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- Göranzon, Carl, et al.
(författare)
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Peer learning : Medical students learn from and with each other in placement training at the primary health center
- 2019
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Background: Peer learning is an emerging educational concept in health education in Sweden and in other countries. Students, as peers, learn from and with each other. Studies show that students develop increased self-confidence, increased independence and confidence in their skill to solve problems and improve the ability for clinical reasoning. The aim of this pilot study was to further develop forms for clinical training which stimulate student active learning and to make the best use of available supervisor resources.Summary of Work: During 2018, a peer learning activity was tested for medical students during their clinical training at a primary health center. Before the placement, students were informed of the peer learning project. Two students worked together. Before the meeting, the supervisor introduced the students to the tasks to be performed. The students prepared the reception together. At the patient meeting, one student took the active part and the other observed. The students took turns so that they were the active part in every two patient meetings. Feedback with supervisor and between students took place continuously after the visits and at the end of the day. The project was evaluated by a questionnaire to students and supervisors, and a student diary.Summary of Results: Ten students agreed that they were completely instructed for the task, two agreed partly. Ten supervisors felt they gave instructions completely, five agreed partly and one didn’t answer. On a scale of 1 to 5, students agreed on average 4.3 or more for questions regarding preparation, constructive feedback, facilitated learning and time for reflection and feedback. Supervisors agreed on average 4.1 or more for the same questions with focus on student learning.Discussion and Conclusions: Although this is a pilot study, the results show that arranging a peer reception, both from student and supervisor perspective, has a positive effect. Diary writing in combination with peer reception contributes to the students gaining a deeper insight into their learning process and skills development. Larger studies are needed to confirm this. Take-home Messages: A peer reception can create a deeper understanding of the learning process and its guidance.
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- Setterud, Helen, 1966-, et al.
(författare)
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Courses for tutors in problem based-learning : currernt challenges at four Swedish universities
- 2015
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Ingår i: Högre Utbildning. - Lund : Swednet. - 2000-7558. ; 5:1, s. 47-64
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The key role of the tutor in problem-based learning (PBL) is to help students become selfregulated learners. Tutors need training to acquire the necessary facilitating skills for this task. The aim of this article is to describe and discuss how PBL tutor training is currently arranged at four universities in Sweden: Linköping University, Lund Medical Faculty, Uppsala Medical School and Örebro School of Medicine. Moreover, we seek to analyse how the content and format of the tutor training courses correspond to the desired skills and competencies for PBL tutors described in the literature. We draw especially on work coming out of three pioneering universities for PBL: McMaster University, Canada; Maastricht University, The Netherlands; and Linköping University, Sweden. One aim has been to construct a framework for analysis that uses categories specifying the knowledge base, capabilities and skills to support students’ learning processes which characterise the full-fledged PBL tutor. For this framework, we have used the following categories: Knowledge of PBL and pedagogical theories, Personal traits, Student-centeredness, Ability to handle group processes, and Subject knowledge. We collected descriptions of the course design and content from the four universities, and assessed to what extent these categories were represented within the courses. Our results show that all categories inform the course content at all four universities, though the design varies between courses. In summary, we show that the four PBL tutor training courses are all designed to enable participants to experience PBL first-hand both as members of a tutorial group and as tutors. They all also include a theoretical base and offer opportunities for discussion and reflection with peers; however, there are some differences in design between the courses. According to participants, all four courses provide good preparation for the tutor role. Yet, we see a need for the programmes to organise continuous educational support for tutors after they have started their work with groups of students.
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- Särnblad, Stefan, 1963-, et al.
(författare)
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Will Early Clinical Training improve the professional skills? : Experience from a New Medical Education in Sweden
- 2018
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Konferensbidrag (refereegranskat)abstract
- Background: The undergraduate medical education in Sweden is 5½ years long (11 semesters), followed by an 18 months internship before license. The university curriculum used to be 6 theoretical semesters followed by 5 “clinical” semesters. Today it is common with integrated curricula with an early introduction of clinical training.Method: School of Medicine at Örebro University started in January 2011 and now admits 70 students every semester. The first students graduated in June 2016. The educational approach is problem-based learning and the curriculum is integrated with six themes based on physiological processes. Biomedicine, clinical medicine and professional development are integrated throughout the entire programme.Results: In total, clinical placement constitutes 74 weeks of which 16 weeks are spread through the first six semesters. The remaining 58 weeks (semester 7-11) are divided into six longer periods related to the themes. The objective of clinical placement during the first 6 semesters is to practice general clinical skills like communication, history-taking and clinical examination, but also to understand the health care system and the tasks of other health care personnel. The clinical placement in semester 6 ends with a seminar for reflection around the professional development and the value of early clinical placement. The students appreciate the early clinical placements. They manage to acquire general professional skills at this early stage and have the possibility to reflect upon their choice of profession. This stimulates theoretical studies and makes them more comfortable when entering the long clinical placements related to the themes. This is beneficial also for the clinical tutors. The first Örebro students that graduated were satisfied with the preparation given “to work as doctors” and gave the University the highest rank in a national survey.Conclusion: Early clinical training is beneficial for the development of professional skills; it motivates and gives the student an early understanding of their future professional role. A challenge may be to find enough placements and the need for coaching adjusted for different stages of professional development.Take-home message: Early clinical training is beneficial for the development of professional skills.
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