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  • 1. Kalén, Susanne
    et al.
    Lachmann, Hanna
    Sophiahemmet University.
    Varttinen, Maria
    Möller, Riitta
    Bexelius, Tomas S
    Ponzer, Sari
    Medical students' experiences of their own professional development during three clinical terms: a prospective follow-up study.2017In: BMC Medical Education, ISSN 1472-6920, E-ISSN 1472-6920, Vol. 17, no 1Article in journal (Refereed)
    Abstract [en]

    BACKGROUND: A modern competency-based medical education is well implemented globally, but less is known about how the included learning activities contribute to medical students' professional development. The aim of this study was to explore Swedish medical students' perceptions of the offered learning activities and their experiences of how these activities were connected to their professional development as defined by the CanMEDS framework.

    METHODS: A prospective mixed method questionnaire study during three terms (internal medicine, scientific project, and surgery) in which data were collected by using contextual activity sampling system, i.e., the students were sent a questionnaire via their mobile phones every third week. All 136 medical students in the 6th of 11 terms in the autumn of 2012 were invited to participate. Seventy-four students (54%) filled in all of the required questionnaires (4 per term) for inclusion, the total number of questionnaires being 1335. The questionnaires focused on the students' experiences of learning activities, especially in relation to the CanMEDS Roles, collaboration with others and emotions (positive, negative, optimal experiences, i.e., "flow") related to the studies. The quantitative data was analysed statistically and, for the open-ended questions, manifest inductive content analysis was used.

    RESULTS: Three of the CanMEDs Roles, Medical Expert, Scholar, and Communicator, were most frequently reported while the four others, e.g., the role Health Advocate, were less common. Collaboration with students from other professions was most usual during the 8th term. Positive emotions and experience of "flow" were most often reported during clinical learning activities while the scientific project term was connected with more negative emotions.

    CONCLUSIONS: Our results showed that it is possible, even during clinical courses, to visualise the different areas of professional competence defined in the curriculum and connect these competences to the actual learning activities. Students halfway through their medical education considered the most important learning activities for their professional development to be connected with the Roles of Medical Expert, Scholar, and Communicator. Given that each of the CanMEDS Roles is at least moderately important during undergraduate medical education, the entire spectrum of the Roles should be emphasised and developed during the clinical years.

  • 2.
    Lachmann, Hanna
    et al.
    Sophiahemmet University.
    Fossum, Bjöörn
    Sophiahemmet University.
    Johansson, Unn-Britt
    Sophiahemmet University.
    Karlgren, Klas
    Ponzer, Sari
    Promoting reflection by using contextual activity sampling: a study on students' interprofessional learning2014In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 28, no 5, 400-406 p.Article in journal (Refereed)
    Abstract [en]

    Abstract Students' engagement and reflection on learning activities are important during interprofessional clinical practice. The contextual activity sampling system (CASS) is a methodology designed for collecting data on experiences of ongoing activities by frequent distribution of questionnaires via mobile phones. The aim of this study was to investigate if the use of the CASS methodology affected students' experiences of their learning activities, readiness for interprofessional learning, academic emotions and experiences of interprofessional team collaboration. Student teams, consisting of 33 students in total from four different healthcare programs, were randomized into an intervention group that used CASS or into a control group that did not use CASS. Both quantitative (questionnaires) and qualitative (interviews) data were collected. The results showed that students in the intervention group rated teamwork and collaboration significantly higher after than before the course, which was not the case in the control group. On the other hand, the control group reported experiencing more stress than the intervention group. The qualitative data showed that CASS seemed to support reflection and also have a positive impact on students' experiences of ongoing learning activities and interprofessional collaboration. In conclusion, the CASS methodology provides support for students in their understanding of interprofessional teamwork.

  • 3.
    Westerbotn, Margareta
    et al.
    Sophiahemmet University.
    Kneck, Åsa
    Hovland, Olav Johannes
    Elrond, Malene
    Pedersen, Ingrid
    Lejonqvist, Gun-Britt
    Dulavik, Johild
    Ecklon, Tove
    Nilsson, Inga-Lill
    Sigurdardottir, Árún K
    Taking part in Nordic collaboration; nursing students' experiences and perceptions from a learning perspective: A qualitative study2015In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 35, no 5, 712-717 p.Article in journal (Refereed)
    Abstract [en]

    BACKGROUND: Nordic networking of different kinds has a long tradition aiming to increase collaboration and understanding between citizens in different countries. Cultural competence in relation to health care and nursing is important for clinical nurses and is a central issue in nurse education.

    OBJECTIVE: To gain an understanding of what nurse students experienced and learned during an intensive course in diabetes together with students and nurse educators from Denmark, Finland, Iceland, Norway, Sweden and the Faroe Islands.

    METHODS: In 2012, an intensive course within the Nordic network, Nordkvist, was conducted in Faroe Islands with the theme "Nursing - to live a good life with diabetes". To answer the objective of the study, 26 students conducted written reflections based on two questions. The data was analyzed using qualitative content analysis.

    RESULTS: Through meetings with nurse students and educators from the Nordic countries the intensive course strengthened the students' identification with the nursing profession. The students gained new perspectives on diabetes, such as how complex it can be to live with a chronic illness. Because of the difficulties in understanding one another and because of different mother tongues, the students gained a better understanding of patients' vulnerability in relation to hospital jargon and how it felt to be in an unfamiliar place.

    CONCLUSIONS: The intensive course increased the students' personal and professional growth, cross-cultural competence, and their identification with nursing. Students' understanding of health care in the Nordic countries improved as similarities and differences were recognized.

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