| 1. |
- Andersson, Per, 1961-, et al.
(författare)
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"One day, one problem" : endags PBL-undervisning
- 2015
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Ingår i: Universitetspedagogiska konferensen 2015. - Umeå : Universitetspedagogik och lärandestöd (UPL), Umeå universitet. ; , s. 10-11
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Andersson, Per, et al.
(författare)
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Pedagogical development in higher education with a focus on teaching methods
- 2017
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Pedagogical development in higher education with a focus on teaching methodsP. Andersson and M. Wester, Umeå University, SwedenABSTRACT The theme of the presentation is teaching methods and how the educational developer’s choice of teaching methods can affect the development of teaching and learning in higher education. The starting point is a study and survey of the teaching methods used at one university teaching development unit, and how and why these methods were chosen. The survey consisted of a systematic review of teaching methods used on fourteen courses, in various fields and levels in teacher professional development in higher education. Both a description of how the survey was conducted and the results will be presented.The survey also included information on the background and reasons why these methods were chosen. Another aim of the study was to find ways for systematic method development and two concrete examples will be presented. We will also discuss the role and importance the choice of teaching methods has for university teaching development, both at the individual and unit level.[1] Another aspect addresses the role of the educational developer as a role model with a wide range of teaching methods and an ambition for constant development.[2]In the study we also address responses to the development initiative. We proposed to our colleagues that the whole unit should work systematically with the development of teaching methods. In general, the responses were positive, but we do not yet know what the result of this will be for the unit as a whole.[3]ReferencesArnold-Garza, Sara (2014), The Flipped Classroom Teaching Model and Its Use for Information Literacy Instruction, in Communications in Information LiteracyBaume, David & Popovic, Celia (red) (2016), Advancing Practice in Academic Development. Routledge, New YorkEntwistle, Noel (2009), Teaching for understanding at university, Houndmills, Basingstoke: Palgrave MacmillanTimmermans, Julie A. (2014), Identifying threshold concepts in the careers of educational Developers, International Journal for Academic Development, Vol 19, No 4, pp 305-317[1] Arnold-Garza, 2014; Entwistle, 2009[2] Timmermans, 2014[3] Baume et al (red), 2016
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| 3. |
- Fjellström, Mona, 1958-, et al.
(författare)
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Universitetslärares skrivande om och för sin undervisning : drivkrafter, stöd och utmaningar
- 2019
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Ingår i: Högre Utbildning. - : Cappelen Damm Akademisk. - 2000-7558. ; 9:1, s. 20-33
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Tidskriftsartikel (refereegranskat)abstract
- Syftet med denna artikel är att diskutera förutsättningarna för universitetslärares skrivande om och för sin undervisning. I policydokument och regelverk på såväl nationell som lokal nivå uttrycks förväntningar om att lärare ska problematisera, utforska och dokumentera sin undervisning; förväntningar om ett akademiskt lärarskap.I denna artikel utgår vi från ett case där ett antal lärare beskriver sina tankar om och erfarenheter av att skriva om undervisning. Via enkäter, fokusgruppsintervjuer och kursutvärderingar har vi inhämtat kvantitativa och kvalitativa data från 30 deltagare i en högskolepedagogisk kurs med fokus på skrivande om och för undervisning. Våra data har analyserats innehållsligt utifrån en förståelseinriktad ansats.Resultaten visar att skrivande om och för undervisning försiggår ensamt, osett och i tystnad samtidigt som lärarna upplever stor osäkerhet inför det de upplever som annorlunda skrivande. Baserat på våra resultat presenterar vi förslag på hur högskolelärares skrivande om och för undervisning kan stödjas.
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| 4. |
- Näslund, Ulf, et al.
(författare)
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Visualization of asymptomatic atherosclerotic disease for optimum cardiovascular prevention (VIPVIZA) : a pragmatic, open-label, randomised controlled trial
- 2019
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Ingår i: The Lancet. - : Elsevier. - 0140-6736 .- 1474-547X. ; 393:10167, s. 133-142
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Primary prevention of cardiovascular disease often fails because of poor adherence among practitioners and individuals to prevention guidelines. We aimed to investigate whether ultrasound-based pictorial information about subclinical carotid atherosclerosis, targeting both primary care physicians and individuals, improves prevention.METHODS: Visualization of asymptomatic atherosclerotic disease for optimum cardiovascular prevention (VIPVIZA) is a pragmatic, open-label, randomised controlled trial that was integrated within the Västerbotten Intervention Programme, an ongoing population-based cardiovascular disease prevention programme in northern Sweden. Individuals aged 40, 50, or 60 years with one or more conventional risk factors were eligible to participate. Participants underwent clinical examination, blood sampling, and ultrasound assessment of carotid intima media wall thickness and plaque formation. Participants were randomly assigned 1:1 with a computer-generated randomisation list to an intervention group (pictorial representation of carotid ultrasound plus a nurse phone call to confirm understanding) or a control group (not informed). The primary outcomes, Framingham risk score (FRS) and European systematic coronary risk evaluation (SCORE), were assessed after 1 year among participants who were followed up. This study is registered with ClinicalTrials.gov, number NCT01849575.FINDINGS: 3532 individuals were enrolled between April 29, 2013, and June 7, 2016, of which 1783 were randomly assigned to the control group and 1749 were assigned to the intervention group. 3175 participants completed the 1-year follow-up. At the 1-year follow-up, FRS and SCORE differed significantly between groups (FRS 1·07 [95% CI 0·11 to 2·03, p=0·0017] and SCORE 0·16 [0·02 to 0·30, p=0·0010]). FRS decreased from baseline to the 1-year follow-up in the intervention group and increased in the control group (-0·58 [95% CI -0·86 to -0·30] vs 0·35 [0·08 to 0·63]). SCORE increased in both groups (0·13 [95% CI 0·09 to 0·18] vs 0·27 [0·23 to 0·30]).INTERPRETATION: This study provides evidence of the contributory role of pictorial presentation of silent atherosclerosis for prevention of cardiovascular disease. It supports further development of methods to reduce the major problem of low adherence to medication and lifestyle modification.
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