Högskolepedagogiska projekt, Medicinska fakulteten, Lunds universitet
Detta är en databas med högskolepedagogiska utvecklingsprojekt genomförda vid Medicinska fakulteten, Lunds universitet.
Standardized theoretical introduction and practical training of flow cytometry for students in a research group environment
All new students (and post-docs) whose projects involve flow cytometric analyses have to learn both the basic principle of the method and the proper operation of the instrument. By standardizing the theoretical introduction to flow cytometry and the practical training at the instrument, it will be ensured that all future group members get the same qualification. Team-based oriented learning and behavioral learning will be combined to achieve the goal.
Införande av strukturerade och förklarande veckomöten på läkarprogrammets termin 1 för att stimulera studenternas långsiktiga lärande
Målsättningen med vårt projekt har varit att skapa en struktur där vi som kursledare kan rama in kursen vecka för vecka, med en sammanfattning av veckans kunskapsmässiga innehåll och dess relation till kursmål, tidigare och kommande veckor, kommande terminer på läkarprogrammet och läkaryrket. Det övergripande syftet har varit att lyfta fram nyckelkoncept för att stimulera studenternas långsiktiga lärande.
Implementation of Active Learning in Gene Therapy Course
Active learning has been shown to be more effective than traditional methods in higher education institutes. Currently, many medical schools have implemented Team-based learning into their education program. In this project, Team-Based learning will be implemented into the vector design session of the gene therapy course.
Introduction of engaging breaks in lectures for undergraduate teaching for better learning outcome
Introduction: Focusing on the screen for lectures during undergraduate teaching is challenging for students. This challenge is made steeper by the competition with multiple social media platforms available to the students in a classroom. Previous studies suggest that the constant stimulation provided by digital devices may make it difficult for students to focus for extended periods of time (1,2). Another study found that the attention span of students has decreased over the past decade. Some of the factors causing this outcome were increased use of technology in the classroom and changes in teaching methods, such as the use of more visual aids and multimedia presentations (3).
The impact of peer feedback on active learning in advanced experimental laboratory medicine: A collaborative-based learning approach
In experimental medicine, understanding different concepts and theories is governed by evidence-based medicine. Thus, experimentation to understand principles supported with concrete evidence is a key aspect of long-lasting learning. The aim of this theme is to guide the students, through collaborative learning, to discover concepts based on lab experiments on different techniques used to isolate extracellular vesicles from clinical samples which eventually impact their overall learning and develop critical thinking skills that help them navigate and employ different alternatives to reach their goals through understanding key questions: what I am going to do? Why am I doing it? How will I do it? Are there other options or alternatives? If so, what is the difference? How would it influence my outcomes?
Hands-on Brains-on Simulation: Applied Gerontology Workshop
Using appropriate pedagogical methods and tools to cope with surging digitalization is an important consideration for educators. Model facilitated learning suits best the affordances of new technologies and the need to engage students in the exploration of more complex and generational problems like agefriendly cities It also seeks to promote meaningful learning and deeper comprehension of the subject matter and enhance understanding of a complex problem situation.
Implementing aspects of active learning in a Neuroradiology workshop
During the seventh semester of their medical studies at Lund University, students participate in their first focused Neurology course, which includes a Neuroradiology workshop. Currently, the workshop follows an interactive lecture format with case presentations. In this format, students are asked to consider suitable radiological examinations for each case and evaluate the imaging data presented within a 45-minute timeframe. This report proposes the implementation of active learning techniques and group learning methods in the Neuroradiology workshop. A new format is presented, which incorporates elements of teambased learning and peer instruction. The aim of this proposed approach is to enhance the learning outcomes of the workshop and help students better comprehend basic aspects of Neuroradiology.
Can students learn with AI language models? Development and scoring of biomedical questions for higher education
This essay aims to provide guidance to teachers in creating and evaluating high-level learning outcomes in biomedical education, utilizing AI language models as a form of active learning. I will describe, by using the SOLO taxonomy as a framework, how teachers can exploit the limitations of these systems to design questions that require critical thinking and problem-solving skills of the students, even when working assisted by AI models. I will also propose a scoring rubric for evaluating student performance when collaborating with AI language models. Ultimately, this essay aims to facilitate a productive and engaging learning experience for students in the biomedical field, employing the potential of these AI technologies while also promoting a productive learning experience.
Ett projekt för att öka det aktiva lärandet inför och under en journal club
Projektet syftar till att öka det aktiva lärandet inför och under delmomentet journal club på kursen ”Introduktionskurs i medicinsk vetenskap och kvalitetsarbete för ST-läkare”. Förändringen innebär att större vikt läggs på ST-läkarnas förberedelser inför journal club genom att de får en kort instruktionsvideo utöver tidigare given information (artikel och CASP-checklista). För att ytterligare motivera till förberedelse får deltagarna information om att journal cluben inleds med ett enskilt kunskapstest där svaren sedan diskuteras i grupp. Vid det fysiska undervisningstillfället kommer fokus att ligga på att i grupper om 2-3 personer diskutera utifrån CASP-checklistans frågor kombinerat med diskussion i helgrupp. Aktivt lärande har visat sig skapa bättre förutsättningar för att befästa teoretisk kunskap och att omsätta kunskapen i praktiken.
Enhancing student engagement, critical thinking and collaborative mindset in physiotherapy education employing active learning
Teamwork, critical thinking and communication are key traits necessary to work in multidisciplinary healthcare teams. Active learning has been shown to directly contribute to the development of these key traits in addition to improving student engagement and outcomes. While mainstream medical education has widely utilized active learning approaches to achieve these ends, these approaches are relatively less utilized in paramedical education. The aim of this project is to propose a collaborative learning approach based on team-based learning (TBL) to encourage critical thinking, student engagement and a collaborative mindset in physiotherapy education.
Improving the Journal Club Experience – the “SK course” setting
As representatives of academia, we are subject experts - we should aim to master the skills of teaching as well. A Journal Club can be defined as an assembly of individuals who meet to discourse current medical literature. With a focus on active learning, the aim of this essay is to investigate possible ways to improve the way a Journal Club, as a part of an ”SK course”, can be undertaken. As examples, I suggest introducing CASP checklist, “brain-breaks,” and approaching a mindful way of teaching. In accordance with the SOLO taxonomy, learning outcomes associated with verbs have been expressed, facilitating active learning.
Norm-critical pedagogy: teaching medical students an LGBTQI+ sensitive professional practice
Medical students crucially need to develop sensitivity to LGBTQI+ issues in the context of healthcare, as well as critical self-reflective skills to appreciate how the clinician’s own identities and social positions impact upon their professional contact with patients and families. This paper suggests how this kind of teaching, informed by an intersectional, norm-critical perspective, might be initiated for third-semester medical students at the Physician’s program of Lund University, Sweden. I propose a set of learning activities combining individual assignments (an interactive video lecture, a multiple-choice test, and a brief self-evaluation task) with learning in small groups (case work, group discussions and role-plays) to promote active learning and develop students’ clinical skills and professional judgement. The proposed activities are grouped around a single time-point by necessity due to restricted resources on the program-level, severely limiting long-term retention of knowledge and skills. Consequently, the aim of these activities is to plant a seed of critical reflection which, if nourished, may grow into a culturally humble approach to clinical practice. From here, future physicians would be better equipped to meet and treat LGBTQI+ individuals, as well as people minoritized on different grounds.
Cooperative Learning Approach For Medical Students In Laboratory Research Projects
This project plan aims to enhance the learning outcomes of laboratory research projects by implementing cooperative learning as a pedagogical approach for medical students. The plan focuses on a laboratory research project related to the immunofluorescence-based characterization of lung adenocarcinoma organoids. The learning outcomes include improving students' skills in scientific communication, data interpretation, practical laboratory skills, and awareness of career paths in biomedical research and medicine. The incorporation of cooperative learning into laboratory research projects can enhance the learning experience and provide a platform for students to develop important skills essential for success in many fields.
Increasing student participation in a seminar on participation in research
This paper outlines intended modifications to a two-hour seminar called “Participation in research: exploring different ways of involvement” with the goal to actively engage the students in the learning process. Transforming a 45-minute lecture into active learning exercises, the students will engage with the learning content in groups using the create-comment-revise method. The second part of the seminar, centred around the exploration of creative methods, will be modified to include a round of peer-learning in jigsaw groups, as opposed to a plenary session.
PROJECTing a problem-based learning for better motivation & learning outcomes
The first semester biomedical program course (LÄKC14) is purely problem-based learning (PBL) with an activity where students have lab-rotation. This activity has not been analysed and improved sufficiently. The purpose of this project is to introduce Project based learning (PjBL) for this activity to increase the motivation, learning and application towards overall aims of the course and degree program. The increased duration and student central approaches of projects have been discussed including gender equality in the groups undertaking a project. The approaches are expected to increase motivation, improve learning of concepts, techniques involved and their applications to real project problems. This project will potentially improve overall learning outcomes of the course and the degree program.
Implementing peer-learning in a team-based inspired setting in biomechanics
The project is focused on transforming a tutoring session in biomechanics for the Sport Science bachelor program at Malmö University to a peer-learning activity inspired by team-based learning. The aim is to improve student learning of biomechanics.
Self-assessment of professional competencies skills during the clinical phase of medical school
Self-assessment is a powerful learning tool when done correctly. Progression of generic professional skills, such as ability to communicate and cooperate with colleagues and patients, is critical for medical students to achieve several key objectives in the education plan. Yet, there is currently no framework for standardized and continuous self-assessments of such skills across the program. In this paper, I propose a set of questions that could be used for continuous self-assessment of professional skills across the clinical parts of Lund University Medical School. I discuss pros and cons with self-assessments and how these self-evaluation questions could tie in with the nationally established Entrustable Professional Activities.
Kursutvecklingsprojekt - Utvecklingsarbete avs. kursen FYPB38 Funktionsförmåga och hälsotillstånd vid sjukdom och skada i nervsystemet, fysioterapeutprogrammet T3
Syftet med detta kursutvecklingsprojekt är att analysera kursen FYPB38 ’Funktionsförmåga och hälsotillstånd vid sjukdom och skada i nervsystemet’ utifrån dess kursmål, undervisningsaktiviteter och examinationsformer, med speciellt fokus på den revidering son nyligen gjorts av färdighetsundervisningen. Frågeställningar: 1. Hur ser kopplingen mellan kursmål, undervisningsaktiviteter och examinationsformer ut för kursen som helhet, med speciellt fokus på färdighetsdelen och dess roll i sammanhanget. 2. Vilka möjliga vinster och risker kan finnas med de förändringar som gjordes av färdighetsundervisningen under ht-22 ur ett lärandeperspektiv? 3. Hur upplever studenterna det nya upplägget? 4. Vad skulle kunna förbättras? Hur skulle det kunna göras inom vad som är rimligt utifrån aktuella resurser?
Ökat aktivt lärande inom kursen Människans rörelseförutsättningar I, 13.5 hp, FYPB17 Fysioterapeutprogrammet, termin 1
I detta kursutvecklingsprojekt har en genomlysning med förändringsförslag gjorts på kursen Människans rörelseförutsättningar I, FYPB17. Förändringsförslagen handlar om förtydligande av kursmål och examinationsformer/bedömningskriterier. En större förändring förslås kring läraktiviteterna inom anatomiundervisningen där flipped classroom föreslås som pedagogisk metod för att öka aktivt lärande inom kursen då det främjar en djupare inlärning och tillämpning av det studenterna lär sig. Målet är att studenterna ska få en djupare kunskap och förståelse och kunna koppla ihop anatomi med funktionella sammanhang.
Aktivt lärande i kursen Arbetsterapi: Funktionell anatomi på Arbetsterapeutprogrammet, T1
Projektet är en utvärdering och revidering av kursen Arbetsterapi: Funktionell anatomi, 10,5 hp, termin 1. Granskning av kursen görs av och utifrån kursmål, befintliga arbetsformer och hur man kan utveckla dessa med fokus på aktivt lärande för att komma närmare kursmål. Bedömningsformer och examinationer värderas och sätts i relation till kursmål.
Deltema ”Prevention och Hälsofrämjande arbete” på T11/T12 i den 6-åriga läkarutbildningen
Projektarbetet syftar till att ge förslag till förstärkning av delämnet ”Prevention och Hälsofrämjande arbete” i det nya sexåriga läkarprogrammet med fokus på kursen Individ och Samhälle på T11/T12. Befintliga kursmål inventerades, redigerades och ytterligare kursmål las till. Befintliga läraraktiviter som rör prevention ska bibehållas med ytterligare förstärkning av preventionsdelar. Det viktigaste förändringsförslag är ny införandet av 2 halvdagar med preventionsseminarier. Dessa är inspirerade av flipped classroom med angivna inläsningsuppgifter, inspirerade av TBL med arbete i små grupper och quiz individuellt och i grupperna i början av seminariet som sedan följs av case-liknande patientfall kombinerad med simulationsövningar i motiverande samtal. Examination rekommenderas genom både skriftlig kunskapsprov, portfolio som innehåller både feedback från verksamhetsförlagda utbildningen och egen reflektion och som idealfall en praktisk övning i form av en Objective Structured Clinical Examination (OSCE).
Introduktion för läkarstudenter av två kliniska handledningsmodeller inför ViL-placering i primärvården
Projektet beskriver introduktion av två kliniska handledningsmodeller på Läkarprogrammets termin 11 inför verksamhetsintegrerat lärande (ViL) på vårdcentral. Modellerna förväntas facilitera studenternas kliniska resonemang avseende differentialdiagnos, åtgärdsresonemang samt beslut om åtgärd. Modellerna har vi tidigare introducerat genom olika metoder för de handledande primärvårdsläkare vi lyckats nå. Projektet beskriver införandet för studenter genom föreläsning, rollspel och praktisk övning samt innehåller en diskussion om de förväntade vinsterna med detta.
Hur kan vi på ett respektfullt och effektivt sätt inkludera introverta studenter i aktivt lärande?
På universitetet strävar vi efter en undervisning som är rättvis för alla studenter, men oftast glömmer vi bort att visa hänsyn till och respektera studenter med en mer introvert personlighetstyp. Detta arbete fokuserar därför på de möjligheter och utmaningar som finns för en introvert student i en aktiv lärande process. Rapporten lyfter fram några enkla metoder som man som lärare kan använda sig av i sin undervisning för att säkerställa att man inkluderar studenter med både introverta och extroverta personlighetsdrag. Genom att inkludera en del eller alla lärande moment som tas upp i denna rapport kan vi tillsammans på ett enkelt sätt förbättra undervisningsformen och på så sätt bidra till att skapa en rättvis undervisning där alla studenter har samma chans att uppnå ett bra lärande.
Muskuloskeletal färdighetsträning utifrån teambaserat lärande
Praktisk färdighet är en central del av fysioterapeututbildningen då fysioterapeuter undersöker och behandlar patienter med händerna som redskap. Inom ramen för denna uppgift har jag applicerat Teambaserat lärande och behavioristisk metod på färdighetsundervisning i termin 1 på fysioterapeutprogrammet. Lärandeaktiviteten ska följa dessa punkter: Steg 1. Individuell inhämtning av kunskap i förväg, Steg 2. Individuellt kunskapstest, Steg 3. Kunskapstest i gruppen, Steg 4. Läraren förtydligar oklarheter och demonstrerar färdigheter, Steg 5. Teamarbete utifrån patientfall. I steg 4–5 appliceras behavioristisk metod för inlärning av praktisk färdighet. Viktiga aspekter här är att bryta upp komplexa färdigheter i delmoment, momentan feedback och repetition. TBL kan vara särskilt lämpligt i undervisning inom hälsovetenskaper då studenter behöver lära sig att själva inhämta information genom hela yrkeslivet och att man inom sjukvården ofta arbetar team-baserat.
Teaching in an online learning environment
During Covid-19 the cessation of face-to-face classrooms resulted in a dramatic increase in the use of online platforms for teaching initiated with immediate effect. In this project I explore whether and how I could enhance my teaching in the online learning environment? This is done in three steps: 1) conducting a brief overview of the evidence in the field on online versus onsite learning environments, 2) explore whether specific learning models better suited for online learning environments have been developed, 3) propose an enhanced teaching plan for my online teaching taking the gained knowledge into account.
Introducing the concept of sustainable health care to medical student
Climate change has rapidly become one of the upcoming century’s largest public health issues. Health care itself contribute to about 4.4% of the global emissions of greenhouse gases. All sectors in society, including healthcare, needs to reduce its impact on climate change and the environment. Health care professionals thus need to understand and start reflecting on the impact they have through their profession, and how climate change will affect their line of work with an increased number of patients seeking help for issues related to climate change. Based on this the purpose of this learning activity is to introduce medical student to concepts related to climate change and sustainable healthcare through a traditional lecture. The purpose of the activity is further to let the students reflect on these concepts from a healthcare perspective by using a Line-up exercise where the student can express their opinion and feeling toward the topic.
Exploring possibilities and barriers in effective surgical training
Surgical training is changing because surgical standards have changed rapidly over the past two decades. For instance, the introduction of laparoscopy has enabled simulated training. The aim of this project was to scope the possibilities and barriers of efficient surgical training with current theories of learning as the theoretical foundation and to apply these theories to teaching the laparoscopic appendectomy more efficiently. Behaviorism and cognitive theory are the mainstay of teaching practical skills. Cognitive load theory describes the learning of a new activity in three different phases where automation is increasing throughout the learning. In order to meet the student’s current needs, the student’s skill should be assessed and teaching adapted accordingly. Social cognitive theory contains theories on three domains that affect learning. Modifiable factors such as self-efficacy, a sense of belonging, and form and timing of feedback are included as important factors for efficient learning. Applying these theories on teaching the laparoscopic appendectomy has led to the following conclusions: A standard for the operation has to be agreed upon. The procedure needs to be broken down and taught step-by-step and information is supposed to be presented to the student at the student’s current level of knowledge. Feedback has to be timely and precise. Because automation occurs as ability increases, experts might be worse teachers than experienced but not yet expert surgeons because the experts might have forgotten how to verbalize important steps of the procedure. Training is preferably spaced in time to avoid cognitive overload and fatigue.
Implementing Active Learning Conception in Enhancing Engagement in Research Activities in Nephrology Residents and Young Kidney Professionals
The interest in proceeding with a part-time researcher career or engaging in research projects is declining among early career clinicians in Nephrology Department at Lund University. Here I propose a structure of one seminar that will be implemented and will include: 1) the method enhancing intrinsic motivation for engaging in research activities of early career nephrologists, and 2) the solution in how a combination of team-based and inquiry-based learning can be implemented into the research seminars. Early career researchers will be asked specific open-ended questions to indicate the hinders that contribute to giving up on research activities and to describe their perceptions of clinical research. Then they will be invited to a research seminar that will give them tools for analyzing complex data from published articles, inspiring teamwork, and later generating their ideas. The feedback about the seminars will be evaluated through a one-minute paper and discussion. I hope this project will help boost intrinsic motivation among early-career nephrologists and create a working environment driving research forward.
Implementing flipped case-based learning in jigsaw groups in teaching clinical subjects in the medical school
An existing clinical lecture interactive lecture has the disadvantages not reaching out to all students equally. Literature supports a change to a flipped case-based learning in jigsaw groups. In this way probably all students have an equal chance og benefiting from this learning activity.
How to transform a lecture on diabetic retinopathy into a team-based active learning experience
This project shows one way to convert a traditional lecture into an active learning setting by using an adapted team-based learning approach with implemented peer-to-peer learning, discussions, feedback and the use of digital support.