarios were crucial for furthering the participants’ activities.
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| 48. |
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| 49. |
- Lindwall, Oskar, 1974, et al.
(författare)
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The use of video in dental education: Clinical reality addressed as practical matters of production, interpretation and instruction
- 2014
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Ingår i: Studies of video practices : video at work / edited by Mathias Broth, Eric Laurier and Lorenza Mondada. - New York : Routledge. - 9780415728393 ; , s. 161-180
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Bokkapitel (refereegranskat)abstract
- Over the past half-century, clinical practitioners, educators and researchers have argued for the benefits of using video and television in dental education. Everything within the tooth is tiny and it is hard to provide light in the inner structures of the teeth. This does not only pose challenges to the practising dentist, but also to the student of dentistry. This chapter investigates how a combination of video and microscopes is used for instructional purposes. In the first part, the production of the instructional video is analysed. The second part investigates how the video is interpreted and explicated by the teacher.
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| 50. |
- Lymer, Gustav, 1978-, et al.
(författare)
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Situated abstraction : From the particular to the general in second-order diagnostic work
- 2014
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Ingår i: Discourse Studies. - : SAGE Publications. - 1461-4456 .- 1461-7080. ; 16:2, s. 185-215
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Tidskriftsartikel (refereegranskat)abstract
- The present study examines the work of a group of medical scientists as they identify interpretative ‘pitfalls’ – recurrent sources of error – in the use of a new radiographic technique, formulate suggestions on how these pitfalls can be avoided and communicate their findings in the form of a scientific publication. The analysis focuses on a session in which previously diagnosed cases are discussed, and demonstrates the ways in which a certain source of diagnostic error gradually emerges as a taken-for-granted in the interaction. An increased sense of recognition, recurrence and typicality is discernible in the treatment of the cases. Talk characterized by expansions and elaborations, displays of understanding in the form of reformulations, understanding checks, and so on, leave room for brief typifications and reifications of interpretative difficulties in characteristics of the imaging technique. Topical treatment of perception and interpretation, as well as embodied engagement, become decreasingly salient. It is argued that the abstracted formulations in the published text rely on the case-by-case working up of generality from particularity; from individualized accounts of why ‘I’ interpreted the image in a certain way to proffered generalizations achieved through articulated perceptions of a generalized ‘one’. If these proffers are ratified, a potential ground is established for the consensual formulation of a pitfall. The formulation of novel instructions is consequently made relevant, projecting a re-instructed diagnostic practice.
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