| 1. |
|
|
| 2. |
- Hadrévi, Jenny, et al.
(författare)
-
Systemic differences in serum metabolome : a cross sectional comparison of women with localised and widespread pain and controls
- 2015
-
Ingår i: Scientific Reports. - : Springer Science and Business Media LLC. - 2045-2322. ; 5
-
Tidskriftsartikel (refereegranskat)abstract
- Chronic musculoskeletal pain exists either as localised to a single region or as widespread to multiple sites in several quadrants of the body. Prospective studies indicate that widespread pain could act as a far end of a continuum of musculoskeletal pain that started with chronic localised pain. The mechanism by which the transition from localised pain to widespread occurs is not clear, although many studies suggest it to be an altered metabolism. In this study, systemic metabolic differences between women with chronic localised neck-shoulder pain (NP), women with chronic widespread pain (CWP) and women who were healthy (CON) were assessed. Blood samples were analysed taking a metabolomics approach using gas chromatography mass spectrometry (GC-MS) and orthogonal partial least square discriminant analysis (OPLS-DA). The metabolomics analysis showed a clear systematic difference in the metabolic profiles between the subjects with NP and the CON but only a weak systematic difference between the subjects with CWP and the CON. This most likely reflects a difference in the portion of the metabolome influenced by the two pain conditions. In the NP group, the overall metabolic profile suggests that processes related to energy utilisation and lipid metabolism could be central aspects of mechanisms maintaining disorder.
|
|
| 3. |
- Münch, Andreas, et al.
(författare)
-
Low-dose budesonide for maintenance of clinical remission in collagenous colitis : a randomised, placebo-controlled, 12-month trial
- 2016
-
Ingår i: Gut. - : BMJ Publishing Group. - 0017-5749 .- 1468-3288. ; 65:1, s. 47-56
-
Tidskriftsartikel (refereegranskat)abstract
- Objective: This 1-year study aimed to assess low-dose budesonide therapy for maintenance of clinical remission in patients with collagenous colitis.Design: A prospective, randomised, placebo-controlled study beginning with an 8-week open-label induction phase in which patients with histologically confirmed active collagenous colitis received budesonide (Budenofalk, 9 mg/day initially, tapered to 4.5 mg/day), after which 92 patients in clinical remission were randomised to budesonide (mean dose 4.5 mg/day; Budenofalk 3 mg capsules, two or one capsule on alternate days) or placebo in a 12-month double-blind phase with 6 months treatment-free follow-up. Primary endpoint was clinical remission throughout the double-blind phase.Results: Clinical remission during open-label treatment was achieved by 84.5% (93/110 patients). The median time to remission was 10.5 days (95% CI (9.0 to 14.0 days)). The maintenance of clinical remission at 1 year was achieved by 61.4% (27/44 patients) in the budesonide group versus 16.7% (8/48 patients) receiving placebo (treatment difference 44.5% in favour of budesonide; 95% CI (26.9% to 62.7%), p<0.001). Health-related quality of life was maintained during the 12-month double-blind phase in budesonide-treated patients. During treatment-free follow-up, 82.1% (23/28 patients) formerly receiving budesonide relapsed after study drug discontinuation. Low-dose budesonide over 1 year resulted in few suspected adverse drug reactions (7/44 patients), all non-serious.Conclusions: Budesonide at a mean dose of 4.5 mg/day maintained clinical remission for at least 1 year in the majority of patients with collagenous colitis and preserved health-related quality of life without safety concerns. Treatment extension with low-dose budesonide beyond 1 year may be beneficial given the high relapse rate after budesonide discontinuation.
|
|
| 4. |
- Adam, A, et al.
(författare)
-
Abstracts from Hydrocephalus 2016.
- 2017
-
Ingår i: Fluids and Barriers of the CNS. - : Springer Science and Business Media LLC. - 2045-8118. ; 14:Suppl 1
-
Tidskriftsartikel (refereegranskat)
|
|
| 5. |
- Adolfsson, Hans, et al.
(författare)
-
Betyg i högre utbildning
- 2016
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- SUHF:s arbetsgrupp för betygsfrågor har varit verksam under perioden 1 mars 2014 – 31 december 2015. Uppdraget har varit att undersöka behovet av betygssystem med fler betygs-steg i högskolan mot bakgrund av den konkurrenssituation som en internationaliserad utbildnings- och arbetsmarknad medför. Uppdraget har också varit att sprida erfarenheter kring flergradiga betygsskalor inkluderande både nationella erfarenheter och exempel från andra europeiska länder. Arbetsgruppen har också uppmanats att föreslå rekommendationer om betygssystem till SUHF:s medlemslärosäten. Arbetsgruppen har främst inhämtat underlag genom intervjuer, en enkät till lärosätena och Ladok-statistik omfattande drygt tre miljoner betygssättningar som renderat godkända betyg över en period av tre år. Resultatet av utredningen visar att svenska lärosäten har en stark tradition av målrelaterad betygssättning som samtliga involverade i utredningen upplever som positiv och viktig att bevara, oavsett antal grader i betygsskalan. Gruppens arbete bekräftar att det finns olika problem med de svenska betygssystemen ur ett internationaliseringsperspektiv. Det går dock inte att säga att det finns någon tydlig samsyn mellan lärosätena om exakt vilka dessa problem är eller hur stora de anses vara. Det är svårt att entydigt koppla problemen till valet av betygsskala. Det finns också andra faktorer för valet av betygsskala som verkar väga minst lika tungt som internationaliseringsperspektivet och som gör att lärosäten inte inför betygsskalor med fler grader. Utredningen visar vidare att flera olika betygssystem används i svensk högskola och heterogeniteten framträder som betydande, såväl mellan lärosäten som inom ett lärosäte. Det finns starka ämnesmässiga traditioner och god argumentation kring enskilda lärosätens val av skala men nationellt saknas det gemensamma ramar för betygssättning, samordning och uppföljning. Huvudsakligen används fortfarande fågradiga betygsskalor i Sverige men 43% av alla betyg sätts numera i betygsskalor med minst tre godkända betygssteg. Ett antal lärosäten har de senaste tio åren gått över till en sjugradig skala för all utbildning eller för viss utbildning som riktar sig till en internationell målgrupp. Under perioden 2011−2014 är A–F-skalan den enda betygsskala som ökat i omfattning medan exempelvis användningen av G–U-skalan minskat med 18,5 %. Att ha en flergradig betygsskala ses som positivt ur flera aspekter: det underlättar internationellt studentutbyte, det kommunicerar tydligare utbildnings-resultaten och är ett bättre instrument för urval för både vidare utbildning och rekrytering på arbetsmarknaden. Flergradiga betyg ställer höga krav på tydliga betygskriterier och genom-tänkta pedagogiska metoder för målrelaterad bedömning. Flera av de problem som rapporten påvisar skulle kunna lösas genom att en gemensam nationell flergradig betygsskala implementerades. I nuläget bedömer arbetsgruppen dock inte att det är realistiskt att rekommendera detta. De svenska lärosätena använder flera olika betygsskalor. De problem fågradiga betyg kan skapa för internationellt studentutbyte verkar upp-vägas av andra värden för många lärosäten. Ett relativt stort antal lärosäten har redan valt att införa en sjugradig betygsskala för utbildning med internationell inriktning. Ett önskemål som lyfts fram i flera enkätsvar och intervjuer är att ett meritvärde eller betyg för hel utbildning, motsvarande grade point average (GPA) införs. GPA upplevs fungera väl för internationell jämförelse. Ladok-statistiken visar på skillnader mellan lärosätena i användningen av betygsskalorna som – åtminstone i avsaknad av fördjupat underlag – ter sig anmärkningsvärt stora. Dessa skillnader bör ses mot bakgrund av att betygssättning är myndighetsutövning och att betyg är ett myndighetsbeslut som studenterna inte kan överklaga. Undersökningen visar på stora skillnader i betygsfördelningen mellan olika betygsskalor även då antalet steg är identiska (5-U respektive AB-U). Det gäller även inom en och samma betygsskala såväl mellan lärosäten som inom lärosäten. Andelen studenter som exempelvis får högsta betyg kan skilja stort. Stickprov inom lärosäten visar på samma variationer i betygssättningen mellan olika kurser. Det finns också en genusskillnad, dock liten. En bättre uppföljning med årlig betygsstatistik kunde införas, dels för alla lärosäten för att ge en nationell överblick och nationella betygsutfall för varje betygsskala, dels för vissa specifika ämnesområden för att kunna jämföra betygsutfall t ex i större utbildningsprogram som ges vid många lärosäten, såsom juristprogrammet, ingenjörsutbildning, lärarutbildning, psykologutbildning, ekonomiutbildning, socionomutbildning. Sådant underlag skulle stimulera till utveckling av examination och bedömning inom högskolan. Arbetsgruppen föreslår därför att.....
|
|
| 6. |
- Amhag, Lisbeth, et al.
(författare)
-
Teacher educators’ need continuing pedagogical support in digital teaching
- 2018
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study was to identify teacher educators' use of digital tools and needs of digital competence in higher education. The research questions were: a) How do teacher educators use digital tools and evaluate their competence to effectively practice ICT in teaching situations? b) What training do teacher educators need to make students functional online? The findings of the study are intended to help teacher educators to better meet the needs and challenges students encounter in their education and to influence and design online-based learning activities supported with different digital tools in higher education programs. Research shows that digital tools for pedagogical purposes is still poorly integrated in teacher education programs and there is a need for innovative solutions as an important part of teachers professional competence of using ICT for students learning (Tømte et al., 2015). Moreover, teacher educators have a fundamental role in training teachers for teaching and serve as role models for ICT-based teaching (Ungar & Baruch, 2016). According to Koehler et al. (2013) digital technologies, by contrast to traditional pedagogical technologies, are protean (i.e. usable in many different ways), unstable (rapidly changing) and opaque (the inner workings are hidden from users). The use of technology also needs to be developed professionally by tutoring and underlying educational pedagogy (Lakkala & Ilomäki, 2015) as well as to enhance understanding of the skills, dispositions, and knowledge for teaching-learning contexts where information and communication technologies are increasingly pivotal (Forbes & Khoo, 2015). The current study includes both quantitate and qualitative data from a digital survey with closed-ended questions, and open-ended questions from two faculties including teacher educaters at two different universities in Sweden. 105 respondents participated (26%). Two theoretical foundations are applied to analyse different aspects of the teachers’ use and need of ICT knowledge and competence: 1) The TPACK model and the interaction between the three knowledge domains: pedagogical knowledge, technical knowledge and content knowledge (Koehler, Mishra & Cain, 2013), and 2) three dimensions of Computer Self-Efficacy (CSE); magnitude, strength and generalizability (Compeau & Higgins, 1995). Results show that all teacher educators in our study use digital tools in planning and executing teaching. However, teacher educators do not use digital tools primarily for pedagogical purposes, and thus need extensive pedagogical support in creating digital teaching and learning environments, as well as to identify the pedagogical surplus value in their own teaching and learning context, in order to increase motivation for training of concrete, effective and subject-oriented successful examples presented by peers. The main conclusions that ought to be relevant and applicable for teacher educators worldwide are that; a) since the teacher educators do not use digital tools primarily for pedagogical purposes, extensive and continuing pedagogical support is needed in the field of creating digital teaching and learning environments; b) teacher educators need to identify the pedagogical surplus value in their own teaching and learning context with digital tools, in order to increase motivation for concrete, effective and subject-oriented successful examples presented by experienced teachers. References Compeau, D. R. & Higgins, C. A. (1995). Computer Self-Efficacy: Development of a Measure and Initial Test. MIS Quartely, Vol. 19, No. 2, pp. 189-211. Forbes, D. & Khoo, E. (2015). Voice over distance: a case of podcasting for learning in online teacher education. Distance Education, 36(3), 335-350. Koehler, M. J., Mishra, P. & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 13-19. Lakkala, M., & Ilomäki, L. (2015). A case study of developing ICT-supported pedagogy through a collegial practice transfer process. Computers & Education, 90, 1-12. Tømte, C., Enochsson, A. B., Buskqvist, U. & Kårstein, A. (2015). Educating online student teachers to master professional digital competence: The TPACK-framework goes online. Computers & Education, 84, 26-35. Ungar, O. A. & Baruch, A. F. (2016). Perceptions of teacher educators regarding ICT implementation. Interdisciplinary Journal of e-Skills and Life Long Learning, 12, 279-296.
|
|
| 7. |
- Amhag, Lisbeth, et al.
(författare)
-
Teacher educators’ use and needs of digital competence to support students’ online learning
- 2018
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The paper is based on a study at two universities in Sweden with the aim to identify and analyse teacher educators' expressed use and needs of digital competence in higher education. The research questions are: a) How do teacher educators use digital tools? b) How do teacher educators evaluate their competence to effectively use ICT? c) What training do teacher educators need to make students functional online? Methodically, a digital survey was distributed via e-mail to 405 teacher educators representing two faculties at the two different universities, 105 respondents answered (26%). The survey included 28 questions with both closed-ended questions (Likert six-point scale), as well as open-ended questions. Two theoretical foundations are applied to analyse different aspects of the teacher’s use and need of ICT knowledge and competence: 1) The TPACK model and the interaction between the three knowledge domains: Pedagogical knowledge (PK), Technical knowledge (TK) and Content knowledge (CK), and 2) three dimensions of Computer Self-Efficacy (CSE), magnitude, strength and generalizability. Results show that 92.3% of respondents use a laptop and 18.3% use interactive boards in their work. Further, respondents who report a low competence regarding digitalization of teaching (16.3%) report a significantly higher need of training (p<0.05) compared to respondents reporting a high competence (27.9%). Also, respondents who report a high competence regarding digitalization of teaching, report creating digital learning environments as something unproblematic to a significantly higher extent (p<0.001) compared to respondents reporting a low competence. 26.3% of the teacher educators (n=15) want trainings in content knowledge and 17.5% (n=10) in technical knowledge, as well as interactions between them. The findings show that all teacher educators use digital tools in planning and executing teaching. However, few teacher educators rate their ICT competence as high and want more training regrading subject didactic knowledge in the students teaching practice.
|
|
| 8. |
- Amhag, Lisbeth, et al.
(författare)
-
Teacher Educators' Use of Digital Tools and Needs for Digital Competence in Higher Education
- 2019
-
Ingår i: Journal of Digital Learning in Teacher Education. - : Taylor & Francis. - 2153-2974 .- 2332-7383. ; 35:4, s. 203-220
-
Tidskriftsartikel (refereegranskat)abstract
- Based on a study at two Swedish universities, this article aimed to identify teacher educators’ use of digital tools and subsequent need for digital competence in higher education. Methodically, a digital survey was distributed via e-mail to 405 teacher educators representing two faculties at the two universities; in total, 105 teacher educators responded. The survey included 16 questions, with closed- and open-ended varieties. Two theoreticalfoundations were used: the TPACK model and, as a complement, computer self-efficacy. Through analysis of self-reported use, competence, and need for professional training in digitalization in teaching, results show that teacher educators do not use digital tools primarily for pedagogical purposes. Thus, they need extensive pedagogical support in creating digital teaching. Further, teacher educators need to identify the pedagogical surplus value in their own teaching and learning context with digital tools to increase motivation for concrete, effective, and subject-oriented successful examples as presented by experienced teachers.
|
|
| 9. |
- Ancker, Stina, et al.
(författare)
-
När blir sångaren konstnär?
- 2019
-
Annan publikation (refereegranskat)abstract
- Vad är det du undersöker och varför? Vi vill undersöka gränslandet mellan det repeterade och det spontana uttrycket i operasångarens konst. Hur kan musikalisk improvisation ge energier och kreativa impulser till sångare och vad kräver det av utövaren? Finns det något av väsentlig kvalitet för det musikdramatiska uttrycket som sångaren kan bidra med om textens och musikens bundna form upplöses genom fri improvisation av sångaren? Det vi söker är nycklar till sångarens kreativitet, för att ta dem med till vår undervisning. Vad kommer vi att få ta del av under din presentation? Vi kommer att berätta om vårt arbete och visa en liten del ur vår nyskrivna laborations-opera.
|
|
| 10. |
- Berggren, Daniel Moreno, et al.
(författare)
-
Prognostic scoring systems for myelodysplastic syndromes (MDS) in a population-based setting : a report from the Swedish MDS register
- 2018
-
Ingår i: British Journal of Haematology. - : Wiley. - 0007-1048 .- 1365-2141. ; 181:5, s. 614-627
-
Tidskriftsartikel (refereegranskat)abstract
- The myelodysplastic syndromes (MDS) have highly variable outcomes and prognostic scoring systems are important tools for risk assessment and to guide therapeutic decisions. However, few population-based studies have compared the value of the different scoring systems. With data from the nationwide Swedish population-based MDS register we validated the International Prognostic Scoring System (IPSS), revised IPSS (IPSS-R) and the World Health Organization (WHO) Classification-based Prognostic Scoring System (WPSS). We also present population-based data on incidence, clinical characteristics including detailed cytogenetics and outcome from the register. The study encompassed 1329 patients reported to the register between 2009 and 2013, 14% of these had therapy-related MDS (t-MDS). Based on the MDS register, the yearly crude incidence of MDS in Sweden was 2.9 per 100000 inhabitants. IPSS-R had a significantly better prognostic power than IPSS (P < 0001). There was a trend for better prognostic power of IPSS-R compared to WPSS (P=0.05) and for WPSS compared to IPSS (P=0.07). IPSS-R was superior to both IPSS and WPSS for patients aged <= 70years. Patients with t-MDS had a worse outcome compared to de novo MDS (d-MDS), however, the validity of the prognostic scoring systems was comparable for d-MDS and t-MDS. In conclusion, population-based studies are important to validate prognostic scores in a real-world' setting. In our nationwide cohort, the IPSS-R showed the best predictive power.
|
|
