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Vallo Hult, H., Smidt Södergård, H., Carlén, U., Johansson, K., Fredriksson-Larsson, U., Påsse, M., . . . Lundh Snis, U. (2024). A Quality Enhancement Framework As Support For Work-Integrated Learning (Wil) In Working Life. In: Luis Gómez Chova,Chelo González Martínez & Joanna Lees (Ed.), ICERI2024 Proceedings: . Paper presented at 17th annual International Conference of Education, Research and Innovation, 11-13 November, 2024, Seville, Spain (pp. 10002-10008). , 1
Åpne denne publikasjonen i ny fane eller vindu >>A Quality Enhancement Framework As Support For Work-Integrated Learning (Wil) In Working Life
Vise andre…
2024 (engelsk)Inngår i: ICERI2024 Proceedings / [ed] Luis Gómez Chova,Chelo González Martínez & Joanna Lees, 2024, Vol. 1, s. 10002-10008Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

There is an increasing demand in today's society to engage students in learning to learn, enabling them to become lifelong learners and continually develop their skills and competencies throughout their careers. Work-integrated learning (WIL) provides diverse learning environments that help students bridge and integrate experiences from academic and workplace settings, and thus, comprises a crucial component in preparing students for the complexities of modern working life and fostering lifelong learning skills. In the higher education sector, WIL has been developed in several colleges and universities worldwide, and countries like Australia and Canada have designed prominent examples of quality assurance for specific WIL activities. However, there are few national initiatives that combine various stakeholder's perspectives and there is a lack of knowledge about the quality dimension of WIL-based learning in both higher education and working life.

This paper builds on experiences from the strategic and qualitative development of Work-Integrated Learning (WIL) at University West in Sweden. It is part of ongoing research that aims to develop a quality framework to support collaboration and communities of educators in the understanding, design, and application of WIL in both higher education and professional working life. In a previous study, we have identified and provided knowledge underpinning the understanding and application of WIL from a multi-perspective approach involving both educators, researchers, students and strategic partners. Initial findings indicate that fostering collaboration between academia, industry, and society can generate insights, solutions, and mutual development to address societal challenges. Through creating a quality framework for WIL, it becomes evident that through interaction with colleagues and stakeholders the impact of WIL on education and lifelong learning becomes more visible for all stakeholders. In this qualitative study, we take the point of departure specifically from the strategic partner perspective, with the aim to understand WIL in the practice of education according to lifelong learning in a workplace context. We pose the following research question: How can a quality enhancement framework be collaboratively applied in real-world scenarios to enhance WIL quality?

Data collection activities include workshops and interviews with participants from target groups at the partner organization. The paper will discuss the application of a WIL quality enhancement framework, with a focus on how it can support designing and applying WIL initiatives effectively in a work-life setting.

Serie
ICERI, ISSN 2340-1095, E-ISSN 2340-1095
Emneord
Work-integrated learning (WIL), strategic partnerships, pedagogical design, competence development and lifelong learning.
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-22911 (URN)10.21125/iceri.2024.2515 (DOI)978-84-09-63010-3 (ISBN)
Konferanse
17th annual International Conference of Education, Research and Innovation, 11-13 November, 2024, Seville, Spain
Tilgjengelig fra: 2025-01-17 Laget: 2025-01-17 Sist oppdatert: 2025-01-27bibliografisk kontrollert
Vallo Hult, H. (2024). Artificiell narrativ medicin: Referat från Narrativ Rond på Hagabion i Göteborg den 26 september 2024. Arrangerad av Svensk förening för Narrativ Medicin.. Allmän medicin (4), 8-10
Åpne denne publikasjonen i ny fane eller vindu >>Artificiell narrativ medicin: Referat från Narrativ Rond på Hagabion i Göteborg den 26 september 2024. Arrangerad av Svensk förening för Narrativ Medicin.
2024 (svensk)Inngår i: Allmän medicin, ISSN 0281-3513, nr 4, s. 8-10Artikkel i tidsskrift (Annet vitenskapelig) Published
Abstract [sv]

A I är här för att stanna. Vi översköljs idag av nyheter om vad AI klarar av att göra, samtidigt har vi svårt att få våra egna datorsystem att kommunicera och faxen blir alltför ofta räddningen när annat havererar. Men vad har AI för potential inom medicinen? Vad händer med tilliten och det mellanmänskliga mötet när vi i allt större utsträckning kommunicerar med AI istället för människor? Är medicinen för komplex för automatisering av AI eller riskerar vi att stå utan arbete framöver? Kan AI vara en framtidsmöjlighet för narrativ medicin?

sted, utgiver, år, opplag, sider
Svensk Förening för Allmänmedicin, 2024
Emneord
AI, narrativ, medicin
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-22825 (URN)
Tilgjengelig fra: 2024-12-23 Laget: 2024-12-23 Sist oppdatert: 2024-12-23
Lundh Snis, U., Smidt Södergård, H., Vallo Hult, H., Påsse, M., Linder, J., Fredriksson-Larsson, U., . . . Johansson, K. (2024). Bridging higher education and working life through a WIL quality framework: Workshop at WACE International Research Symposium (IRS), June 12 - 14, 2024. Trollhättan, Sweden. In: : . Paper presented at WACE International Research Symposium (IRS), June 12 - 14, 2024. Trollhättan, Sweden.
Åpne denne publikasjonen i ny fane eller vindu >>Bridging higher education and working life through a WIL quality framework: Workshop at WACE International Research Symposium (IRS), June 12 - 14, 2024. Trollhättan, Sweden
Vise andre…
2024 (engelsk)Konferansepaper, Oral presentation only (Annet vitenskapelig)
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-22584 (URN)
Konferanse
WACE International Research Symposium (IRS), June 12 - 14, 2024. Trollhättan, Sweden
Tilgjengelig fra: 2024-10-31 Laget: 2024-10-31 Sist oppdatert: 2024-11-19bibliografisk kontrollert
Pålsson, P., Cederborg, A., Johansson, M., Vallo Hult, H., Naredi, S. & Jood, K. (2024). Clinical supervisors’ experience of a first-time application of entrustable professional activities in clinical supervision of medical students: findings from a Swedish pilot study. BMC Medical Education, 24(1), Article ID 297.
Åpne denne publikasjonen i ny fane eller vindu >>Clinical supervisors’ experience of a first-time application of entrustable professional activities in clinical supervision of medical students: findings from a Swedish pilot study
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2024 (engelsk)Inngår i: BMC Medical Education, E-ISSN 1472-6920, Vol. 24, nr 1, artikkel-id 297Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Background: Recently, all medical universities in Sweden jointly developed a framework for Entrustable Professional Activities (EPAs) for work-based training and assessment. This framework is now being introduced nationally in thenew 6-year undergraduate medical programme that directly lead to a licence to practise. When EPAs are introduced,it is of central importance to gain clinical supervisors’ acceptance to apply the framework in their supervision ofstudents. The aim of this study was therefore to investigate how clinical supervisors, not familiar with EPAs, experienceclinical supervision using the framework for EPAs.

Methods: We used a purposive sampling to recruit clinical supervisors. They were given written information on EPAswith a selection of suitable EPAs and the Swedish observation rating scale for assessment of autonomy, and theywere offered to attend a 30-minute introductory web course. The participants were informed that EPAs were to betested, and the students were asked to participate. After the study period the clinical supervisors participated in semistructured interviews. Inductive qualitative content analysis was used to analyse the transcribed interviews.

Results: Three general themes emerged in the qualitative analysis: Promoting Feedback, Trusting Assessmentsand Engaging Stakeholders. The participants described benefits from using EPAs, but pointed out a need forpreparation and adaptation to facilitate implementation. The structure was perceived to provide structured supportfor feedback, student involvement, entrustment decisions, enabling supervisors to allow the students to do morethings independently, although some expressed caution to rely on others’ assessments. Another concern waswhether assessments of EPAs would be perceived as a form of examination, steeling focus from formative feedback.To understand the concept of EPA, the short web-based course and written information was regarded as sufficient.However, concern was expressed whether EPA could be applied by all clinical supervisors. Involvement and adaptionof the workplace was pointed out as important since more frequent observation and feedback, with documentationrequirements, increase the time required for supervision. 

Conclusions EPAs were accepted as beneficial, promoting structured feedback and assessments of the students’autonomy. Preparation of supervisors and students as well as involvement and adaptation of the workplace waspointed out as important.

Emneord
Entrustable Professional activities, Clinical supervisor, Supervision, Medical student, Faculty development
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-22583 (URN)10.1186/s12909-024-05211-w (DOI)001185880900002 ()2-s2.0-85187936637 (Scopus ID)
Forskningsfinansiär
University of Gothenburg
Merknad

CC-BY 4.0

The study was financed by grants from the Swedish state under theagreement between the Swedish government and the county councils, the ALF-agreement.

Tilgjengelig fra: 2024-10-31 Laget: 2024-10-31 Sist oppdatert: 2024-10-31
Lund, M., Hermansson, J., Vallo Hult, H. & Svensson, A. (2024). Co-Creation For Planned Change In A Healthcare Organisation: An Interview Study On Perceptions Among Stakeholders. In: ICERI2024 Proceedings: . Paper presented at 17th annual International Conference of Education, Research and Innovation, 11-13 November, 2024, Seville, Spain (pp. 4570-4576). iated Digital Library, 1
Åpne denne publikasjonen i ny fane eller vindu >>Co-Creation For Planned Change In A Healthcare Organisation: An Interview Study On Perceptions Among Stakeholders
2024 (svensk)Inngår i: ICERI2024 Proceedings, iated Digital Library , 2024, Vol. 1, s. 4570-4576Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

Within the healthcare sector in Sweden, efforts are made to strengthen the position of patients and practitioners and the opportunities to co-create planned change. Planned change refers to planned organizational change and change whose initiative is initiated outside the unit where change is planned. The likelihood of successful change becoming sustainable, meeting the needs of those affected, and adapting to the unique context where change is intended to occur increases when patients, practitioners, and other relevant stakeholders see the need and value of planned change and have the opportunity to influence. Despite this, first-line managers and practitioners are often tasked with converting planned changes into a way of working in practice without the feeling that they can influence the implementation and without sufficient prerequisites. Co-creation is one way for patients, practitioners, and managers to influence planned change.

Further, there are existing approaches for how patients, practitioners, and first-line managers can be involved in the development of healthcare, and there are a growing number of studies where change is co-created. Despite this, it is perceived as challenging to influence planned change in healthcare. To develop a model that is used, perceived as valuable, and supports the co-creation of planned change in healthcare, it is important to understand the needs and conditions of the intended users.

The purpose of this study is to investigate different stakeholders' perceptions of a healthcare organization's conditions and needs for making planned change happen through co-creation.

The research approach follows the principles of insider action research, in which the insider action researcher is an active agent who makes development and change happen while co-creating knowledge simultaneously. Action research is a scientific approach and consists of a repeating cyclical process comprising the steps, plan, act, and evaluate. The project has a reference group composed of representatives of the organization and patient representatives. The reference group participates in the project by guiding and influencing the research process to facilitate the implementation of the project and ensure its relevance and value from the different stakeholders’ perspectives, which is an important quality aspect in action research where knowledge is co-created.

This paper presents initial findings from ten semi-structured individual interviews with patient representatives and representatives from the healthcare organisation, all with experience of co-creating planned change in healthcare. The interviews are audio-recorded, transcribed verbatim and analysed using thematic analysis. An inductive approach to thematic analysis is used to stay as close as possible to the respondents' experience and proceed from the data collected without predefined themes.

The study is expected to result in a deeper understanding of the conditions in a healthcare organisation to make planned change happen through co-creation. This understanding can support patients, practitioners, and first-line managers convert planned change into a way of working in healthcare practice through co-creation. The result will also be used to develop a useful, valuable, and supportive model for how planned change can be co-created in healthcare practice.

sted, utgiver, år, opplag, sider
iated Digital Library, 2024
Emneord
Work-integrated learning (WIL), planned change, co-creation, healthcare
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-22857 (URN)10.21125/iceri.2024.1130 (DOI)9788409630103 (ISBN)
Konferanse
17th annual International Conference of Education, Research and Innovation, 11-13 November, 2024, Seville, Spain
Tilgjengelig fra: 2025-01-03 Laget: 2025-01-03 Sist oppdatert: 2025-01-03
Vallo Hult, H., Abovarda, A., Master Östlund, C. & Pålsson, P. (2024). Digital learning strategies in residency education. Annals of Medicine, 57(1), 1-11, Article ID 0630.
Åpne denne publikasjonen i ny fane eller vindu >>Digital learning strategies in residency education
2024 (engelsk)Inngår i: Annals of Medicine, ISSN 0785-3890, E-ISSN 1365-2060, Vol. 57, nr 1, s. 1-11, artikkel-id 0630Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Background

New digital learning environments have transformed medical education and training, allowing students and teachers to engage in synchronous, real-time interactions and asynchronous learning activities online. Despite extensive research on the role of digital technologies in education, understanding the interplay between digital technology, work, and learning, especially in complex fields like healthcare, remains a challenge.

Objective

The objective of this study is to examine resident physicians’ perceptions and experiences of using a digital learning environment as part of their specialist medical training. The paper focuses on digital learning through video conferencing (virtual lectures and seminars) and related learning technologies. It aims to understand how resident physicians perceive pedagogical opportunities and challenges in digital learning environments during their medical training and what strategies they use to address these.

Materials and Methods

The methodological approach is qualitative, aiming to capture and understand participants’ experiences and views of digital learning. The empirical data gathered from open-ended responses to four course evaluation surveys and semi-structured interviews with nine physicians from a cohort of participants enrolled in two or more digital courses were analyzed through thematic analysis. The analysis revealed three main themes related to digital transformation of learning: sociotechnical, educational and administrative.

Results

The results suggest that (i) sociotechnical aspects and understanding of the context in which the learning takes place contribute to enhancing digital learning for resident physicians; (ii) insights into participants’ perceptions of digital learning emphasize that interactive communication and group discussions are significant for their learning, and (iii) administrative aspects related to course design, lecture management, and instructional support are more important in digital learning environments compared to traditional teaching and learning.

Conclusion

Findings from this study confirm and extend prior studies on digital learning in healthcare, contributing to a better understanding of how digital learning environments, especially virtual lectures and seminars, can be developed and integrated into residency programs and health professions education to increase their usefulness.

Emneord
Digital learning, video conferencing, residency, medical education, physicians
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-22826 (URN)10.1080/07853890.2024.2440630 (DOI)
Tilgjengelig fra: 2024-12-23 Laget: 2024-12-23 Sist oppdatert: 2024-12-23
Islind, A. S. & Vallo Hult, H. (2024). Guest editorial: The tables have turned: socio-technical perspectives are influential for the future of digital work. Journal of Workplace Learning, 36(3), 205-208
Åpne denne publikasjonen i ny fane eller vindu >>Guest editorial: The tables have turned: socio-technical perspectives are influential for the future of digital work
2024 (engelsk)Inngår i: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 36, nr 3, s. 205-208Artikkel i tidsskrift, Editorial material (Annet vitenskapelig) Published
sted, utgiver, år, opplag, sider
Emerald Group Publishing Limited, 2024
Emneord
socio-technical perspective, digital work, future
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-22589 (URN)10.1108/jwl-04-2024-200 (DOI)001208432100003 ()
Tilgjengelig fra: 2024-10-31 Laget: 2024-10-31 Sist oppdatert: 2024-11-21bibliografisk kontrollert
Holmgren, D. & Vallo Hult, H. (2024). Narrativ medicin som utforskande praktik. Socialmedicinsk Tidskrift, 278-285
Åpne denne publikasjonen i ny fane eller vindu >>Narrativ medicin som utforskande praktik
2024 (svensk)Inngår i: Socialmedicinsk Tidskrift, ISSN 0037-833X, E-ISSN 2000-4192, s. 278-285Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [sv]

Svensk förening för Narrativ medicin arbetar med att utveckla den kliniska vardagen i mötet mellan patient och vårdare genom att skapa utrymme i tid och rum för berättelsen. Som ett led i detta arbete anordnas workshoppar och filmfestivaler där vårdpersonal och andra intresserade får möjligheter att diskutera humanistiska värden inom vården. En utvärdering av dessa mötes-platser visade att deltagarna berördes av vad de upplevde och att berättel-serna ibland var så levande att de liknade verkliga möten. Mötesplatsernas betydelse för vården och den kliniska vardagen är emellertid inte självklar. Kanske kan man se rollen som vårdare som ett ”levande instrument” som behöver kalibreras och mötesplatserna som en metod för kalibrering av vår-darrollen? Ett sätt att öppna upp för, inte bara en förklaring av, men också en förståelse för, människan bakom sjukdomen.

Abstract [en]

The Swedish Association for Narrative Medicine organizes workshops and film festivals to provide healthcare professionals and others with opportuni-ties to meet and discuss humanistic values within healthcare. An evaluation of these meeting places showed that the participants were personally affec-ted by what they experienced and that the stories told were sometimes so vivid that they resembled real meetings. The significance of the participants’ experiences for clinical everyday life may not be immediately obvious. Ho-wever, we suggest that the carer role narrative medicine tries to reach can be seen as a ”living instrument” that requires calibration and that the meeting places serve as a method for calibrating the carer role. Thus, a way to open up to not only an explanation but also an understanding of the person behind the disease.  

Emneord
lärande, narrativ medicin
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-22791 (URN)
Merknad

CC BY 4.0

Tilgjengelig fra: 2024-12-19 Laget: 2024-12-19 Sist oppdatert: 2024-12-19
Norström, L., Vallo Hult, H., Jungselius, B. & Bradley, L. (2024). Sustainability In Training: Designing Sociotechnical Ecosystems. In: Proceedings of 2024 AIS SIGED European Conference on Information Systems Education Research: . Paper presented at AIS SIGED European Conference on Information Systems Education Research June 16, 2024 Paphos, Cyprus. (pp. 1-14). , 8
Åpne denne publikasjonen i ny fane eller vindu >>Sustainability In Training: Designing Sociotechnical Ecosystems
2024 (engelsk)Inngår i: Proceedings of 2024 AIS SIGED European Conference on Information Systems Education Research, 2024, Vol. 8, s. 1-14-Konferansepaper, Publicerat paper (Annet vitenskapelig)
Abstract [en]

There is increased interest in understanding how sociotechnical systems can be conceptualized beyond corporate-customer service relationships. Digital ecosystems support flexible, fluid interaction, enabling participation and engagement. In the context of societal integration, these systems can create inclusiveness and ultimately contribute to a more sustainable society. To obtain these benefits, we argue that sociotechnical systems must be deliberately and responsibly designed and that such an approach needs to be integrated into the training of future designers. This paper draws on the Nordic sociotechnical approach to design and theories on digital ecosystem. Building on a qualitative case study on integration and language learning, involving students as designers, we discuss three existing principles of sustainable digital ecosystems: part-of-ness; systemic wisdom and; information ecology. The paper contributes an extended understanding of the design of sustainable sociotechnical ecosystems and a discussion of the role of students in the design.

Emneord
Sociotechnical Ecosystem, Sustainability, Design, Nordic Sociotechnical Approach, Integration, Students in training; Higher Education
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-22588 (URN)
Konferanse
AIS SIGED European Conference on Information Systems Education Research June 16, 2024 Paphos, Cyprus.
Tilgjengelig fra: 2024-10-31 Laget: 2024-10-31 Sist oppdatert: 2024-12-03
Islind, A. S., Willermark, S., Vallo Hult, H. & Norström, L. (2024). The Pivotal Role of Workarounds for Navigating Challenges in Digital Work. In: Agrifoglio, R., Lazazzara, A., Za, S. (Ed.), Navigating Digital Transformation: (pp. 95-112). Springer Nature
Åpne denne publikasjonen i ny fane eller vindu >>The Pivotal Role of Workarounds for Navigating Challenges in Digital Work
2024 (engelsk)Inngår i: Navigating Digital Transformation / [ed] Agrifoglio, R., Lazazzara, A., Za, S., Springer Nature, 2024, s. 95-112Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

Work is becoming increasingly digitalized and change, underscores a critical dichotomy; the design of the digital infrastructure can either facilitate or impede the efficacy of workers in their everyday tasks. When the digital infrastructure poses obstacles, workarounds emerge and over time, become an integrated component in work routines.

The aim of this paper is to shed light on workarounds in different professional practices through our cross-case study we explore workarounds within the public sector. The contribution is three-fold: (i) we provide and argue for four general types of workarounds, which we derive from the empirical data from longitudinal data; (ii) we conceptualize workarounds as practices of innovation, evolution, and responsibility in contemporary work, and; (iii) we provide a framework for analyzing workarounds as technology-oriented versus task-oriented and individual versus collective dimensions.

The framework can be used by researchers and practitioners to identify tensions and to contribute to an increased understanding of the dilemmas, difficulties, and opportunities that an intensification of digitalization of work through digital infrastructures that call for extensive workarounds entails.

sted, utgiver, år, opplag, sider
Springer Nature, 2024
Serie
Lecture Notes in Information Systems and Organisation ; 73
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-22843 (URN)10.1007/978-3-031-76970-2_7 (DOI)9783031769696 (ISBN)9783031769702 (ISBN)
Tilgjengelig fra: 2025-01-02 Laget: 2025-01-02 Sist oppdatert: 2025-01-10bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-0493-8974