Journal Staff

Current assessment methods after an ACL injury do not consider how the individuals themselves experience their participation in activities or what factors they think have affected their current activity level

Confronting Globalization: The Challenges of Creating Space for Global Learning

This study describes and analyses the challenges encountered in a recent case of global collaboration in developing a web-based masters program for adult educators. “Agency,” “structure,” and “frame factor” are used as analytical concepts to help understand the dynamics of the collaboration and the character of the program produced

Theorising simulation in higher education: difficulty for learners as an emergent phenomenon

Despite the widespread interest in using and researching simulation in higher education, little discussion has yet to address a key pedagogical concern: difficulty. A ‘sociomaterial’ view of learning, explained in this paper, goes beyond cognitive considerations to highlight dimensions of material, situational, representational and relational difficulty confronted by students in experiential learning activities such as simulation. In this paper we explore these dimensions of difficulty through three contrasting scenarios of simulation education. The scenarios are drawn from studies conducted in three international contexts: Australia, Sweden and the UK, which illustrate diverse approaches to simulation and associated differences in the forms of difficulty being produced. For educators using simulation, the key implications are the importance of noting and understanding (1) the effects on students of interaction among multiple forms of difficulty; (2) the emergent and unpredictable nature of difficulty; and (3) the need to teach students strategies for managing emergent difficulty

Learning in technology-enhanced medical simulation : locations and knowings

The use of simulators has become a common teaching strategy in medical education. It is seen as offering opportunities to address the needs for training interprofessional collaboration by focusing on communication, situation awareness, decision making and coping with stress. While there is a large body of quantitative effect studies supporting the use of technology-enhanced simulations in medical training [3], there is a lack of rigorous, theory-based, qualitative studies to clarify how and when to effectively use simulations to train health care professionals. This qualitative study aims to investigate simulation-based medical training situations, focusing on performance, material arrangements and production of forms of knowing/learning

Система навчання правознавства учнів основної і старшої школи

Introduction Previous studies on radiographers' professional work have shown that this practice covers both technology and patient care. How these two competence areas blend together in practice needs to be investigated. The professionals' experiences of their work have not been studied in depth, and there is a need to focus on their experiences of the main features of their practice. The aim To explore, from the perspective of the radiographer, the general tasks and responsibilities of their work. Method Data were generated through a combination of open interviews with radiographers and observations of their work with Computer Tomography (CT) and Magnetic Resonance Imaging (MRI). The interviews and observations were analysed using an interpretative phenomenological method. Result Radiographers' professional work with diagnostic imaging, in a Swedish context, can be viewed as a problem-solving process involving judgments and responsibility for obtaining images that can be used for diagnosis. The examination process comprises three phases; planning, producing the images, and evaluation. In the first phase the radiographer makes judgments on adapting the method to the individual patient, and the second phase involves responsibilities and practical skills for image production. In the third phase, the quality of the images is judged in relation to the actual patient and the imaging process itself. Conclusions Radiographers consider that the main features of their professional work are patient safety aspects and their knowledge and skills regarding how to produce images of optimal quality, in the actual circumstances of each examination

Estudio de prefactibilidad para el Manejo y disposición de aguas grises.

Realiza un estudio de impacto ambiental basado en leyes, reglamentos y normas vigentes para el diseño, planificación y construcción de una planta de tratamiento de aguas residuales y disposición de aguas grises a nivel domiciliar

Students in interprofessional clinical placements: How supervision facilitates patient-centeredness in collaborative learning

The patient’s role in interprofessional education is fundamental; however, it has received insufficient attention. This study explores how supervision facilitates and supports undergraduate students’ learning of patient-centeredness in interprofessional clinical placements. Data were generated in three clinical contexts based on a focused ethnography approach. We found that supervisors are engaged in student teams’ interprofessional learning, but often in their preparations or debriefings and seldom during patient encounters. The patient perspective is also less frequently scrutinized in planned interprofessional supervision sessions. Nevertheless, clinical settings provide numerous opportunities that may be exploited further

Interprofessional Education: Students' Learning of Joint Patient Care

This study examines how patient care is developed in meetings between students of occupational therapy, physiotherapy, nursing and medicine who are allowed to shape their own interprofessional collaboration. We conduct a thematic interpretative analysis of audio recordings and observations from the meetings and informal talks with the students. The analysis draws on traditions in sociocultural learning theory that deal with interaction on something in common between actors with different knowledge bases and the consequences of this interaction. The analysis showed that the students developed collaboration in patient care by sharing, assessing and determining professional knowledge of patients’ health conditions collectively. In conclusion, we argue that the students learned to use a multiprofessional knowledge base in the design of patient treatment when they were given responsibility to create the collaboration themselves. This demonstrates that students can be encouraged to independently develop professional collaboration in patient care within interprofessional education

Revitalizing Pedagogy in a Medical Problem-Based Learning (PBL) Curriculum

The Medical Programme at Linköping University, committed to Problem-Based Learning (PBL) and interprofessional education, confronted the necessity for pedagogical revitalization due to an upsurge in student numbers, alterations in national physician licensing criteria, and an organizational framework shift. In response to these challenges, stakeholders conducted a comprehensive systematic self-assessment to navigate a course toward a sustainable and contemporary pedagogical transformation. The methodology employed in this assessment involved a systematic examination of scientific pedagogical literature, policy documents, educational materials, and schedules. Additionally, valuable insights were gathered through teacher and student surveys. Key findings underscore the importance of a balanced approach that grants students more time for self-study and reflection. Enhancing tools and methodologies for constructive alignment is crucial to achieve equilibrium in both theoretical and practical training settings. Moreover, establishing seamless collaborations between the university and teaching hospitals is deemed essential for faculty development and the long-term competence within both organizations. The self-assessment underscored the critical importance of continuous evaluation in medical educational settings. The approach not only ensures the ongoing relevance of the curricula but also cultivates an environment conducive to student-centred teaching and learning. This, in turn, prepares students for lifelong learning and the diverse challenges in their future medical profession