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  • 1. Barman, Linda
    Striving for Autonomy: Health sciences teachers’ enactment of policy2015Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    Abstract This thesis explores how teachers within the health sciences enact education policy. The questions address how teachers’ choices related to the design of courses and curricula are made in the light of reforms that emphasise standardisation and transparency. Employing a hermeneutical framework teachers’ enactment were regarded as a meaning-making process shown through reason and action. In line with the interpretative approach, the two research projects were performed with qualitative methods. The first research project (study I and II) concerned how teachers’ understood and carried out changes in course design related to the implementation of outcome-based education and the European Bologna Process. For that purpose, course material and interview data was analysed. The second research project (study III and IV), was conducted to deepen the understanding of findings from the first project. A group of teachers who conducted major changes related to previous reform was chosen and studied with a narrative approach when they engaged in the development of teaching and learning. In particular, the teachers’ development of assessment criteria of students’ clinical competencies was studied over one year. A body of literature report on how teachers conceptualise teaching and learning. Based on those studies there has been an emphasis on supporting teachers’ shift in views regarding teaching and learning. Related to recent reforms in higher education, it is however suggested that teachers are less free to decide upon educational matters, and hence individual teachers’ deepened understanding are not enough for development of practice to occur. The findings in this thesis suggest that wide interpretations of education policy in combination with pedagogical knowledge may benefit educational development in practice. Teachers were found to approach outcome-based education when introduced as policy in four different ways, with outcome blind, technocratic, pragmatic or ideological approach. These approaches were related to student-centred learning to more or less extent, and to greater or lesser autonomy in the decision-making related to course design. The studies showed how teachers’ experience a tension between bureaucratic demands and what is emphasised through teaching and learning theory. For some teachers this meant that theoretical constructs were applied in instrumental ways and that pedagogy equated the bureaucratic and rational standards involved in quality control. The findings suggest however, that learning and development can be promoted through education policy but that teachers’ local practices should be supported.

  • 2.
    Barman, Linda
    et al.
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Josephsson, Staffan
    Karolinska Institutet.
    Silén, Charlotte
    Karolinska Institutet.
    Bolander-Laksov, Klara
    Stockholm University.
    How education policy is made meaningful - a narrative exploration of how teachers show autonomy in the development of teaching and learning2016Inngår i: Higher Education Resarch and Development, ISSN 0729-4360, Vol. 35, nr 6, s. 1111-1124Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study addresses how the autonomy of teachers in higher education, in relation to education policy and reform, can be understood. By taking a narrative-in-action approach, we studied health profession teachers' activities and reasoning within their ongoing practice during one year. The findings show how the teachers created their own policies and in what way these policies became meaningful. As teachers in this study continuously made changes, the joint creation of policies contributed to their sense of togetherness and the re-building of a community of practice. In parallel, they increased the evidence-based standards related to their discipline and experienced a shift in perspective concerning teaching and learning. The importance of their jointly made policies can be explained by how they learned a student-learning view together, and built on their own ideas of what educational matters needed to be developed. At the same time, their activities and reasoning mirror a debated but yet prevailing view' on the discourse of quality and a number of ideals thereof such as transparency and standardisation, effective teaching and increased academisation.

  • 3.
    Barman, Linda
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Lärande i teknikvetenskap.
    Naimi-Akbar, Ida
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Lärande i teknikvetenskap.
    McGrath, Cormac
    Weurlander, Maria
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Lärande i teknikvetenskap.
    Engineering teachers’ approaches to design and deliver inclusive teaching in flexible learning spaces.2018Inngår i: Proceedings 48th ASEE/IEEE Frontiers in Education ConferenceArtikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This Work in Progress Research reports on an ongoing study about engineering teachers' approaches to inclusive teaching when designing MOOCs (Massive Open Online Education). It is part of a larger project exploring ways in which MOOC-initiatives can facilitate educational change within Universities. Our assumption is that the teachers, may develop their understanding of inclusive teaching, and, if so, transfer that knowledge into the design and delivery of regular course offerings given by universities. The knowledge generated in this study can help to shape future initiatives for faculty development and support, regarding engineering teachers' ways to design and deliver flexible scalable forms of teaching that facilitates inclusiveness in the learning process.

  • 4. Barman, Linda
    et al.
    Silén, Charlotte
    Bolander Laksov, Klara
    Outcome based education enacted: teachers' tensions in balancing between student learning and bureaucracy.2014Inngår i: Advances in Health Sciences Education, ISSN 1382-4996, E-ISSN 1573-1677, Vol. 19, nr 5, s. 629-643Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper reports on how teachers within health sciences education translate outcome-based education (OBE) into practice when they design courses. The study is an empirical contribution to the debate about outcome- and competency-based approaches in health sciences education. A qualitative method was used to study how teachers from 14 different study programmes designed courses before and after OBE was implemented. Using an interpretative approach, analysis of documents and interviews was carried out. The findings show that teachers enacted OBE either to design for more competency-oriented teaching-learning, or to further detail knowledge and thus move towards reductionism. Teachers mainly understood the outcome-based framework as useful to support students' learning, although the demand for accountability created tension and became a bureaucratic hindrance to design for development of professional competence. The paper shows variations of how teachers enacted the same outcome-based framework for instructional design. These differences can add a richer understanding of how outcome- or competency-based approaches relate to teaching-learning at a course level.

  • 5. Blom, Johannes
    et al.
    Barman, Linda
    Wirén, Mikael
    Jansson, Hélène
    Nordenström, Jörgen
    [Surgical course with focus on intercultural competence. Equal outcomes among Swedish and foreign medical students].2014Inngår i: Läkartidningen, ISSN 0023-7205, E-ISSN 1652-7518, Vol. 111, nr 40, s. 1717-9, artikkel-id CYH9Artikkel i tidsskrift (Fagfellevurdert)
  • 6. Hervatis, Vasilis
    et al.
    Loe, Alan
    Barman, Linda
    O'Donoghue, John
    Zary, Nabil
    A Conceptual Analytics Model for an Outcome-Driven Quality Management Framework as Part of Professional Healthcare Education.2015Inngår i: JMIR medical education, ISSN 2369-3762, Vol. 1, nr 2, artikkel-id e11Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    BACKGROUND: Preparing the future health care professional workforce in a changing world is a significant undertaking. Educators and other decision makers look to evidence-based knowledge to improve quality of education. Analytics, the use of data to generate insights and support decisions, have been applied successfully across numerous application domains. Health care professional education is one area where great potential is yet to be realized. Previous research of Academic and Learning analytics has mainly focused on technical issues. The focus of this study relates to its practical implementation in the setting of health care education.

    OBJECTIVE: The aim of this study is to create a conceptual model for a deeper understanding of the synthesizing process, and transforming data into information to support educators' decision making.

    METHODS: A deductive case study approach was applied to develop the conceptual model.

    RESULTS: The analytics loop works both in theory and in practice. The conceptual model encompasses the underlying data, the quality indicators, and decision support for educators.

    CONCLUSIONS: The model illustrates how a theory can be applied to a traditional data-driven analytics approach, and alongside the context- or need-driven analytics approach.

  • 7. McGrath, Cormac
    et al.
    Barman, Linda
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Stenfors-Hayes, Terese
    Roxa, Torgny
    Silen, Charlotte
    Laksov, Klara Bolander
    The Ebb and Flow of Educational Change: Change Agents as Negotiators of Change2016Inngår i: Teaching and Learning Inquiry, ISSN 2167-4779, E-ISSN 2167-4787, Vol. 4, nr 2Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this paper, we are concerned with how change agents go about and experience change implementation in higher education. We identified change agents and interviewed them about how they implement change. Empirical data was analysed using a theoretical framework of change. The findings suggest that change in the university is enacted through a process of negotiation. The findings of this study may offer academic developers, pedagogical leaders, and change agents insight into the complex nature of the change process and inform change agents as to the complex nature and importance of their role.

  • 8.
    Rose, Linda M
    et al.
    KTH, Skolan för teknik och hälsa (STH).
    Eklund, Jörgen
    KTH, Skolan för teknik och hälsa (STH).
    Barman, Linda
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE).
    RAMP -  A new tool for MSD risk management in manualhandling2017Inngår i: Conference Proceedings 48th Annual Conference of the Association of Canadian Ergonomists  & 12th International Symposium on Human Factors in Organizational Design and Management "Organizing for High Performance ": Organizing for High Performance, 2017Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Summative Statement: In this conference contribution RAMP (Risk Assessment and Management tool for Manual Handling - Proactively) will be presented. It is developed for managing MSD risks in manual handling jobs. The presentation will include a demonstration of the digitalised tool and information about upcoming Massive Open Online Courses about it.

    Problem statement: Manual handling work is regarded as one of the main causes to increased risks of developing Musculoskeletal disorders (MSDs). Several MSD risk assessment tools have been developed, but have been found to have insufficiencies in managing MSD risks in manual handling. The insufficiencies include that tools only assess certain body parts or certain types of work, are not freely accessible, assess exposure but not risks, and don´t support the whole risk management process. In 2009 there was a call from a global company, which had identified a need for a scientifically based, freely accessible, risk assessment and risk management tool. The tool should support systematic risk management of MSD risks in manual handling jobs and be able to be used by companies themselves. To meet this call the development of the RAMP tool (Risk Assessment and Management tool for Manual Handling – Proactively) was started. It has been developed in a research and development (R&D) project in close co-operation between researchers and practitioners at companies.

    Research Objective: The objective of this conference contribution is to present the results of a seven year long R&D project: to describe the RAMP tool and its development, present the digitalised version, share some experiences from its use, and inform about upcoming RAMP Massive Open Online Courses (MOOCs), aimed at educating and training users in the RAMP tool.

    Methodology: RAMP is scientifically based and was developed with a participative R&D methodology. The participating organisations as well as the methodology, including the base for the development, ranging from scientific publications and legislation to user testing and feed-back, will be described in the presentation.

    Results: The RAMP tool consists of four parts: RAMP I, RAMP II, The Results module and the Action module. At the conference, these will be presented and the digitalised version of RAMP will be demonstrated. In addition, information about three Massive Open Online Courses (MOOCs) about the RAMP tool which are being developed will be presented and user experiences from applying RAMP will be shared. In addition to the oral presentation a workshop on RAMP is planned to be held at the conference.

    Discussion: The discussion focuses on how methods like RAMP, which are freely accessible, can be spread after the R&D project is finished. Another question is how to secure updates in the future for methods which do not bring any profit for the developers/owners.

    Conclusions: It is concluded that RAMP, a scientifically based new tool for risk management of MSD risks in manual handling, is freely available via KTH’s homepage and that a MOOC-package for disseminating knowledge and training on how to use the tool will be accessible from the autumn 2017.

  • 9. Vaitsis, Christos
    et al.
    Stathakarou, Natalia
    Barman, Linda
    Zary, Nabil
    McGrath, Cormac
    Using Competency-Based Digital Open Learning Activities to Facilitate and Promote Health Professions Education (OLAmeD): A Proposal.2016Inngår i: JMIR Research Protocols, ISSN 1929-0748, E-ISSN 1929-0748, Vol. 5, nr 3, artikkel-id e143Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    BACKGROUND: Traditional learning in medical education has been transformed with the advent of information technology. We have recently seen global initiatives to produce online activities in an effort to scale up learning opportunities through learning management systems and massive open online courses for both undergraduate and continued professional education. Despite the positive impact of such efforts, factors such as cost, time, resources, and the specificity of educational contexts restrict the design and exchange of online medical educational activities.

    OBJECTIVE: The goal is to address the stated issues within the health professions education context while promoting learning by proposing the Online Learning Activities for Medical Education (OLAmeD) concept which builds on unified competency frameworks and generic technical standards for education.

    METHODS: We outline how frameworks used to describe a set of competencies for a specific topic in medical education across medical schools in the United States and Europe can be compared to identify commonalities that could result in a unified set of competencies representing both contexts adequately. Further, we examine how technical standards could be used to allow standardization, seamless sharing, and reusability of educational content.

    RESULTS: The entire process of developing and sharing OLAmeD is structured and presented in a set of steps using as example Urology as a part of clinical surgery specialization.

    CONCLUSIONS: Beyond supporting the development, sharing, and repurposing of educational content, we expect OLAmeD to work as a tool that promotes learning and sets a base for a community of medical educational content developers across different educational contexts.

  • 10.
    Weurlander, Maria
    et al.
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Barman, Linda
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Lindqvist, Henrik
    Linköpings universitet.
    Lönn, Annalena
    Karolinska Institutet.
    Hult, Håkan
    Linköpings universitet.
    Thornberg, Robert
    Linköpings universitet.
    Wernerson, Annika
    Karolinska Institutet.
    Drawing Boundaries: Medical and Teacher Students’ Ways of Managing Emotional Challenges during Workplace Education2018Konferansepaper (Fagfellevurdert)
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