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Numrering	Referens	Omslagsbild	Hitta
11.	Abrahamsson, Mats, 1960-, et al. (författare) Measuring Logistics Structure 1999 Ingår i: The International Journal of Logistics Management. - 0957-4093. ; 2:3, s. 263-284 Tidskriftsartikel (refereegranskat)
12.	Abrahamsson, Mats, 1960-, et al. (författare) Model of Tiering in Third Party Logistics with a Service Parts Distribution Case Study 1998 Ingår i: Transport Logistics. - 0929-9645 .- 1568-5705. ; 1:3, s. 181-194 Tidskriftsartikel (refereegranskat)
13.	Abrandt Dahlgren, Madeleine, 1956-, et al. (författare) Between legitimacy and scepticism. Students' conceptions of science. 1997 Ingår i: Research and Development in Problem-based learning. Integrity, Innovation, Integration.,1997. - Brisbane : Australian Problem Based Learning Network. Konferensbidrag (refereegranskat)
14.	Abrandt Dahlgren, Madeleine, 1956- (författare) Conditions of action and Theories of knowledge 1998 Ingår i: Nordisk fysioterapi. - 1402-3024. ; 2:1, s. 41-43 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
15.	Abrandt Dahlgren, Madeleine, 1956- (författare) Coping with PBL : The relation between goal documents and the learning process 1998 Ingår i: Universitetspedagogisk konferens: CUL-dagen 1998,1998. - Linköping : Linköpings universitet. ; , s. 19-22 Konferensbidrag (övrigt vetenskapligt/konstnärligt)
16.	Abrandt Dahlgren, Madeleine, 1956- (författare) Coping with problem-based learning. Formal intentions and informal strategies. 1998 Ingår i: International Confederation for Educational Development in Higher Education,1998. Konferensbidrag (övrigt vetenskapligt/konstnärligt)
17.	Abrandt Dahlgren, Madeleine, 1956- (författare) Goal documents as a means for directing autonomous learning - an illusion? 1997 Ingår i: International Conference on Project Work in University Studies,1997. Konferensbidrag (övrigt vetenskapligt/konstnärligt)
18.	Abrandt Dahlgren, Madeleine, 1956- (författare) Learning physiotherapy : the impact of formal education and professional experience 1997 Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract The aim is to describe and analyse physiotherapeutic learning through formal education and professional experience. The investigation focuses on the students' ways of experiencing the concepts of Health, Movement, Function and Interaction. Two groups of physiotherapy students at the Faculty of Health Sciences in Linköping, Sweden, were interviewed on two occasions respectively. The interviews were carried during the second and last term of the formal programme and after 18 months of professional experience. Data were analysed according to the phenomenographic approach and to the principles of contextual analysis. The students' conceptions varied qualitatively, but an analysis of the internal relationships between the concepts revealed that the most common perspectives after completing the formal education were consistently holistic or mixed. This pattern was also most common after 18 months of professional work. The subjects' ways of experiencing the Interaction within a patient encounter were described in four main categories; Mutuality, Technicalism, Authority and Juxtaposition. Mutuality and Technicalism denoted an integration of the communicative and problem-solving processes, the former category from a patient-centred and the latter from a physiotherapist-centred perspective. Authority and Juxtaposition denoted a separation of the processes, the former from a physiotherapist-centred perspective and the latter from a patient-centred perspective. Both separated and integrated perspectives were common after completing the formal education. After 18 months of professional practice the Mutuality category dominated.
19.	Abrandt Dahlgren, Madeleine, 1956- (författare) Learning Physiotherapy : Physiotherapy students' ways of experiencing the patient encounter 1998 Ingår i: Physiotherapy Research International. - : Wiley. - 1358-2267 .- 1471-2865. ; 36:4, s. 257-273 Tidskriftsartikel (refereegranskat)abstract Background and PurposeThe aim of this paper was to describe and analyse the impact of formal education and professional experience on physiotherapy students' ways of experiencing interaction within a patient encounter.MethodTwo groups of physiotherapy students were interviewed on two occasions; during the second and last term of their formal education programme, and during the last term and after 18 months' professional experience. Data were subjected to a qualitative analysis. Changes in conceptions between the two interview occasions were described quantitatively.ResultsSubjects' ways of experiencing interaction within a patient encounter could be described in four main categories: Mutuality; Technicalism; Authority and Juxtaposition. Mutuality and Technicalism denoted an integration of the communicative and problem-solving processes involved in the encounter, the former category from a patient-centred and the latter from a physiotherapist-centred perspective. Authority and Juxtaposition denoted a separation of the processes, the former from a physiotherapist-centred perspective and the latter from a patient-centred one.ConclusionsThe results show a trend as regards direction of change in conceptions from separated to integrated perspectives on the communicative and problem-solving processes after the formal education programme. After 18 months' professional practice the Mutuality category dominated.
20.	Abrandt Dahlgren, Madeleine, 1956- (författare) Lärande i sjukgymnastik. Om förändring i uppfattningar av patientmötet genom utbildning och professionell erfarenhet. 1997 Ingår i: Sjukgymnastdagarna,1997. Konferensbidrag (övrigt vetenskapligt/konstnärligt)

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