Change search
Refine search result
1 - 11 of 11
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Bexelius, T.
    et al.
    Karolinska Institutet.
    Lachmann, Hanna
    The Swedish Red Cross University College, Department of Health Sciences.
    Järnbert-Pettersson, H.
    Karolinska Institutet.
    Kalén, S.
    Karolinska Institutet.
    Möller, R.
    Karolinska Institutet.
    Ponzer, S.
    Karolinska Institutet.
    Stress among medical students during clinical courses: a longitudinal study using contextual activity sampling system2019In: International Journal of Medical Education, ISSN 2042-6372, E-ISSN 2042-6372, Vol. 10, p. 68-74Article in journal (Refereed)
    Abstract [en]

    Objectives: To investigate medical students’ experiences of stress and other emotions related to their professional roles, as defined by the CanMEDS framework, by using the Contextual Activity Sampling System (CASS).

    Methods: Ninety-eight medical students agreed to participate of whom 74 completed this longitudinal cohort study. Data was collected between 6th and 8th term via CASS methodology: A questionnaire was e-mailed to the participants every 3rd week (21questionnaires/measurements) during clinical rotations and scientific project work term. Emotions were measured by a 7-point Likert scale (e.g., maximum stress = 7). Answers were registered through mobile technology. We used a linear mixed-model regression approach to study the association between stress over time in relation to socio-demographic and learning activities related to CanMEDS roles.

    Results: Participants completed 1390 questionnaires. Mean stress level over all time points was 3.6. Stress was reported as highest during the scientific project term. Learning activities related to ‘Communicator,’ ‘Collaborator,’ ‘Scholar,’ ‘Manager’ and ‘Professional’ were associated with increased stress, e.g. ’Scholar’ increased stress with 0.5 points (t=3.91, p<0.001). A reduced level of stress was associated with ’Health Advocate’ of 0.39 points (t=-2.15, p=0.03). No association between perceived stress and demographic factors, such as gender or age was found.

    Conclusions: An association between different learning activities related to CanMEDS Roles and feelings of stress were noted. The CASS methodology was found to be useful when observing learning experiences and might support educational development by identifying course activities linked to stress.

  • 2.
    Dyar, Anna
    et al.
    Karolinska Institutet.
    Lachmann, Hanna
    The Swedish Red Cross University College, Department of Health Sciences. Karolinska Institutet.
    Stenfors, Terese
    Karolinska Institutet.
    Kiessling, Anna
    Karolinska Institutet.
    The learning environment on a student ward: an observational study2019In: Perspectives on medical education, ISSN 2212-2761, Vol. 8, no 5, p. 276-283Article in journal (Refereed)
    Abstract [en]

    INTRODUCTION: Worldwide, a growing number of healthcare students require clinical environments for learning. Some wards have become adapted 'student wards' to meet this demand. Benefits have been reported from the students', supervisors' and patients' perspectives. There is no definition of a student ward, and little research on what the term means. A deeper understanding of the characteristics of student wards is needed to support their use. The aim of this study is to describe what characterises the learning environment on one student ward.

    METHODS: An ethnographic approach was used for an observational study on a student ward in a hospital in Sweden. Student nurses, supervisors and others on the ward were observed. Field notes were thematically analysed.

    RESULTS: Four themes were identified: 'Student-led learning' described students learning by actively performing clinical tasks and taking responsibility for patients and for their own learning. 'Learning together' described peer learning and supervision. 'Staff's approach to learning' described personalised relationships between the students and staff and the build-up of trust, the unified inter-professional approach to teaching, and the supervisors' motivation for teaching and for their own learning. 'Student-dedicated space' described the effect of the student room on the learning environment.

    DISCUSSION AND CONCLUSIONS: This study describes the characteristics of a student ward that centred around a community of practice that shared a view of learning as a priority, allowing staff to provide clinical care without compromising students' learning. This qualitative study at a single centre lays the groundwork for future research into other student wards.

  • 3.
    Kalén, Susanne
    et al.
    Karolinska Institutet.
    Lachmann, Hanna
    Karolinska Institutet / Sophiahemmet Högskola.
    Varttinen, Maria
    Karolinska Institutet.
    Möller, Riitta
    Karolinska Institutet.
    Bexelius, Tomas S
    Karolinska Institutet.
    Ponzer, Sari
    Karolinska Institutet.
    Medical students' experiences of their own professional development during three clinical terms: a prospective follow-up study2017In: BMC Medical Education, ISSN 1472-6920, E-ISSN 1472-6920, Vol. 17, no 1, article id 47Article 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.

  • 4.
    Lachmann, Hanna
    Sophiahemmet Högskola / Karolinska Institutet.
    Contextual activity sampling: a method to develop clinical interprofessional education2013Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Higher health care education in interprofessional settings is evaluated and developed continuously. The aim of clinical interprofessional education is to provide healthcare students opportunities to develop their professional roles, and understanding of other professions, as well as to develop their teamwork and communication skills. However, there is still a need to improve understanding of how students experience their learning. Most often, post-course questionnaires and interviews are used to investigate students’ experiences of their learning activities. When using such approaches the respondents generalize about their experiences in retrospect instead of reporting on learning as it occurs. The Contextual Activity Sampling System (CASS) is a methodology inspired by ideas from the Experience Sampling Method (ESM). CASS was designed to collect frequent data from the participants’ ongoing learning activities by using mobile phones, which was the main methodology used in this thesis.The overall aim of this thesis was to investigate the potential of contextual activity sampling as an approach for studying students’ experiences connected to learning activities during clinical interprofessional education.Eighty-one students from six interprofessional training ward courses conducted during 2009 agreed to participate. For each course, students from two teams of three were randomly assigned to be included in an intervention group (using CASS, n=54) and from one team in a control group (not using CASS, n=27). The students’ learning experiences in the intervention group were collected via CASS and, for both groups, via interviews after the conducted courses and also RIPLS questionnaires both before and after the conducted courses. Study I was a study aiming at investigating the usability of CASS as a methodology in a clinical interprofessional context. Study II focused on the students’ experiences of clinical learning and Study III on the students’ experiences of collaboration. Study IV investigated whether students using CASS experienced their learning activities in different ways compared to students not using CASS.In Study I it was shown that the translated and cross-culturally adapted Swedish version of CASS was usable in a clinical learning environment and that it helped students to structure their study days and reflect on their learning activities. Study II demonstrated that students reported optimal experiences (flow) when they were engaged in knowledge creation activities and collaborated with their fellow students. A significant correlation was identified between positive emotions and how important the activities were considered to be. Study III showed that CASS provided possibilities to identify the student teams’ need of support to attain the intended learning outcomes and highlighted the importance of structure, interaction and insight in clinical interprofessional collaboration. In Study IV differences between the intervention and control groups were noted. The students who had used CASS rated their experience of ‘teamwork and collaboration’ significantly higher after the course than before the course, which was not the case for the control group. On the other hand, students in the control group rated stress higher than those who had used CASS.In conclusion, this thesis showed that the CASS methodology is suitable for collecting contextual data in clinical settings and can help students to structure their days and reflect on their learning activities. When interprofessional collaboration was working well it was associated with knowledge creation and an increased feeling of ‘flow’. CASS is an innovative methodology, which can be useful for stimulating reflection on clinical learning activities and development of clinical interprofessional education.

  • 5.
    Lachmann, Hanna
    Sophiahemmet Högskola.
    Interprofessionellt lärande i verksamhetsförlagd utbildning2017In: Vårdpedagogik: vårdens kärnkompetenser från ett pedagogiskt perspektiv / [ed] Margret Lepp & Janeth Leksell, Stockholm: Liber, 2017, 1, p. 218-234Chapter in book (Other academic)
  • 6.
    Lachmann, Hanna
    et al.
    Karolinska Institutet / Sophiahemmet Högskola.
    Fossum, Bjöörn
    Sophiahemmet Högskola / Karolinska Institutet.
    Johansson, Unn-Britt
    Karolinska Institutet / Sophiahemmet Högskola.
    Karlgren, Klas
    Karolinska Institutet.
    Ponzer, Sari
    Karolinska Institutet.
    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, p. 400-406Article 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.

  • 7.
    Lachmann, Hanna
    et al.
    Karolinska Institutet.
    Ponzer, Sari
    Karolinska Institutet.
    Johansson, Unn-Britt
    Sophiahemmet Högskola / Karolinska Institutet.
    Benson, Lina
    Karolinska Institutet.
    Karlgren, Klas
    Karolinska Institutet.
    Capturing students' learning experiences and academic emotions at an interprofessional training ward2013In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 27, no 2, p. 137-145Article in journal (Refereed)
    Abstract [en]

    An important goal for interprofessional education (IPE) in clinical settings is to support healthcare students in collaboratively developing their understanding of interprofessional teamwork. The aim of this study was to investigate students' learning experiences and academic emotions as they occur in actual context in relation to collaborative and trialogical activities during a clinical IPE course. The contextual activity sampling system methodology was used to collect data via mobile phones. Thirty-seven healthcare students (medical, nursing, physiotherapy and occupational therapy) reported their experiences, learning activities and academic emotions several times a day via their mobile phones during their 2-week course at an interprofessional training ward (IPTW). The results provided understanding of the students' experiences of their academic emotions and how they created new knowledge collaboratively. These collaborative knowledge creation activities occurred mostly when students from different professions were collaborating as a team (e.g. discussing patient care or participating in a ward round) and were also significantly related to optimal experiences, i.e. "flow" (high challenge in combination with high competence). In conclusion, these results emphasize the importance of collaboration among students during IPTW courses. Our results might help to optimize the design of IPE learning activities in clinical healthcare contexts

  • 8.
    Lachmann, Hanna
    et al.
    Karolinska Institutet.
    Ponzer, Sari
    Karolinska Institutet.
    Johansson, Unn-Britt
    Sophiahemmet Högskola / Karolinska Institutet.
    Karlgren, Klas
    Karolinska Institutet.
    Introducing and adapting a novel method for investigating learning experiences in clinical learning environments2012In: Informatics for Health and Social Care, ISSN 1753-8157, E-ISSN 1753-8165, Vol. 37, no 3, p. 125-140Article in journal (Refereed)
    Abstract [en]

    The Contextual Activity Sampling System (CASS) is a novel methodology designed for collecting data of on-going learning experiences through frequent sampling by using mobile phones. This paper describes how it for the first time has been introduced to clinical learning environments. The purposes of this study were to cross-culturally adapt the CASS tool and questionnaire for use in clinical learning environments, investigate whether the methodology is suitable for collecting data and how it is experienced by students. A study was carried out with 51 students who reported about their activities and experiences five times a day during a 2-week course on an interprofessional training ward. Interviews were conducted after the course. The study showed that CASS provided a range of detailed and interesting qualitative and quantitative data, which we would not have been able to collect using traditional methods such as post-course questionnaires or interviews. Moreover, the participants reported that CASS worked well, was easy to use, helped them structure their days and reflect on their learning activities. This methodology proved to be a fruitful way of collecting information about experiences, which could be useful for not only researchers but also students, teachers and course designers

  • 9.
    Lachmann, Hanna
    et al.
    Karolinska Institutet.
    Ponzer, Sari
    Karolinska Institutet.
    Johansson, Unn-Britt
    Karolinska Institutet.
    Karlgren, Klas
    Karolinska Institutet.
    Fossum, Bjöörn
    Sophiahemmet Högskola.
    Students' experiences of collaboration during and after an interprofessional training ward course: a mixed methods study2013In: International Journal of Medical Education, ISSN 2042-6372, E-ISSN 2042-6372, Vol. 4, p. 170-179Article in journal (Refereed)
    Abstract [en]

    Objectives: The objective of this study was to obtain a deeper understanding of how students experience and perceive interprofessional collaboration connected to their learning activities during and after an interprofessional clinical course.

    Methods:

    A sample of 15 healthcare students participating on a two-week interprofessional clinical course was used. A mixed method approach was used for data collection. The students’ perceptions were gathered several times a day via mobile phones by using the Contextual Activity Sampling System (CASS) and they were also interviewed after the course.

    Results:

    The data revealed an interesting discrepancy between the students’ learning experiences reported during the course compared to their perceptions after the course. The students were generally more critical during the course, i.e., they tended to report things that did not work well. In the post-course interviews, the students reported that difficulties had been solved during the course. The students emphasized also the importance of structure, interaction, and insights into one’s own and other professions’ tasks as a base for fruitful interprofessional collaboration. Further-more, they underlined the benefits of interprofessional team learning with opportunities to contribute to and to acquire new knowledge.

    Conclusions:

    The CASS methodology provides possibilities to identify students’ and student teams’ needs of support to reach the intended learning outcomes of a specific course. Our results might be useful when developing clinical education with a special focus on supporting students in their collaborative practices.

  • 10.
    Muukkonen, H.
    et al.
    University of Helsinki, Finland.
    Inkinen, M.
    University of Helsinki, Finland.
    Kosonen, K.
    University of Helsinki, Finland.
    Hakkarainen, K.
    University of Helsinki, Finland.
    Vesikivi, P.
    University of Helsinki, Finland.
    Lachmann, Hanna
    Karolinska Institutet.
    Karlgren, K.
    Karolinska Institutet.
    Research on knowledge practices with the contextual activity sampling system2009In: CSCL'09 Proceedings of the 9th international conference on Computer supported collaborative learning: June 8-13, 2009, Rhodes, Greece :  Volume 1 / [ed] Claire O'Malley; Daniel Suthers; Peter Reimann; Angelique Dimitracopoulou, International Society of the Learning Sciences , 2009, p. 385-394Conference paper (Refereed)
    Abstract [en]

    The Contextual Activity Sampling System (CASS) research methodology and the CASS-Query application have been developed for contextually tracking of activities with a mobile phone. The method relies on frequent sampling of participants' practices and affects during periods of intensive follow-up. Two research designs provide an account of the methodological development work and the possibilities offered by CASS. The first study followed five student-groups longitudinally to examine evolution of academic knowledge practices. The findings from the second year data-collection show that trialogical practices were considered challenging, but often generated optimal-flow experiences. The second study investigated interprofessional work during a clinical course. Based on this pilot study, it was concluded that the data collected about activities and experiences over time extend the understanding of students' practices beyond what can be acquired by post-course questionnaires and can help in development of the design of interprofessional education in medicine and healthcare.

  • 11.
    Williams, Brett
    et al.
    Monash University, Melbourne, Australia.
    Lynch, Marty
    Monash University, Melbourne, Australia.
    Olaussen, Alex
    Monash University, Melbourne, Australia.
    Lachmann, Hanna
    Karolinska Institutet / Sophiahemmet Högskola.
    Kalén, Susanne
    Karolinska Institutet.
    Ponzer, Sari
    Karolinska Institutet.
    Translation and psychometric evaluation of the Swedish version of the Interdisciplinary Education Perception Scale2018In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 32, no 1, p. 63-68Article in journal (Refereed)
    Abstract [en]

    Interprofessional education (IPE) is widely accepted worldwide, as a key part of training for health professionals and critical to an effective, patient-centred healthcare system. Several tools have been developed to evaluate IPE programmes and interventions globally. Many of the widely-used tools have been successfully adapted to suit specific cohorts and different languages; the Interdisciplinary Education Perception Scale (IEPS), however, has not yet been translated and validated for use in Sweden. The aim of this study was to translate the IEPS into Swedish and validate the psychometric properties of this new version. The 12-item IEPS underwent translation into Swedish and back-translation into English by suitable independent translators to ensure items retained their meaning. The new Swedish version was completed by 164 medical and nursing, occupational therapy and physiotherapy students on clinical placements in Stockholm. Principal Axis Factoring (PAF) and Oblique Oblimin Rotation confirmed a three-factor structure, that explained 77.4% of variance. The new 10-item Swedish version IEPS displayed good internal consistency with an overall Cronbach's alpha of a = .88 and subscale values of .89, .88 and .66. The exclusion of two-items limits the transferability of this scale; however, the factor makeup was very similar to the original 12-item English version. It is suspected that minor differences were due to unavoidable deviations in meaning following translation (i.e. certain English words have no equivalent in Swedish). Nevertheless, the results imply that the Swedish version of the IEPS is a valid and reliable tool for assessing students' perceptions and attitudes towards IPE within the Swedish health education system.

1 - 11 of 11
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf