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  • 1.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Ewins, Kristin
    Örebro University.
    Lidskog, Marie
    Örebro University.
    What is the Difference Between Knowing a Subject and Teaching it?: Interpreation and Guidance of Teaching in Higher Education2018Conference paper (Refereed)
  • 2. Cesta, Amedeo
    et al.
    Cortellessa, Gabriella
    Fracasso, Francessca
    Orlandini, Andrea
    Fredriksson, Carin
    Lidskog, Marie
    Pettersson, Ingvor
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Engfeldt, Peter
    Forsberg, Anette
    Östlund, Britt
    Lund University, Lund, Sweden.
    Turno, Marcello
    Gutierrez, Carlos
    GiraffPlus: D1.1 User Requirements and Design Principles Report2012Report (Other academic)
    Abstract [en]

    This document reports on the work performed in Task 1.1 User requirements analysis and Task 1.2 GiraffPlus Environment Design Principles. Specifically, it describes the results of a deep involvement of users, both primary (elderly living in their apartment), and secondary (health care professional or family members and friends) recruited in our studies. The report details the qualitative and quantitative research carried out in the three countries of Sweden, Spain and Italy, to elicit user requirements and expectations in terms of type of services as well as system design and appearance. Some qualitative cross-cultural analysis has also been performed in order to highlight differences emerged during the studies in the three countries. Result of this effort is list of user requirements and a set of preferences on different mockups of a component of the system that can be both used to influence the future architecture definition and functional specification of the GiraffPlus system. The work described in this deliverable constitutes the starting point of T1.3 Technological Component Assessment and Selection and overall provides useful hints to the whole system development.

  • 3.
    Ewins, Kristin
    et al.
    Örebro University.
    Bergh, Andreas
    Örebro University, School of Humanities, Education and Social Sciences.
    Lidskog, Marie
    Örebro University, School of Medical Sciences.
    What is the difference between knowing a subject and teaching it?: Enactments of teaching in higher education2017Conference paper (Refereed)
  • 4.
    Hultgren Hörnquist, Elisabet
    et al.
    Örebro University, School of Health and Medical Sciences.
    Nilsson, Kerstin
    Örebro University, School of Health and Medical Sciences.
    Andersson, T.
    Örebro University, School of Health and Medical Sciences.
    Tidefelt, Ulf
    Örebro University, School of Health and Medical Sciences.
    Lidskog, Marie
    Örebro University, School of Health and Medical Sciences.
    Building a PBL-based integrated curriculum for a new medical school in Sweden2011Conference paper (Other academic)
  • 5.
    Lidskog, Marie
    Örebro University, School of Health and Medical Sciences.
    Learning with, from and about each other: interprofessional education on a training ward in municipal care for older persons2008Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The overall aim of this thesis was to describe and evaluate interprofessional education on an interprofessional training ward in municipal care for older persons. Interprofessional education has for some years now been proposed as a means to meet the call for effective collaboration, co-ordination and quality in health and social care. On the interprofessional training ward considered in this thesis, stu-dents from nursing, occupational therapy and social work programmes worked together for three weeks to learn with, from and about each other.

    In the first study (I) students’ perceptions and attitudes concerning the training on the ward were studied. An attitude questionnaire and a retrospective goal-fulfilment questionnaire were distributed to all students. Non-parametric statistics were used for the quantitative analysis, and qualitative content analysis for the qualitative parts. The results showed that the students had positive attitudes to-wards the training ward and in most respects the learning goals set up for the course were considered to have been met.

    In Studies II and III the focus was on students’ knowledge and understanding of their own and the others’ professions. Sixteen students were interviewed before and after. In the analysis of the interviews a phenomenographic approach was used. The findings showed a variation from simplistic conceptions of the profes-sions in terms of tasks to more complex conceptions in terms of the profession’s knowledge, responsibility and values. Differences in the ways professions were described concerning their professional stance towards the patients were espe-cially accentuated. The comparison between before and after indicated that there were changes in the students’ views. In some areas, however, there remained dis-crepancies between students’ understanding of their own profession and the oth-ers’ understanding of this profession. To promote mutual agreement on each other’s role this needs to be given careful consideration.

    In the fourth study (IV) the focus was on the students’ participation in the community of practice on the ward, and the findings reveal an ambivalent picture of this participation (and thus of their learning). The students collaborated in the care of the patients. However, they sometimes experienced a gap between expec-tations and reality with regard to both the profession-specific and the interprofes-sional training on the ward: what they had to do was sometimes felt to be be-neath their qualifications and irrelevant to the programme of education they were pursuing. This applied to all three groups, but especially student social workers.

    Interprofessional training wards can promote interprofessional learning, but it is crucial that setting should be right: it needs to be realistic for all the students involved, offering relevant profession-specific and interprofessional tasks and situations where the students can develop skills in collaborative, patient-centred care.

    List of papers
    1. Students' learning experiences from interprofessional collaboration on a training ward in municipal care
    Open this publication in new window or tab >>Students' learning experiences from interprofessional collaboration on a training ward in municipal care
    2008 (English)In: Learning in Health and Social Care, ISSN 1473-6853, E-ISSN 1473-6861, Vol. 7, no 3, p. 134-145Article in journal (Refereed) Published
    Abstract [en]

    One way to offer students pursuing health and social care programmes realistic experiences of teamwork is interprofessional training wards where students from different educational programmes learn teamwork by working together. In the present study, a training ward in municipal care for older people was evaluated. Students from occupational therapy, nursing and social work programmes worked together on the ward for 3 weeks to learn with, from and about each other. The aim of the study was to compare students' attitudes towards practice on a training ward before and after and to evaluate goal fulfilment after 3 weeks' interprofessional education on a training ward. An attitude questionnaire was distributed to all students before and after their time on the ward, supplemented with a retrospective goal-fulfilment questionnaire afterwards. The results show that the collaborative, social experience the training ward offers was appreciated by the students and in most respects, met the learning goals set up for the course. The most important learning experience was working together in a real-life setting. However, there are some issues to take into consideration when planning and developing training wards. The setting needs to be realistic and relevant in relation to future roles for all of the student groups involved. The value and purpose of engaging together in basic patient care needs to be the subject of further investigation. When it comes to fostering competent team-workers, training wards seem to be one way forward. But to fully understand the challenges and difficulties involved in planning these wards, the learning achieved must be understood in the context of the setting as a whole, in all its aspects.

    National Category
    Social Sciences Interdisciplinary Nursing
    Research subject
    Nursing Science
    Identifiers
    urn:nbn:se:oru:diva-3008 (URN)10.1111/j.1473-6861.2008.00181.x (DOI)
    Available from: 2008-10-15 Created: 2008-10-15 Last updated: 2018-01-13Bibliographically approved
    2. Interprofessional education on a training ward for older people: Students' conceptions of nurses, occupational therapists and social workers
    Open this publication in new window or tab >>Interprofessional education on a training ward for older people: Students' conceptions of nurses, occupational therapists and social workers
    2007 (English)In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 21, no 4, p. 387-399Article in journal (Refereed) Published
    Abstract [en]

    Collaboration between professionals in health and social care is essential to meet the needs of the patient. The collaboration is dependent on knowledge and understanding of each other's roles. One means of improving communication and collaboration among professionals is interprofessional education. The aim of this study was to describe the variation in how students in nursing, occupational therapy and social work perceived their own and the other professions. Over a three-week period two interviews were conducted with each of 16 students who were on an interprofessional training ward for older people in a municipal setting in Sweden. A phenomenographical approach was used in the analysis of the interviews. The findings showed great variation in how the students perceived the professions, from simplistic in terms of tasks to a more complex conception in terms of knowledge, responsibility and values. Differences in the ways professions were described concerning their professional stance towards the patients were especially accentuated. The findings indicate that the students need opportunities for reflection on and scrutiny of each other's beliefs and knowledge. The influence of interprofessional education involving reflection on the different health-care professions needs to be explored in future research.

    National Category
    Nursing
    Research subject
    Nursing Science
    Identifiers
    urn:nbn:se:oru:diva-3009 (URN)10.1080/13561820701349420 (DOI)17654156 (PubMedID)
    Available from: 2008-10-15 Created: 2008-10-15 Last updated: 2017-12-14Bibliographically approved
    3. Learning about each other: Students' conceptions before and after interprofessional education on a training ward
    Open this publication in new window or tab >>Learning about each other: Students' conceptions before and after interprofessional education on a training ward
    2008 (English)In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 22, no 5, p. 521-533Article in journal (Refereed) Published
    Abstract [en]

    In interprofessional work the striving of the members of each profession to establish their own positive in-group identity can be a source of conflict and have a negative effect on care. To counteract this, interprofessional training wards (IPTWs) have been developed in Sweden. The aim of the present study was to investigate similarities and differences in how student nurses, student occupational therapists and student social workers perceived their own and the other two professions before and after clinical education on an IPTW. Sixteen students were interviewed before and after the training on an IPTW in municipal care for older people in Sweden. A coding scheme developed in an earlier study was used in the analysis of the interviews. The findings indicate that there are changes in the students' stereotyped views, enhancing understanding of each other's professions after three weeks' clinical education on the IPTW. In some areas, however, there are still discrepancies between the description of own profession and the others' understanding of this profession that need to be confronted. In interprofessional training during education in social and health care there needs to be a balance between on the one hand the particular professional identity, on the other the shared identity implied by membership of the health-care team focusing on a common goal.

    National Category
    Social Sciences Interdisciplinary Nursing
    Research subject
    Nursing Science
    Identifiers
    urn:nbn:se:oru:diva-3010 (URN)10.1080/13561820802168471 (DOI)
    Available from: 2008-10-15 Created: 2008-10-15 Last updated: 2018-01-13Bibliographically approved
    4. Learning through participating on an interprofessional training ward
    Open this publication in new window or tab >>Learning through participating on an interprofessional training ward
    (English)Manuscript (preprint) (Other academic)
    National Category
    Nursing
    Research subject
    Nursing Science
    Identifiers
    urn:nbn:se:oru:diva-3011 (URN)
    Available from: 2008-10-15 Created: 2008-10-15 Last updated: 2017-10-18Bibliographically approved
  • 6.
    Lidskog, Marie
    et al.
    Örebro University, School of Health and Medical Sciences.
    Löfmark, Anna
    Ahlström, Gerd
    Interprofessional education on a training ward for older people: Students' conceptions of nurses, occupational therapists and social workers2007In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 21, no 4, p. 387-399Article in journal (Refereed)
    Abstract [en]

    Collaboration between professionals in health and social care is essential to meet the needs of the patient. The collaboration is dependent on knowledge and understanding of each other's roles. One means of improving communication and collaboration among professionals is interprofessional education. The aim of this study was to describe the variation in how students in nursing, occupational therapy and social work perceived their own and the other professions. Over a three-week period two interviews were conducted with each of 16 students who were on an interprofessional training ward for older people in a municipal setting in Sweden. A phenomenographical approach was used in the analysis of the interviews. The findings showed great variation in how the students perceived the professions, from simplistic in terms of tasks to a more complex conception in terms of knowledge, responsibility and values. Differences in the ways professions were described concerning their professional stance towards the patients were especially accentuated. The findings indicate that the students need opportunities for reflection on and scrutiny of each other's beliefs and knowledge. The influence of interprofessional education involving reflection on the different health-care professions needs to be explored in future research.

  • 7.
    Lidskog, Marie
    et al.
    Örebro University, School of Health and Medical Sciences.
    Löfmark, Anna
    Ahlström, Gerd
    Learning about each other: Students' conceptions before and after interprofessional education on a training ward2008In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 22, no 5, p. 521-533Article in journal (Refereed)
    Abstract [en]

    In interprofessional work the striving of the members of each profession to establish their own positive in-group identity can be a source of conflict and have a negative effect on care. To counteract this, interprofessional training wards (IPTWs) have been developed in Sweden. The aim of the present study was to investigate similarities and differences in how student nurses, student occupational therapists and student social workers perceived their own and the other two professions before and after clinical education on an IPTW. Sixteen students were interviewed before and after the training on an IPTW in municipal care for older people in Sweden. A coding scheme developed in an earlier study was used in the analysis of the interviews. The findings indicate that there are changes in the students' stereotyped views, enhancing understanding of each other's professions after three weeks' clinical education on the IPTW. In some areas, however, there are still discrepancies between the description of own profession and the others' understanding of this profession that need to be confronted. In interprofessional training during education in social and health care there needs to be a balance between on the one hand the particular professional identity, on the other the shared identity implied by membership of the health-care team focusing on a common goal.

  • 8.
    Lidskog, Marie
    et al.
    Örebro University, School of Health and Medical Sciences.
    Löfmark, Anna
    Ahlström, Gerd
    Learning through participating on an interprofessional training wardManuscript (preprint) (Other academic)
  • 9.
    Lidskog, Marie
    et al.
    Örebro University, School of Health and Medical Sciences.
    Löfmark, Anna
    Ahlström, Gerd
    Learning through participating on an interprofessional training ward2009In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 23, no 5, p. 486-497Article in journal (Refereed)
    Abstract [en]

    Learning in clinical education can be understood as a process of becoming a legitimate participant in the relevant context. Interprofessional training wards (IPTWs) are designed to give students from educational programmes in health and social care a realistic experience of collaboration for the purpose of developing teamwork skills. IPTWs have been found to be appreciated by the students and to influence students' understanding of each other's professions. The aim of this study was to describe and analyse the students' learning on an interprofessional training ward in care for older persons through focusing on the students' ways of participating in the communities of practice on the ward. A case study design was chosen. Multiple data sources were used. The findings show that the students engaged as active participants in the care. At the same time there was sometimes a discrepancy between on the one hand expectations and goals, on the other hand actual participation. There were difficulties in making the training relevant for all the student groups involved. The findings indicate that in the planning of interprofessional education the choice of setting and learning situations is crucial with regard to the learning that will occur.

  • 10.
    Lidskog, Marie
    et al.
    Örebro University, School of Health and Medical Sciences.
    Löfmark, Anna
    Ahlström, Gerd
    Students' learning experiences from interprofessional collaboration on a training ward in municipal care2008In: Learning in Health and Social Care, ISSN 1473-6853, E-ISSN 1473-6861, Vol. 7, no 3, p. 134-145Article in journal (Refereed)
    Abstract [en]

    One way to offer students pursuing health and social care programmes realistic experiences of teamwork is interprofessional training wards where students from different educational programmes learn teamwork by working together. In the present study, a training ward in municipal care for older people was evaluated. Students from occupational therapy, nursing and social work programmes worked together on the ward for 3 weeks to learn with, from and about each other. The aim of the study was to compare students' attitudes towards practice on a training ward before and after and to evaluate goal fulfilment after 3 weeks' interprofessional education on a training ward. An attitude questionnaire was distributed to all students before and after their time on the ward, supplemented with a retrospective goal-fulfilment questionnaire afterwards. The results show that the collaborative, social experience the training ward offers was appreciated by the students and in most respects, met the learning goals set up for the course. The most important learning experience was working together in a real-life setting. However, there are some issues to take into consideration when planning and developing training wards. The setting needs to be realistic and relevant in relation to future roles for all of the student groups involved. The value and purpose of engaging together in basic patient care needs to be the subject of further investigation. When it comes to fostering competent team-workers, training wards seem to be one way forward. But to fully understand the challenges and difficulties involved in planning these wards, the learning achieved must be understood in the context of the setting as a whole, in all its aspects.

  • 11.
    Särnblad, Stefan
    et al.
    Örebro University, School of Medical Sciences.
    Lidskog, Marie
    Örebro University, School of Medical Sciences.
    Walfridsson, Helena
    Örebro University, School of Medical Sciences.
    Hjelmqvist, Hans
    Örebro University, School of Medical Sciences.
    Duberg, Ann-Sofi
    Örebro University, School of Medical Sciences.
    Will Early Clinical Training improve the professional skills?: Experience from a New Medical Education in Sweden2018Conference paper (Refereed)
    Abstract [en]

    Background: The undergraduate medical education in Sweden is 5½ years long (11 semesters), followed by an 18 months internship before license. The university curriculum used to be 6 theoretical semesters followed by 5 “clinical” semesters. Today it is common with integrated curricula with an early introduction of clinical training.

    Method: School of Medicine at Örebro University started in January 2011 and now admits 70 students every semester. The first students graduated in June 2016. The educational approach is problem-based learning and the curriculum is integrated with six themes based on physiological processes. Biomedicine, clinical medicine and professional development are integrated throughout the entire programme.

    Results: In total, clinical placement constitutes 74 weeks of which 16 weeks are spread through the first six semesters. The remaining 58 weeks (semester 7-11) are divided into six longer periods related to the themes. The objective of clinical placement during the first 6 semesters is to practice general clinical skills like communication, history-taking and clinical examination, but also to understand the health care system and the tasks of other health care personnel. The clinical placement in semester 6 ends with a seminar for reflection around the professional development and the value of early clinical placement. The students appreciate the early clinical placements. They manage to acquire general professional skills at this early stage and have the possibility to reflect upon their choice of profession. This stimulates theoretical studies and makes them more comfortable when entering the long clinical placements related to the themes. This is beneficial also for the clinical tutors. The first Örebro students that graduated were satisfied with the preparation given “to work as doctors” and gave the University the highest rank in a national survey.

    Conclusion: Early clinical training is beneficial for the development of professional skills; it motivates and gives the student an early understanding of their future professional role. A challenge may be to find enough placements and the need for coaching adjusted for different stages of professional development.

    Take-home message: Early clinical training is beneficial for the development of professional skills.

  • 12.
    Tollén, Anita
    et al.
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Lidskog, Marie
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Ivarsson, Ann-Britt
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Treatment goals and goal attainment in day care rehabilitation for elderly personsManuscript (preprint) (Other academic)
    Abstract [en]

    The aim of the study was to describe the individual treatment goals and goal attainment in community-based day care rehabilitation. A retrospective record study was conducted. The data consisted of occupational therapy patient records from 59 patients that had been discharged from five day care centres that provide rehabilitation (DCR). The mean age was 81 years and the distribution between women and men was almost the same. The records were analyzed using content analysis and The International Classification of Functioning, Disability and Health (ICF) as a framework for the analysis. The three ICF categories that contained the highest proportion of treatment goals were Walking (23 %), Exercise tolerance functions (9 %), and Muscle power functions (9 %). A smaller portion of the treatment goals were related to activities of daily living such as Dressing (4 %), Acquisition of goods and services (2 %), and Recreation and leisure (2 %). The vast majority of the goals were related to improvement of the ICF components Activities/Participation and Body Functions/Structures compared to maintaining of Activities/Participation and Body Functions/Structures. Overall, the goal attainment was considered high. Two thirds of the patients had completely achieved at least one treatment goal. A majority (74 %) of the treatment goals were either completely achieved (54 %) or partially achieved (20 %). The high proportion of goals related to improvement and the high goal attainment showed that the patients had a potential to improve. It is therefore important that elderly persons with physical disabilities living in the community are offered DCR after discharge from hospital.

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