To Örebro University

oru.seÖrebro University Publications
Change search
Link to record
Permanent link

Direct link
Wiegleb Edström, Desirée
Publications (10 of 31) Show all publications
Elvén, M., Welin, E., Wiegleb Edström, D., Petreski, T., Szopa, M., Durning, S. J. & Edelbring, S. (2023). Clinical Reasoning Curricula in Health Professions Education: A Scoping Review. Journal of medical education and curricular development, 10, Article ID 23821205231209093.
Open this publication in new window or tab >>Clinical Reasoning Curricula in Health Professions Education: A Scoping Review
Show others...
2023 (English)In: Journal of medical education and curricular development, E-ISSN 2382-1205, Vol. 10, article id 23821205231209093Article, review/survey (Refereed) Published
Abstract [en]

OBJECTIVES: This scoping review aimed to explore and synthesize current literature to advance the understanding of how to design clinical reasoning (CR) curricula for students in health professions education.

METHODS: Arksey and O'Malley's 6-stage framework was applied. Peer-reviewed articles were searched in PubMed, Web of Science, CINAHL, and manual searches, resulting in the identification of 2932 studies.

RESULTS: Twenty-six articles were included on CR in medical, nursing, physical therapy, occupational therapy, midwifery, dentistry, and speech language therapy education. The results describe: features of CR curriculum design; CR theories, models, and frameworks that inform curricula; and teaching content, methods, and assessments that inform CR curricula.

CONCLUSIONS: Several CR theories, teaching, and assessment methods are integrated into CR curricula, reflecting the multidimensionality of CR among professions. Specific CR elements are addressed in several curricula; however, no all-encompassing CR curriculum design has been identified. These findings offer useful insights for educators into how CR can be taught and assessed, but they also suggest the need for further guidance on educational strategies and assessments while learners progress through an educational program.

Place, publisher, year, edition, pages
Sage Publications, 2023
Keywords
Clinical decision-making, clinical reasoning, curriculum design, health professions education
National Category
Pedagogy
Identifiers
urn:nbn:se:oru:diva-109495 (URN)10.1177/23821205231209093 (DOI)001090681600001 ()37900617 (PubMedID)
Note

Funding Agency:

Erasmus+ Knowledge Alliance project DID-ACT 

Available from: 2023-10-31 Created: 2023-10-31 Last updated: 2023-11-20Bibliographically approved
Hege, I., Adler, M., Donath, D., Durning, S. J., Edelbring, S., Elvén, M., . . . Wiegleb Edström, D. (2023). Developing a European longitudinal and interprofessional curriculum for clinical reasoning. Diagnosis (Berlin, Germany), 10(3), 218-224
Open this publication in new window or tab >>Developing a European longitudinal and interprofessional curriculum for clinical reasoning
Show others...
2023 (English)In: Diagnosis (Berlin, Germany), ISSN 2194-8011, Vol. 10, no 3, p. 218-224Article in journal (Refereed) Published
Abstract [en]

Clinical reasoning is a complex and crucial ability health professions students need to acquire during their education. Despite its importance, explicit clinical reasoning teaching is not yet implemented in most health professions educational programs. Therefore, we carried out an international and interprofessional project to plan and develop a clinical reasoning curriculum with a train-the-trainer course to support educators in teaching this curriculum to students. We developed a framework and curricular blueprint. Then we created 25 student and 7 train-the-trainer learning units and we piloted 11 of these learning units at our institutions. Learners and faculty reported high satisfaction and they also provided helpful suggestions for improvements. One of the main challenges we faced was the heterogeneous understanding of clinical reasoning within and across professions. However, we learned from each other while discussing these different views and perspectives on clinical reasoning and were able to come to a shared understanding as the basis for developing the curriculum. Our curriculum fills an important gap in the availability of explicit clinical reasoning educational materials both for students and faculty and is unique with having specialists from different countries, schools, and professions. Faculty time and time for teaching clinical reasoning in existing curricula remain important barriers for implementation of clinical reasoning teaching.

Place, publisher, year, edition, pages
Walter de Gruyter, 2023
Keywords
Clinical reasoning, curriculum development, faculty development, interprofessional
National Category
Pedagogy
Identifiers
urn:nbn:se:oru:diva-104437 (URN)10.1515/dx-2022-0103 (DOI)000936157500001 ()36800998 (PubMedID)2-s2.0-85148755876 (Scopus ID)
Note

Funding agency:

Erasmus + Knowledge Alliance DID-ACT 612454-EPP-1-2019-1-DE-EPPKA2-KA

Available from: 2023-02-23 Created: 2023-02-23 Last updated: 2023-12-08Bibliographically approved
Edelbring, S., Broberger, E., Sandelius, S., Norberg, J. & Wiegleb Edström, D. (2022). Flexible interprofessional student encounters based on virtual patients: a contribution to an interprofessional strategy. Journal of Interprofessional Care, 36(2), 310-317
Open this publication in new window or tab >>Flexible interprofessional student encounters based on virtual patients: a contribution to an interprofessional strategy
Show others...
2022 (English)In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 36, no 2, p. 310-317Article in journal (Refereed) Published
Abstract [en]

It is challenging to organize interprofessional activities in terms of coordinating students' various schedules. These challenges can be overcome by providing flexible online opportunities based on virtual patients (VPs). This study set out to study feasibility of using a blended approach based on virtual patients and a flexible interprofessional student encounter. The encounter was arranged in pairs or triads between nursing and medical students from two separate courses. Data were gathered through a questionnaire and followed up with group interviews. Reflective texts from the interprofessional encounters were analyzed in relation to descriptions of interprofessional competence. The great majority (86%) chose to meet online due to its flexibility. The participants gained an understanding of the other profession's roles and competences and a holistic patient awareness. Given its flexible and scalable opportunities, the blended online virtual patient approach provides a valuable contribution to an interprofessional programme.

Place, publisher, year, edition, pages
Taylor & Francis, 2022
Keywords
Interprofessional education, clinical reasoning, online encounter, virtual patients
National Category
Nursing
Identifiers
urn:nbn:se:oru:diva-91725 (URN)10.1080/13561820.2021.1893287 (DOI)000647961900001 ()33955312 (PubMedID)2-s2.0-85105446604 (Scopus ID)
Funder
Stockholm County Council
Available from: 2021-05-11 Created: 2021-05-11 Last updated: 2022-05-12Bibliographically approved
Friman, A., Wiegleb Edström, D., Ebbeskog, B. & Edelbring, S. (2020). General practitioners' knowledge of leg ulcer treatment in primary healthcare: an interview study. Primary Health Care Research and Development, 21, Article ID e34.
Open this publication in new window or tab >>General practitioners' knowledge of leg ulcer treatment in primary healthcare: an interview study
2020 (English)In: Primary Health Care Research and Development, ISSN 1463-4236, E-ISSN 1477-1128, Vol. 21, article id e34Article in journal (Refereed) Published
Abstract [en]

AIM: To describe general practitioners' (GPs') knowledge and the development of their knowledge regarding leg ulcer treatment when treating patients with leg ulceration at primary healthcare centers.

BACKGROUND: Earlier research regarding GPs' knowledge of leg ulcer treatment in a primary healthcare context has focused primarily on the assessment of wounds and knowledge of wound care products. Less is known about GPs' understandings of their own knowledge and knowledge development regarding leg ulceration in the everyday clinical context. This study, therefore, sets out to highlight these aspects from the GPs' perspective.

METHODS: Semi-structured interviews were conducted with 16 individual GPs working at both private and county council run healthcare centers. The data were analyzed inductively using a thematic analysis.

RESULTS: Four themes were identified. 'Education and training' describe the GPs' views regarding their knowledge and knowledge development in relation to leg ulcer treatment. 'Experience' refers to GPs' thoughts about the importance of clinical experience when treating leg ulcers. 'Prioritization' describes the issues GPs raised around managing the different knowledge areas in their clinical work. 'Time constraints' explore the relationship between GPs' sense of time pressure and their opportunities to participate in professional development courses.

CONCLUSIONS: The study shows that the GPs working in primary healthcare are aware of the need for ongoing competence development concerning leg ulceration. They describe their current knowledge of leg ulcer treatment as insufficient and point to the lack of relevant courses that are adapted for their level of knowledge and the limited opportunities for clinical training.

Place, publisher, year, edition, pages
Cambridge University Press, 2020
Keywords
GP, experiences, knowledge, knowledge development, leg ulcer treatment
National Category
Orthopaedics
Identifiers
urn:nbn:se:oru:diva-85994 (URN)10.1017/S1463423620000274 (DOI)000572111600001 ()32967749 (PubMedID)2-s2.0-85091544959 (Scopus ID)
Funder
Stockholm County Council
Available from: 2020-09-28 Created: 2020-09-28 Last updated: 2020-10-08Bibliographically approved
Wiegleb Edström, D., Karlsson, N. & Edelbring, S. (2020). Using interviews and observations in clinical practice to enhance authenticity in virtual patients for interprofessional education. BMC Medical Education, 20(1), Article ID 467.
Open this publication in new window or tab >>Using interviews and observations in clinical practice to enhance authenticity in virtual patients for interprofessional education
2020 (English)In: BMC Medical Education, E-ISSN 1472-6920, Vol. 20, no 1, article id 467Article in journal (Refereed) Published
Abstract [en]

BACKGROUND: Interprofessional collaboration is increasingly important in healthcare, but interprofessional education (IPE) faces challenges, such as different study programmes with varied schedules and campuses. These challenges can be met, in part, by using web-based virtual patients (VPs) as a tool in IPE. However, demands for relevant patient presentations and clinical practice increase when VPs are used by students from different programmes. The aim of this study was to improve the presentation of professional perspectives regarding nurses and physicians and their collaboration in order to increase the clinical authenticity of existing VPs.

METHODS: Clinical observations were conducted to gain familiarity with the context. Semi-structured interviews were performed with individual nurses and physicians with experience of patients with leg ulcers. The interviews were recorded, transcribed and analysed using thematic analysis.

RESULTS: The clinical observations exposed a lack of interprofessional collaboration in practice with regard to patients with leg ulcers. The interview analysis resulted in two themes: Clinical care and Organizational structure. The theme Clinical care included nursing with a holistic approach to the patient and awareness of the patient's well-being, including nutrition and home situation. The theme Organizational structure revealed a lack of teamwork in primary care. The interviewees stressed learning together and sharing responsibility, and they emphasised the importance of implementing interprofessional learning in the education of nurses and physicians in order to stimulate future teamwork. The VP should offer a broad medical history so that healthcare students are made aware of how a disease can affect the patient's social situation, and thereby illustrate the importance of interprofessional collaboration. The information should also be comprehensive and clear, leading to a diagnosis, so the student can gain clinical knowledge and build a foundation for discussion of treatment.

CONCLUSIONS: Interviews and observations in clinical practice can be used to enhance authenticity in VPs for interprofessional learning. A thorough look at authentic clinical environments can enrich and improve educational settings using VPs, and it can highlight the challenges students can encounter in clinical care of the patient and in an organisation with regard to interprofessional collaboration.

Place, publisher, year, edition, pages
BioMed Central, 2020
Keywords
E-learning, Interprofessional education, Virtual patients
National Category
Nursing
Identifiers
urn:nbn:se:oru:diva-87654 (URN)10.1186/s12909-020-02379-9 (DOI)000595767400004 ()33238957 (PubMedID)2-s2.0-85096581176 (Scopus ID)
Funder
Stockholm County CouncilThe Karolinska Institutet's Research Foundation
Note

Funding Agency:

Örebro University

Available from: 2020-11-27 Created: 2020-11-27 Last updated: 2022-02-10Bibliographically approved
Friman, A., Wiegleb Edström, D. & Edelbring, S. (2019). General practitioners’ perceptions of their role and their collaboration with district nurses in wound care. Primary Health Care Research and Development, 20, Article ID UNSP e39.
Open this publication in new window or tab >>General practitioners’ perceptions of their role and their collaboration with district nurses in wound care
2019 (English)In: Primary Health Care Research and Development, ISSN 1463-4236, E-ISSN 1477-1128, Vol. 20, article id UNSP e39Article in journal (Refereed) Published
Abstract [en]

Aim: To explore the perceptions of general practitioners (GPs) regarding their role and their collaboration with district nurses (DNs) in the management of leg ulcers in primary healthcare.

Background: Earlier research regarding the treatment of leg ulcers in a primary care context has focussed primarily on wound healing. Less is known about GPs’ understandings of their role and their collaboration with DNs in the management of leg ulcers. Since the structured care of patients with leg ulcers involving both GP and DN is currently rather uncommon in Swedish primary care, this study sets out to highlight these aspects from the GP’s perspective.

Methods: Semi-structured individual interviews with 16 GPs including both private and county council run healthcare centres. Thematic analysis was used to analyse the data.

Results: Four themes were identified. The first theme: ‘role as consultant and coordinator’ shows how the GPs perceived their role in wound care. In the second theme: ‘responsibility for diagnosis’ the GPs’ views on responsibility for wound diagnosis is presented. The third theme: ‘desire for continuity’ is based on the GPs’ desire for continuity concerning various aspects. In the fourth theme: ‘collaboration within the organisation’ the importance of the organisation for collaboration between GPs and DNs is presented.

Conclusions: The GP’s often work on a consultation-like basis and feel that they become involved late in the patients’ wound treatment. This can have negative consequences for the medical diagnosis and, thereby, lead to a prolonged healing time for the patient. Shortcomings regarding collaboration are mainly attributed to organisational factors.

Place, publisher, year, edition, pages
Cambridge University Press, 2019
Keywords
Collaboration, GP, professional role, wound care
National Category
Medical and Health Sciences Other Health Sciences
Research subject
Health and Medical Care Research
Identifiers
urn:nbn:se:oru:diva-71318 (URN)10.1017/S1463423618000464 (DOI)000489172000016 ()30021662 (PubMedID)
Funder
Stockholm County Council
Available from: 2019-01-10 Created: 2019-01-10 Last updated: 2020-02-14Bibliographically approved
Edelbring, S., Abrandt Dahlgren, M. & Wiegleb Edström, D. (2018). Characteristics of two questionnaires used to assess interprofessional learning: psychometrics and expert panel evaluations. BMC Medical Education, 18, Article ID 40.
Open this publication in new window or tab >>Characteristics of two questionnaires used to assess interprofessional learning: psychometrics and expert panel evaluations
2018 (English)In: BMC Medical Education, E-ISSN 1472-6920, Vol. 18, article id 40Article in journal (Refereed) Published
Abstract [en]

Background: Interprofessional learning activities are included in many curricula but are difficult to assess. For languages that are not widely spoken such as Swedish, few validated questionnaires exist that relate to interprofessional outcomes. Therefore, the aim was to examine two such questionnaires in relation to interprofessional competence domains.

Methods: Psychometric characteristics, such as homogeneity of items and internal consistency, were assessed for the Swedish versions of the Jefferson Scale of Attitudes Towards Physician-Nurse Collaboration (JSAPNC) and the Readiness for Interprofessional Learning Scale (RIPLS). The questionnaires were distributed directly following IPL activities. Mokken scale analysis based on Loevingers coefficient for homogeneity and Cronbachs alpha were used to evaluate the scales. Two expert panels performed a qualitative analysis of items in relation to four internationally defined interprofessional competences.

Results: In total, 88 and 84 responded to the JSAPNC and RIPLS questionnaires, respectively. Estimates of homogeneity were low for both the JSAPNC (H = 0.16) and the RIPLS (H = 0.21). Reliabilities were weak (0.62 and 0.66, respectively) for the total scales. The expert panels categorised 68% of items into similar competence domains. However, their discussion revealed ambiguous wordings and imbalances in the two questionnaires in relation to domains.

Conclusion: Interprofessional competence domains are defined but few validated tools exist to assess them. Examined tools relating to interprofessional learning in Swedish do not qualify for assessing overarching IPL outcomes, and summed scores from these tools should be used with caution.

Place, publisher, year, edition, pages
BioMed Central, 2018
Keywords
Interprofessional learning, Competencies, Assessment, Questionnaires, Validation
National Category
Nursing
Identifiers
urn:nbn:se:oru:diva-69817 (URN)10.1186/s12909-018-1153-y (DOI)000428017100001 ()29554898 (PubMedID)2-s2.0-85044209013 (Scopus ID)
Funder
Stockholm County CouncilThe Karolinska Institutet's Research Foundation
Available from: 2018-10-24 Created: 2018-10-24 Last updated: 2022-02-10Bibliographically approved
Friman, A., Wiegleb Edström, D. & Edelbring, S. (2017). Attitudes and perceptions from nursing and medical students towards the other profession in relation to wound care. Journal of Interprofessional Care, 31(5), 620-627
Open this publication in new window or tab >>Attitudes and perceptions from nursing and medical students towards the other profession in relation to wound care
2017 (English)In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 31, no 5, p. 620-627Article in journal (Refereed) Published
Abstract [en]

Lack of nurse‒physician collaboration in wound care may result in prolonged healing times for patients. In order to facilitate future professional collaboration, undergraduate learning activities in interprofessional education (IPE) have been proposed. The aim of this study was to investigate nursing and medical students’ attitudes and perceptions towards each other’s future professions and interprofessional collaboration in wound care. Nursing and medical students took part in an interprofessional learning activity about wound care. Data were collected using the Jefferson Scale of Attitudes towards Physician‒Nurse Collaboration questionnaire to student groups before and after an IPE activity (pooled n = 221). Focus groups were conducted to deepen the knowledge about students’ attitudes and perceptions. The results showed high scores on the attitude scale (mean 53.2, possible maximum = 60) both before and after IPE, indicating positive attitudes towards nurse‒physician collaboration. Nursing students scored higher than medical students both pre-IPE (p < 0.001) and post-IPE (p = 0.006). However, no difference on scale scores could be identified between pre- and post-IPE. The following themes emerged in the analysis of focus group discussions: “Approaching patient care from different perspectives,” “Need for collaboration and clear professional roles in practice,” “Structures hindering future collaboration,” and “IPE as a tool for professional practice and roles.” The shared learning activity provided insights into the other profession’s competence. This kind of learning activity may increase future interprofessional collaboration, and thus, improve wound care.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
Collaboration, healthcare students, interprofessional education, wound care
National Category
Pedagogy
Identifiers
urn:nbn:se:oru:diva-69818 (URN)10.1080/13561820.2017.1336991 (DOI)000413764100009 ()28753058 (PubMedID)2-s2.0-85026362282 (Scopus ID)
Note

Funding agencies: Stockholm County Council

Available from: 2018-10-24 Created: 2018-10-24 Last updated: 2024-01-02Bibliographically approved
Wiegleb Edström, D., Wilhemsson-Macleod, N., Berggren, M., Josephson, A. & Wahlgren, C.-F. (2015). A phenomenographic study of students' conception of learning for a written examination. International Journal of Medical Education, 6, 40-46
Open this publication in new window or tab >>A phenomenographic study of students' conception of learning for a written examination
Show others...
2015 (English)In: International Journal of Medical Education, E-ISSN 2042-6372, Vol. 6, p. 40-46Article in journal (Refereed) Published
Abstract [en]

OBJECTIVE: We investigated students' conception of learning for an examination in internal medicine, infectious diseases and dermatology-venereology, in three separate examinations versus a single integrated one.

METHODS: The study was carried out during a curricular change, with one cohort belonging to a new integrated examination and the other to the former non-integrated examination. Forty-eight interviews were carried out among medical undergraduates regarding the role of the examination in the learning process. The interviews were analyzed according to the phenomenographic approach to identify the students' conception of learning.

RESULTS: The learning approaches could be categorized in 47 of the 48 students into 4 major groups: application directed, holistic, comprehensive and tactical memorizing learning. The result indicated that comprehensive learning was the most common approach among students following either examination-form; tactical memorizing learning was more prevalent among students following the non-integrated examination and holistic learning was applied more frequently among students following the integrated examination. Nine of the 47 students changed their approaches over time, the majority switching to a comprehensive approach. No significant gender difference was observed.

CONCLUSIONS: Comprehensive learning was the most common strategy employed and students who changed during the course most often switched to this. However, only a minor change in approach was observed after a switching to an integrated examination, i.e. it takes more than just an integrated examination to change the student's conception of learning.

Place, publisher, year, edition, pages
University of Nottingham, 2015
Keywords
Assessment, curriculum change, integration, phenomenography
National Category
Educational Sciences Learning
Identifiers
urn:nbn:se:oru:diva-78435 (URN)10.5116/ijme.5513.0eec (DOI)000214867500007 ()25822467 (PubMedID)2-s2.0-8499214325 (Scopus ID)
Funder
Stockholm County CouncilThe Karolinska Institutet's Research Foundation
Available from: 2019-12-19 Created: 2019-12-19 Last updated: 2022-09-15Bibliographically approved
Wester, U., Wiegleb Edström, D., Bengtsson, E. & Sallander, E. (2014). Response to Norval and de Gruijl's 'Comment on Sallander et al.' [Letter to the editor]. Photodermatology, Photoimmunology & Photomedicine, 30(4), 178-179
Open this publication in new window or tab >>Response to Norval and de Gruijl's 'Comment on Sallander et al.'
2014 (English)In: Photodermatology, Photoimmunology & Photomedicine, ISSN 0905-4383, E-ISSN 1600-0781, Vol. 30, no 4, p. 178-179Article in journal, Letter (Refereed) Published
Place, publisher, year, edition, pages
Wiley-Blackwell Publishing Inc., 2014
National Category
Dermatology and Venereal Diseases
Identifiers
urn:nbn:se:oru:diva-78449 (URN)10.1111/phpp.12126 (DOI)000339546900003 ()24828379 (PubMedID)2-s2.0-84904730573 (Scopus ID)
Available from: 2019-12-19 Created: 2019-12-19 Last updated: 2019-12-20Bibliographically approved
Organisations

Search in DiVA

Show all publications