| 1. |
- Hult, Åsa, et al.
(author)
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Att fuska och plagiera : Ett sätt att leva eller ett sätt att överleva?
- 2003
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Reports (other academic/artistic)abstract
- I bakgrundsbeskrivningen visas att en majoritet av amerikanska stu-denter själva uppger att de har fuskat någon gång, men att det inte finns säkra belägg för att säga att fusk procentuellt sett har ökat. Ar-tiklar antyder att fusk i form av plagiat troligen har blivit vanligare. Fusket verkar ha tagit sig delvis nya former och därför finns det an-ledning att försöka kartlägga och beskriva detta och att se vad som görs för att förhindra eller minimera fusk i allmänhet och plagiering i synnerhet. Det sägs ju att tillfället gör tjuven och därför finns det all anledning att se på vilka sätt den högre utbildningen genom exempel-vis pedagogiska former och examinationsformer ställer tillfällen ”till förfogande”. En rapport om fusk och plagiat inom den högre utbild-ningen kan lätt bli normativ och full med pekpinnar. Meningen är inte den utan snarareatt förstå vad som skeratt försöka besvara frågan om fusk och plagiat har ökatatt studera om fusk och plagiat har tagit sig nya formeratt se om vi i utbildningen behöver tänka och agera på annat sätt.
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| 2. |
- Abgrall, N., et al.
(author)
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The large enriched germanium experiment for neutrinoless double beta decay (LEGEND)
- 2017
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In: AIP Conference Proceedings. - : Author(s). - 1551-7616 .- 0094-243X. ; 1894
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Conference paper (peer-reviewed)abstract
- The observation of neutrinoless double-beta decay (0νββ) would show that lepton number is violated, reveal that neu-trinos are Majorana particles, and provide information on neutrino mass. A discovery-capable experiment covering the inverted ordering region, with effective Majorana neutrino masses of 15 - 50 meV, will require a tonne-scale experiment with excellent energy resolution and extremely low backgrounds, at the level of ∼0.1 count /(FWHM·t·yr) in the region of the signal. The current generation 76Ge experiments GERDA and the Majorana Demonstrator, utilizing high purity Germanium detectors with an intrinsic energy resolution of 0.12%, have achieved the lowest backgrounds by over an order of magnitude in the 0νββ signal region of all 0νββ experiments. Building on this success, the LEGEND collaboration has been formed to pursue a tonne-scale 76Ge experiment. The collaboration aims to develop a phased 0νββ experimental program with discovery potential at a half-life approaching or at 1028 years, using existing resources as appropriate to expedite physics results.
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| 3. |
- Abrandt Dahlgren, Madeleine, et al.
(author)
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From senior student to novice worker : learning trajectories in political science, psychology and mechanical engineering.
- 2006
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In: Studies in Higher Education. - Abingdon, England : Routledge. - 0307-5079 .- 1470-174X. ; 31:5, s. 569-586
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Journal article (peer-reviewed)abstract
- This longitudinal study focuses on the transition from higher education to working life. Research has hitherto described the transition in rather general terms, and there is still only limited knowledge about how graduates construe themselves as professionals, or how they experience the transition to the sociocultural contexts of working life. In this study, the transition is viewed as a trajectory between different communities of practice. Three different Master’s programmes at Linköping University are focused on and compared: political science, psychology and mechanical engineering. The specific aims are to: (i) identify aspects of identity and knowledge formation as reported by informants, both as...
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| 6. |
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| 7. |
- Abrandt Dahlgren, Madeleine, et al.
(author)
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The transition from higher education to work life: a comparison between a problem-based learning programme and conventional programmes in Higher education
- 2005
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In: Symposium at the 33nd Congress of the Nordic Educational Research Association (NERA). Oslo, March 2005..
-
Conference paper (other academic/artistic)abstract
- This longitudinal study focuses on the transition from higher education (HE) to worklife. Generally, the transition is considered to have become more complicated due to the changing conditions for work in a supercomplex society. More specifically, there is also still sparse knowledge about how students in PBL programmes cope with the transition process. Previous research on the topic has suggested that there is a need for more complex studies of the relationship between HE and work. The aim of the study is twofold, (i) to describe the way students experience their programme as seniors and later their work situation as novice workers, and (ii) if there are differences regarding these experiences in comparison between a PBL programme (psychology) and conventional progammes (mechanical engineering and political science). The transition from HE to worklife in the three programmes is analysed according to five dimensions; relation to space/areas of operation, identity/tracjectory, professional role characteristics, transition process and relationships between education and work. The results indicate that the PBL-programme is preparing for worklife in a rational way, both regarding generic skills and substantive knowledge. The conventional programmes stand out as preparing for worklife either by providing generic skills or by having a ritual character.
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| 8. |
- Abrandt Dahlgren, Madeleine, 1956-, et al.
(author)
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The transition from higher education to worklife : The outcomes of a PBL programme and a conventional programme
- 2005
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In: PBL in Context. Bridging Work and Education,2005. - Tampere : Tampere University Press. ; , s. 23-
-
Conference paper (peer-reviewed)abstract
- PBL IN CONTEXT - BRIDGING WORK AND EDUCATION The aim of the conference is to provide an innovative international forum for discussion and for generating and sharing new ideas for the pedagogical development of working life and education. We welcome teachers from different disciplines, researchers, developers and trainers of working life to come together to the land of the midnight sun. The main themes of the conference are Problem-based learning in context: * Epistemology and Praxis * Curriculum and learning environments * Professional Development and Learning management * Evaluation and Assessment The conference is also a continuation for PBL conferences organized 1995 and 2000 by University of Linköping, Sweden.
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| 9. |
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| 10. |
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| 11. |
- Allvin, Renée, 1956-, et al.
(author)
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Confident but not theoretically grounded : experienced simulation educators’ perceptions of their own professional development
- 2017
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In: Advances in Medical Education and Practice. - Macclesfield : DOVE Medical Press Ltd.. - 1179-7258. ; :8, s. 99-108
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Journal article (peer-reviewed)abstract
- Background: Medical simulation enables the design of learning activities for competency areas (eg, communication and leadership) identi ed as crucial for future health care professionals. Simulation educators and medical teachers follow different career paths, and their education backgrounds and teaching contexts may be very different in a simulation setting. Although they have a key role in facilitating learning, information on the continuing professional development (pedagogical development) of simulation educators is not available in the literature. Objectives: To explore changes in experienced simulation educators’ perceptions of their own teaching skills, practices, and understanding of teaching over time.Methods: A qualitative exploratory study. Fourteen experienced simulation educators partici- pated in individual open-ended interviews focusing on their development as simulation educators. Data were analyzed using an inductive thematic analysis. Results: Marked educator development was discerned over time, expressed mainly in an altered way of thinking and acting. Five themes were identi ed: shifting focus, from following to utilizing a structure, setting goals, application of technology, and alignment with profession. Being con dent in the role as an instructor seemed to constitute a foundation for the instructor’s pedagogical development.Conclusion: Experienced simulation educators’ pedagogical development was based on self- con dence in the educator role, and not on a deeper theoretical understanding of teaching and learning. This is the rst clue to gain increased understanding regarding educational level and possible education needs among simulation educators, and it might generate several lines of research for further studies.
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| 12. |
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| 13. |
- Alsin, Ulla, 1960-, et al.
(author)
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Bedömning för kontroll eller utveckling?
- 2009. - 1:1
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In: Lärande på vuxnas vis. - Lund : Studentlitteratur. - 9789144042763 ; , s. 101-121
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Book chapter (other academic/artistic)
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| 14. |
- Barman, Linda, 1972-, et al.
(author)
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Hardness or Resignation : How Emotional Challenges During Work‑Based Education Influence the Professional Becoming of Medical Students and Student Teachers
- 2023
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In: Vocations and Learning. - : Springer Nature. - 1874-785X .- 1874-7868.
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Journal article (peer-reviewed)abstract
- This paper addresses how emotionally challenging experiences during work-basededucation may influence the professional becoming of student teachers and medicalstudents. We conducted a qualitative analysis of eight focus group interviewswith undergraduates from two universities in Sweden who studied to become eitherphysicians or teachers, and interpreted their experiences through Wenger’s theory ofcommunities of practice. The findings show that students’ ideal view of how to becaring in their aspiring professional role as physician or teacher collided with existingpractices, which affected them emotionally. In particular, the students found itchallenging when norms and practices differed from their values of professionalismand when the professional culture within practices reflected hardness (physicians) orresignation (teachers). Both medical students and student teachers experienced thatprofessional decision making and legitimacy challenged them emotionally, howeverin different ways and for different reasons. This study makes visible both generaland specific aspects of how students view their future role in the welfare sector andchallenging dimensions of professional practice. The findings bring into focus thequestion of how professional education can support students’ professional becomingin relation to their emotional challenges.
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| 15. |
- Blixt, Kevin Hult, et al.
(author)
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Grain boundary stiffness based on phase field crystal simulations
- 2022
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In: Materials Letters. - : Elsevier BV. - 0167-577X. ; 318
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Journal article (peer-reviewed)abstract
- Phase field crystal modeling with wavelet filtering is shown to be an attractive replacement for molecular dynamics simulations when evaluating grain boundary stiffness by the capillary fluctuation method. Obstacles such as iterative equilibration of grain boundary structures and repeated reconstruction of the grain boundary over extended simulations can be avoided.
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| 16. |
- Botezatu, Mihaela, et al.
(author)
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As time goes by : stakeholder opinions on the implementation and use of a virtual patient simulation system
- 2010
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In: Medical Teacher. - 0142-159X .- 1466-187X. ; 32:11, s. e509-516
-
Journal article (peer-reviewed)abstract
- Background: Stakeholder opinions on the implementation of a particular virtual patient application might prove important for decision-making and implementation efforts in general. This study aimed to capitalize on experiences originated from two postimplementation settings of Web-based Simulation of Patients (Web-SP). Method: We conducted a cross-sectional survey of stakeholder opinions (39 students, teachers, course directors, and university leaders) on the implementation and use of Web-SP in Colombia and Sweden, using a mixed method approach. Results: The respondents did not show equal preference in rating the ranking of the order of importance included in the variables (Friedman’s Chi square: 26.5 to 115.1, df=6, p <0.001, Kendall’s coefficient of concordance ranging from 0.11 to 0.50). The answers provided as free comments supported the statistical findings on the importance of end-user customization, need for authenticity in software design, and use of virtual patient simulations in a curricular context, for clinical reasoning development. Conclusions: Virtual Patient design should allow extensive editing, support case authenticity and enhance clinical reasoning abilities, in an effort for ensuring accountability and sustainable development of the field.
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| 17. |
- Botezatu, Mihaela, et al.
(author)
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Virtual patient simulation : knowledge gain or knowledge loss?
- 2010
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In: Medical Teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 32:7, s. 562-568
-
Journal article (peer-reviewed)abstract
- Background: Virtual patients (VPs), high-fidelity simulators and standardized patients are powerful educational interventions leading to effective learning and supporting knowledge retention. Aim: This study explored the variations in retention with VP versus regular learning activities. Method: We conducted a randomized controlled study on early and delayed assessment results of 49 students using VP for learning and examination of haematology and cardiology topics in an Internal Medicine course, by means of a 0–10 scoring rubric. Results: The mean difference for early assessment with VP (study – control mean score) was 1.43 (95% confidence interval (CI) 0.96, 1.91; p < 0.001) for haematology and 1.34 (95% CI 0.93, 1.76; p < 0.001) for cardiology. In regular exams, the mean score difference was 2.21 (95% CI 1.3, 3.1; p < 0.001) and 1.52 (95% CI 0.76, 2.28; p < 0.001), respectively. With delayed assessments, the difference in mean score for Web-SP was 1.48 (95% CI 1.09, 1.86; p < 0.001), haematology and 1.16 (95% CI 0.74, 1.58; p < 0.001), cardiology; for regular exams the figures were 1.96 (95% CI 0.93, 2.98; p < 0.001) and 1.74 (95% CI 0.89, 2.58; p < 0.001). The effect size ranged from 0.5 to 0.8. Conclusion: Our results indicate better retention with VP than with traditional learning methods.
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| 18. |
- Botezatu, Mihaela, et al.
(author)
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Virtual patient simulation for learning and assessment : superior results in comparison with regular course exams
- 2010
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In: Medical Teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 32:10, s. 845-850
-
Journal article (peer-reviewed)abstract
- Background: Our study aimed to observe the differences in assessment results between virtual patient simulation (VPS) and regular course exams in an Internal Medicine course for undergraduate medical students. Methods: Four cohorts of students (n = 216) used: a VPS or lectures for learning (terms 1 and 2); VPS and lectures or only lectures (term 3); and a paired set-up with both VPS and lectures (term 4). The assessment results, measured with both a VPS-based exam and a paper-based exam, were compared. A scoring rubric (0–6), developed and validated for the purpose of the trial, was applied to both types of assessment. Mean score differences of the results were compared for the four cohorts. Results: Both VPS and regular examination results were significantly higher in the VPS group compared to regular exam group (p < 0.001) in terms 1, 2 and 3. The paired mean difference in term 4 was 0.66 (95% confidence interval (CI) 0.50, 0.83; p < 0.001) for haematology and 0.57 (95% CI 0.45, 0.69; p < 0.001) for cardiology. Conclusion: Our findings suggest that using VPS both for learning and for assessment supports learning. VPS are better than traditional assessment methods when the virtual application is used for both learning and evaluation.
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| 19. |
- Botezatu, Mihaela, et al.
(author)
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Virtual Patient Simulation: what do students make of it? : A focus group study
- 2010
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In: BMC Medical Education. - : Biomed Central. - 1472-6920. ; 10:91
-
Journal article (peer-reviewed)abstract
- Background The learners' perspectives on Virtual Patient Simulation systems (VPS) are quintessential to their successful development and implementation. Focus group interviews were conducted in order to explore the opinions of medical students on the educational use of a VPS, the Web-based Simulation of Patients application (Web-SP). Methods Two focus group interviews-each with 8 undergraduate students who had used Web-SP cases for learning and/or assessment as part of their Internal Medicine curriculum in 2007-were performed at the Faculty of Medicine of Universidad el Bosque (Bogota), in January 2008. The interviews were conducted in Spanish, transcribed by the main researcher and translated into English. The resulting transcripts were independently coded by two authors, who also performed the content analysis. Each coder analyzed the data separately, arriving to categories and themes, whose final form was reached after a consensus discussion. Results Eighteen categories were identified and clustered into five main themes: learning, teaching, assessment, authenticity and implementation. In agreement with the literature, clinical reasoning development is envisaged by students to be the main scope of VPS use; transferable skills, retention enhancement and the importance of making mistakes are other categories circumscribed to this theme. VPS should enjoy a broad use across clinical specialties and support learning of topics not seen during clinical rotations; they are thought to have a regulatory effect at individual level, helping the students to plan their learning. The participants believe that assessment with VPS should be relevant for their future clinical practice; it is deemed to be qualitatively different from regular exams and to increase student motivation. The VPS design and content, the localization of the socio-cultural context, the realism of the cases, as well as the presence and quality of feedback are intrinsic features contributing to VPS authenticity. Conclusions Five main themes were found to be associated with successful VPS use in medical curriculum: Learning, Teaching, Assessment, Authenticity and Implementation. Medical students perceive Virtual Patients as important learning and assessment tools, fostering clinical reasoning, in preparation for the future clinical practice as young doctors. However, a number of issues regarding VPS design, authenticity and implementation need to be fulfilled, in order to reach the potential educational goals of such applications.
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| 20. |
- Claesson, Andreas, et al.
(author)
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Simulation and education Outline and validation of a new dispatcher-assisted cardiopulmonary resuscitation educational bundle using the Delphi method
- 2024
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In: Resuscitation Plus. - : ELSEVIER. - 2666-5204. ; 17
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Journal article (peer-reviewed)abstract
- Aim: Dispatcher-assisted cardiopulmonary resuscitation (DA-CPR) is time-dependent. To date, evidence-based training programmes for dispatchers are lacking. This study aimed to reach expert consensus on an educational bundle content for dispatchers to provide DA-CPR using the Delphi Method: An educational bundle was created by the Swedish Resuscitation Council consisting of three parts: e-learning on DA-CPR, basic life support training and audit of emergency out-of-hospital cardiac arrest calls. Thereafter, a two-round modified Delphi study was conducted between November 2022 and March 2023; 37 experts with broad clinical and/or scientific knowledge of DA-CPR were invited. In the first round, the experts participated in the e-learning module and answered a questionnaire with 13 closed and open questions, whereafter the e-learning part of the bundle was revised. In the second round, the revised e-learning part was evaluated using Likert scores (20 items). The predefined consensus level was set Results: Delphi rounds one and two were assessed by 20 and 18 of the invited experts, respectively. In round one, 18 experts (18 of 20, 90%) stated that they did not miss any content in the programme. In round two, the scale-level content validity index based on the average method (S-CVI/AVE, 0.99) and scale-level content validity index based on universal agreement (S-CVI/UA, 0.85) exceeded the threshold level of 80%. Conclusion: Expert consensus on the educational bundle content was reached using the Delphi method. Further work is required to evaluate its effect in real-world out-of-hospital cardiac arrest calls.
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| 21. |
- Dahlgren, Lars-Ove, 1946-, et al.
(author)
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Conceptions of learning among teachers and students in higher education. A Swedish-Polish comparative study
- 2005
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In: Anthology of Social and Behavioural Sciences. - Linköping : Linköpings universitet. - 9185457736 - 8389786583 ; , s. 89-115
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Book chapter (other academic/artistic)abstract
- The article presents conceptions of learning among students and teachers at two European universities, in Linköping (Sweden) and Gdansk (Poland). The research was conducted along the principles of phenomenography by two teams working simultaneously on their respective samples. The strategy of sampling and interviewing, as well as the rules of interpretation, were discussed and kept as similar as possible by both teams. In some cases a procedure of cross-interpretation was applied, another tested i.e. the categories identified by one team as possibly applicable to their own empirical material. The analysis of the Swedish material yielded three different categories describing the conceptions of learning among teachers and students: Learning as change, as completion, and as contextualisation. There is a potential conflict between teachers’ and students’ perspectives in that the students emphasise the relevance for the coming profession, while teachers hold a more academic conception of the nature of learning and the driving forces for learning. In the Polish sample, four categories of learning were discerned: learning as an instrument, as change, as acquisition of knowledge, and as a natural (biological) disposition. In the Polish material a clear distinction between two different milieus for learning, those of institutions and of “real life situations’, has been spotted as critical to the understanding of the nature of learning.The comparative analysis of the outcome of the phenomenographic analyses aims at identifying hypothetical factors of cultural difference that could have influenced both outcome spaces. However, this part merely sketches the issue. The present report is part of a broader project aiming at analysing the conceptions of learning, knowledge, teaching and assessment, and a more complete comparative analysis will only be possible after all the parts are presented.
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| 22. |
- Dahlgren, Lars-Ove, 1946-, et al.
(author)
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Final Report
- 2004
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Reports (other academic/artistic)
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| 23. |
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| 24. |
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| 25. |
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| 26. |
- Edelbring, Samuel, 1969-, et al.
(author)
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Experiencing virtual patients in clinical learning : a phenomenological study
- 2011
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In: Advances in Health Sciences Education. - : Springer. - 1382-4996 .- 1573-1677. ; 16:3, s. 331-345
-
Journal article (peer-reviewed)abstract
- Computerised virtual patients (VPs) are increasingly being used in medical education. With more use of this technology, there is a need to increase the knowledge of students experiences with VPs. The aim of the study was to elicit the nature of virtual patients in a clinical setting, taking the students experience as a point of departure. Thirty-one students used VPs as a mandatory part of an early clinical rotation in rheumatology. Using the qualitative approach of phenomenology, we interviewed these students and then analysed data regarding their experiences of VPs as a learning activity. The result shows that students perceived VP activities in relation to actual patients, the clinical context and other learning activities. The VPs represented typical clinical cases which encouraged clinical reasoning and allowed for decision making. The students experienced the activities as integrating biomedical knowledge and clinical experience, providing structure that prepared for the unstructured clinical environment and patient encounters under unstressful conditions. However, the VPs were experienced as lacking the emotional interactivity and complexity of actual patients. Theoretical frameworks of clinical reasoning and experiential learning are suggested as foundations for further educational integration of VPs in the clinical environment. VP activities during clinical rotations provide experiences of clinical reality and allow students to solve problems actively. These features are dependent on VP technology but are also contingent on the surrounding environment.
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| 27. |
- Edelbring, Samuel, 1969-, et al.
(author)
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Virtual Patients in clinical education from a phenomenological perspective
- 2009
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Conference paper (peer-reviewed)abstract
- Background: Although Virtual Patients (VPs) are more commonly used today there is no clear-cut picture of the nature of VPs as a learning tool. This means that educators hesitate in further curricular integration of VPs. Students and educators need examples of how this innovation can support student learning in practice.Summary of work: We have analysed the use of VPs in a clinical rotation of medical students of rheumatology lasting 2-4 weeks. The phenomenological approach was used in order to maximise the student perspective. Focus lied with the character of VP learning and the immediate framework supporting meaningful learning with VPs at the clinic. We interviewed31 students followed by a phenomenological analysis of the transcriptions. This resulted inincreased knowledge of the value of VPs in this setting.Summary of results: VPs as a learning tool play a role of enhancing the value of other learning activities at the clinic. The immediate framework affects the way that students approach VPs. When students work in pairs, reflection and argumentation strengthen the learning experience.Conclusions: The study approach provided a way to characterise learning with VPs as enhancing the value of clinical education.Take-home messages: Phenomenological research interviews provide a way of discovering the value of innovations in medical education.
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| 28. |
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| 29. |
- Escher, Cecilia, et al.
(author)
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Method matters: impact of in-scenario instruction on simulation-based teamwork training
- 2017
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In: Advances in Simulation. - : Springer Science and Business Media LLC. - 2059-0628 .- 2364-3277. ; 2:25
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Journal article (peer-reviewed)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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| 30. |
- Esmaily, Hamideh M, et al.
(author)
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Does an outcome-based approach to continuing medical education improve physicians' competences in rational prescribing?
- 2009
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In: Medical teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 31:11, s. E500-E506
-
Journal article (peer-reviewed)abstract
- Background: Continuing medical education (CME) is compulsory in Iran, and traditionally it is lecture-based, which is mostly not successful. Outcome-based education has been proposed for CME programs. Aim: To evaluate the effectiveness of an outcome-based educational intervention with a new approach based on outcomes and aligned teaching methods, on knowledge and skills of general physicians (GPs) working in primary care compared with a concurrent CME program in the field of "Rational prescribing". Method: The method used was cluster randomized controlled design. All GPs working in six cities in one province in Iran were invited to participate. The cities were matched and randomly divided into an intervention arm for education on rational prescribing with an outcome-based approach, and a control arm for a traditional program on the same topic. Knowledge and skills were assessed using a pre- and post-test, including case scenarios. Results: In total, 112 GPs participated. There were significant improvements in knowledge and prescribing skills after the training in the intervention arm as well as in comparison with the changes in the control arm. The overall intervention effect was 26 percentage units. Conclusion: The introduction of an outcome-based approach in CME appears to be effective when creating programs to improve GPs' knowledge and skills.
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| 31. |
- Forsberg, Elenita, 1961-, et al.
(author)
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Assessing progression of clinical reasoning through Virtual Patients
- 2014
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In: Ottawa Conference Abstracts. ; , s. 71-72
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Conference paper (peer-reviewed)abstract
- BackgroundThere have been discussions to use more formative assessments in health care education to contribute to students’ deep learning. Feedback is important, but a lot of student’s do not do anything with it. Thus, interventions which force students to reflect the new knowledge need to be introduced.In order to explore if formative VP-based exams had an impact on development of clinical reasoning ability and achievement of clinical decision making, we let postgraduate pediatric nurse students complete self-evaluation forms in connection with three VP- based assessments to follow their progress.Summary of WorkAfter performed assessment and before answering the self-evaluation form, the students’ were asked to take part of the feedback section of the VP-system and the recommended interactions in the VP system. Data was conducted using content analysis with a deductive approach. Kolb’s’ model of Learning Cycle guided the analysis.Summary of ResultsThe result showed a perceived progression of clinical reasoning skills by the students. After the first assessment the students described uncertainty and that knowledge gaps were exposed, at the second exam the awareness of clinical reasoning was obvious and the students were more certain of knowing how. Finally, self-efficacy in patient solving was expressed.ConclusionsVP-based assessments with self-evaluation early in the education resulted in a gain of students’ own identification of the concept of clinical reasoning, awareness of what to focus on, and pay attention to during clinical practice.Take-home Messages VP with reflective tools is excellent to use in formative assessments to identify progress and to visualize the expected clinical competence.
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| 32. |
- Forsberg, Elenita, 1961-, et al.
(author)
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Assessing progression of clinical reasoning through virtual patients : An exploratory study
- 2016
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In: Nurse Education in Practice. - Kidlington : Elsevier BV. - 1471-5953 .- 1873-5223. ; 16:1, s. 97-103
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Journal article (peer-reviewed)abstract
- To avoid test-driven learning, there have been discussions regarding the use of more formative assessments in health care education to promote students' deep learning. Feedback is important in formative assessment, but many students ignore it; therefore, interventions should be introduced which stimulate them to reflect on the new knowledge. The aim for this study was to explore if Virtual Patient (VP)-based formative assessments, in connection with self-evaluations, had an impact on postgraduate pediatric nursing students' development of clinical reasoning abilities. Students' self-evaluations served as the basis for measuring progress. Data was analysed using deductive content analysis. The findings showed a clear progression of the clinical reasoning ability of the students. After the first assessment, the students described feelings of uncertainty and that their knowledge gaps were exposed. At the mid-course assessment the awareness of improved clinical reasoning was obvious and the students were more certain of knowing how to solve the VP cases. In the final assessment, self-efficacy was expressed. VP -based assessments, in connection with self-evaluations, early in the education resulted in a gain of students' own identification of the concept of clinical reasoning, awareness of what to focus on during clinical practice and visualised expected clinical competence.
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| 33. |
- Forsberg, Elenita, 1961-, et al.
(author)
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Clinical reasoning in nursing, a think-aloud study using virtual patients – A base for an innovative assessment
- 2013
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In: Nurse Education Today. - Amsterdam : Elsevier. - 0260-6917 .- 1532-2793. ; 34:4, s. 538-542
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Journal article (peer-reviewed)abstract
- In health-care education, it is important to assess the competencies that are essential for the professional role. To develop clinical reasoning skills is crucial fornursing practice and therefore an important learning outcome in nursing education programmes. Virtual patients (VPs) are interactive computer simulations of real-life clinical scenarios and have been suggested for use not only for learning, but also for assessment of clinical reasoning. The aim of this study was to investigate how experienced paediatric nurses reason regarding complex VP cases and how they make clinical decisions. The study was also aimed to give information about possible issues that should be assessed in clinical reasoning exams for post-graduate students in diploma specialist paediatric nursing education. The information from this study is believed to be of high value when developing scoring and grading models for a VP-based examination for the specialist diploma in paediatricnursing education. Using the think-aloud method, data were collected from 30 RNs working in Swedish paediatric departments, and child or school health-care centres. Content analysis was used to analyse the data. The results indicate that experienced nurses try to consolidate their hypotheses by seeing a pattern and judging the value of signs, symptoms, physical examinations, laboratory tests and radiology. They show high specific competence but earlier experience of similar cases was also of importance for the decision making. The nurses thought it was an innovative assessment focusing on clinical reasoning and clinical decision making. They thought it was an enjoyable way to be assessed and that all three main issues could be assessed using VPs. In conclusion, VPs seem to be a possible model for assessing the clinical reasoning process and clinical decision making, but how to score and grade such exams needs further research. © 2013 Elsevier Ltd. All rights reserved.
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| 34. |
- Forsberg, Elenita, 1961-, et al.
(author)
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Evaluation of a novel scoring and grading model for vp-based exams in postgraduate nurse education
- 2015
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In: Nurse Education Today. - Kidlington : Elsevier BV. - 0260-6917 .- 1532-2793. ; 35:12, s. 1246-1251
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Journal article (peer-reviewed)abstract
- For Virtual Patient-based exams, several scoring and grading methods have been proposed, but none have yet been validated. The aim of this study was to evaluate a new scoring and grading model for VP-based exams in postgraduate paediatric nurse education. The same student group of 19 students performed a VP-based exam in three consecutive courses. When using the scoring and grading assessment model, which contains a deduction system for unnecessary or unwanted actions, a progression was found in the three courses: 53% of the students passed the first exam, 63% the second and 84% passed the final exam. The most common reason for deduction of points was due to students asking too many interview questions or ordering too many laboratory tests. The results showed that the new scoring model made it possible to judge the students' clinical reasoning process as well as their progress.
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- Hult, Håkan, 1948-
(author)
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Bredd och djup : 6:e universitetspedagogiska konferensen vid Linköpings universitet, 14 november 2002
- 2002
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Reports (other academic/artistic)abstract
- Årets CUL-dag, den sjätte i ordningen, har temat Bredd och djup. Det är ingen slump. I den definition av pedagogisk skicklighet som Linköpings universitet använder sägs att lärare ska ha breda och djupa ämneskunskaper. I detta ligger en utmaning. Forskningen leder vanligtvis till att man får stora kunskaper inom ett begränsat område av ämnet, men i undervisning behövs både ”forskningsfrontskunskaper” och breda kunskaper inom ämnet. Det är en ekvation som kan vara svår att lösa.I vår definition av pedagogisk skicklighet sägs vidare att lärare ska ha ett pedagogiskt ledarskap, vilket betyder att han/hon ska haförmåga att sprida engagemang och intresse för ämnetförmåga att strukturera och organisera kunskapsmassan tillkurserförmåga att aktivera studenterna till egen inlärningförmåga att kommunicera med studenter och andra lärareVidare sägs i definitionen att lärare ska ha förmåga till helhetssyn och förnyelse.Det är uppenbart att lärarnas arbetsuppgifter är breda och går långt utöver rena ämneskunskaper. I mångt och mycket handlar det om att stödja studenterna i deras lärande och att organisera för detta stöd. Det kräver bland mycket annat förståelse för lärandets villkor, kunskap om vilka delar av ett kunskapsområde som brukar utgöra problem och kunskaper om hur man kan hjälpa till i dessa situationer. CUL-dagen innehåller inte rena ämnesfrågor utan snarare ämnesdidaktiska frågor och mer allmänna pedagogiska frågor som alla universitetslärare ställs inför så gott som dagligen.För att utvecklas som lärare behöver man inspiration. CUL-dagen är till för att ge just detta genom att man möts över ämnes- och fakultetsgränser. Man får idéer och inspiration av de papers som presenteras och diskuteras. Bidragen är och ska vara av olika karaktär. Här finns beskrivningar av hur en lärare eller lärargrupp har gått till väga i undervisning och vid examination. Här finns tankar och idéer om vad någon tycker att man ska göra och här finns papers som mest behandlar teorier. På detta sätt kommer man under dagen att få möjlighet att penetrera frågorna varför, vad och hur i undervisningen. De didaktiska eviga frågorna.Bidragen till CUL-dagen har organiserats under 4 rubriker och gemensamt för många av dem är att de förhoppningsvis ökar möjligheterna och minskar hindren genom nya former för det pedagogiska mötet, nya och/eller mer utvecklade stöd för lärandet och en ökad användning av IT i utbildningarna.Ett stort Tack till alla ni som genom era artiklar gjort det möjligt att publicera denna rapport och att arrangera konferensen, CULdagen. Tack också till Monika Thörnell som redigerat och hållit ihop hela organisationen kring konferensen.Välkomna till en dag med fokus på bredden och djupet i undervisningen!Håkan HultCentrum för undervisning och lärande
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| 47. |
- Hult, Håkan, 1948-
(author)
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Examinationen och lärandet : En översikt, analys och värdering av examinationens roll inom högre utbildning
- 1998
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Reports (other academic/artistic)abstract
- Många menar att det var Benson Snyder som med sin bok "The hidden curriculum åstadkom synvändan. Examination betraktades tidigare främst eller nästan enbart som mätning av undervisningseffekter medan det idag i litteraturen snarare sägs att examinationen är det som kanske mest av allt påverkar de studerandes inlärning (se exempelvis Ramsden, 1992; Trowald och Dahlgren, 1993; Crooks, 1988). Brown och Knight 0994) instämmer i detta men de går ännu längre genom att säga"Assessment defines what students regard as important, how they spend their time, and how they come to see themselves as students and then as graduates. It follows, then, that it is not the curriculum which shapes assessment, but assessment which shapes the curriculum and embodies the purposes of higher education." (s12)Enbart genom den kortfattade redogörelsen för det jag kallat en synvända kan man se att examinationen fyller många syften; den styr i hög grad de studerandes inlärning och den utgör huvudinstrumentet för att avgöra om de studerande nått utbildningsrnålen. Det senare ger också möjligen en bild av hur väl undervisningen fungerat även om de flesta numera inser att man endast till en del kan beskriva vad en person lär sig.
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| 48. |
- Hult, Håkan, 1948-
(author)
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Finns komvux kvar 2005?
- 1996
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In: KOM : kommunikation mellan kommunala vuxenutbildare. - 0347-4445. ; nr 1
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Journal article (peer-reviewed)
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| 49. |
- Hult, Håkan, 1948-
(author)
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Forskningsprocessen som metafor för undervisning
- 2001
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Reports (other academic/artistic)abstract
- Universitetet som organisation har en mycket lång historia. Olika idéer har funnits och finns fortfarande om hur ett enskilt universitet ska organiseras och vad som anses mest väsentligt att ägna sig åt. Att det är ett centrum för kunskap skriver alla under på, men börjar man att bena i kunskapsbegreppet blir det svårare att vara överens. Medeltidens universitet hade som bärande idé att förvalta kunskap och att överföra den till nästa generation. Med en del variationer kan man säga att idén levde vidare in på 1800-talet då den utmanades av Wilhelm Humboldt. Han förde fram tanken att universitetets uppgift är att både utveckla och förmedla kunskap. Lärarna skulle således både vara forskare och undervisare. Humboldt förde fram fler viktiga förslag såsom att lärarna skulle ha rätt att fritt välja vad de ville undervisa om och studenterna skulle ha frihet att välja vad de ville delta i och universitetet skulle inte ta på sig en fostrande roll. Humboldts tankar möttes inte överallt av jubel utan motståndare fanns och en av de främsta var kardinal Newman som förfäktade tanken att universitetets roll var att förmedla kunskap och att fostra. Humboldt gick segrande ur striden om enbart undervisning eller undervisning och forskning. Huruvida det är lämpligt och väsentligt att fostra vuxna människor har man funnit olika ”lösningar” på i olika länder.För att göra en lång – och i många stycken – lyckosam historia kort kan sägas att Humboldts idé om att lärare ska både undervisa och forska inte har utmanats, problematiserats och utvecklats särskilt mycket förrän under de senaste åren. Det är främst två skäl till att det nu finns möjligheter att föra en delvis ny diskussion om universiteten. Det första skälet är att en rörelse som ibland går under benämningen Student Centred Education (SCE) har växt sig allt starkare. Utmärkande för alla åsiktsriktningar som kan hänföras till SCE är att de utgår från studenternas lärande snarare än lärarnas undervisning. Lärandet har kommit att fokuseras. Det andra skälet är att några forskare framkastat och utvecklat idén att undervisning och forskning har det gemensamt att båda ytterst handlar om lärande. Lärandet har således kommit att alltmer hamna i centrum och därmed kanske nya tankefigurer uppstår; tankefigurer som gör det både möjligt och lämpligt att tänka nytt och organisera på annat sätt. En sådan tankefigur som denna text handlar om är den att undervisning kan och bör organiseras och genomföras med forskningsprocessen som ledstjärna. Troligen kan forskningen också hämta inspiration från undervisningen men detta ligger utanför ramen för det som ska behandlas i rapporten.
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