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Master Östlund, ChristianORCID iD iconorcid.org/0000-0001-9094-4125
Alternative names
Publications (10 of 25) Show all publications
Vallo Hult, H., Master Östlund, C., Pålsson, P. & Jood, K. (2023). Designing for digital transformation of residency education: a post-pandemic pedagogical response. BMC Medical Education, 23(1), 1-10, Article ID 421.
Open this publication in new window or tab >>Designing for digital transformation of residency education: a post-pandemic pedagogical response
2023 (English)In: BMC Medical Education, E-ISSN 1472-6920, Vol. 23, no 1, p. 1-10, article id 421Article in journal (Refereed) Epub ahead of print
Abstract [en]

BACKGROUND: The forced transition to emergency remote teaching (ERT) during the COVID-19 pandemic has significantly impacted health professions education worldwide. In Sweden, the need for alternative solutions for the training of junior doctors became urgent, as many of the mandatory onsite courses required for residents to qualify as specialists were canceled. The purpose of this study was to understand course leaders' perceptions and experiences of using digital technologies, such as video conferencing, to teach medical residents (ST) during the pandemic and beyond.

METHODS: A qualitative study using semi-structured interviews was conducted with seven course leaders responsible for residency courses during the first year of the pandemic to capture their perceptions and experiences. The interviews were transcribed verbatim and analyzed using thematic analysis, drawing on the technology affordances and constraints theory (TACT) as a framework to explore pedagogical strategies and new teaching practices emerging from the forced use of digital technologies for remote teaching.

RESULTS: The data analysis revealed affordances of, as well as constraints to, teaching specialist medical training during the pandemic. The findings show that the use of digital conference technologies for ERT can both enable and inhibit social interactions, the interactive learning environment and the utilization of technological features, depending on the individual course leaders' goals of using the technology and the situated context of the teaching.

CONCLUSIONS: The study reflects the course leaders' pedagogical response to the pandemic, as remote teaching became the only way to provide residency education. Initially, the sudden shift was perceived as constraining, but over time they found new affordances through the enforced use of digital technology that helped them not only to cope with the transition but also to innovate their pedagogical methods. After a rapid, forced shift from on-site to digital courses, it is crucial to utilize experiences to create better preconditions for digital technology to facilitate learning in the future.

Keywords
Physicans, Continuous professional development (CPD), Emergency remote teaching (ERT), Videoconferencing, Workplace learning
National Category
Learning Information Systems, Social aspects Didactics
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-20137 (URN)10.1186/s12909-023-04390-2 (DOI)001003412100004 ()37291569 (PubMedID)2-s2.0-85161346058& (Scopus ID)
Note

Funding

Open access funding provided by University West

CC-BY 4.0 

Available from: 2023-06-28 Created: 2023-06-28 Last updated: 2024-01-02
Abovarda, A., Vallo Hult, H., Master Östlund, C. & Pålsson, P. (2023). E-learning as Part of Residency Education. In: Maria Hägglund, Madeleine Blusi, Stefano Bonacina, Lina Nilsson, Inge Cort Madsen, Sylvia Pelayo, Anne Moen, Arriel Benis, Lars Lindsköld, Parisis Gallos (Ed.), Caring is Sharing: Exploiting the Value in Data for Health and Innovation. Proceeddings of MIE 2023. Paper presented at 33rd Medical Informatics Europe Conference, MIE2023, Gothenburg, Sweden, from 22 to 25 May 2023 (pp. 496-497). IOS Press, 302
Open this publication in new window or tab >>E-learning as Part of Residency Education
2023 (English)In: Caring is Sharing: Exploiting the Value in Data for Health and Innovation. Proceeddings of MIE 2023 / [ed] Maria Hägglund, Madeleine Blusi, Stefano Bonacina, Lina Nilsson, Inge Cort Madsen, Sylvia Pelayo, Anne Moen, Arriel Benis, Lars Lindsköld, Parisis Gallos, IOS Press, 2023, Vol. 302, p. 496-497Conference paper, Published paper (Refereed)
Abstract [en]

Through a literature review in combination with qualitative analysis of course evaluations, this study examines aspects that contribute to enhancing elearning for physicians in a residency education program. The literature review and the qualitative analysis outline three main factors (pedagogical, technological, and organizational), highlighting the importance of a holistic approach that includes learning and technology in context when integrating e-learning strategies in adult learning programs. The findings contribute insights and practical guidance for education organizers on how to conduct e-learning during and after the pandemic.

Place, publisher, year, edition, pages
IOS Press, 2023
Series
Studies in Health Technology and Informatics, ISSN 0926-9630, E-ISSN 1879-8365 ; 302
Keywords
Covid-19, continuing professional development (CPD), residency education, digitalization, e-learning, healthcare, physicians.
National Category
Information Systems, Social aspects Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-20055 (URN)10.3233/SHTI230188 (DOI)001071432900132 ()2-s2.0-85159764703 (Scopus ID)9781643683881 (ISBN)9781643683898 (ISBN)
Conference
33rd Medical Informatics Europe Conference, MIE2023, Gothenburg, Sweden, from 22 to 25 May 2023
Note

CC BY-NC 4.0

Available from: 2023-06-09 Created: 2023-06-09 Last updated: 2024-01-02
Vallo Hult, H., Master Östlund, C. & Pålsson, P. (2023). Why and When Physicians Google: Resident Physicians' Information-Seeking Strategies During Patient Consultations. Studies in Health Technology and Informatics, 305, 580-583
Open this publication in new window or tab >>Why and When Physicians Google: Resident Physicians' Information-Seeking Strategies During Patient Consultations
2023 (English)In: Studies in Health Technology and Informatics, ISSN 0926-9630, E-ISSN 1879-8365, Vol. 305, p. 580-583Article in journal (Refereed) Published
Abstract [en]

Physicians depend on access to accurate, up-to-date information and knowledge to make decisions and carry out their work. Today, access to online medical information has become easier than ever before. There is a stream of research interested in understanding how online health information intervenes and influences the patient-physician relationship. While many studies have focused on patients' online health information seeking, fewer studies have addressed how physicians seek and use online medical information. In this qualitative study, focus groups using clinical scenarios were conducted to examine why and when resident physicians turn to search engines like Google for medical information seeking at the point of care. The paper provides insights in physicians' perceptions and experiences of using digital tools for information seeking during patient consultations. Specifically, we identify and discuss information-seeking strategies of physicians during the patient consultation, contributing crucial knowledge for improving the quality of healthcare and patient outcomes.

Keywords
Digitalization, healthcare, information seeking, residency education
National Category
Learning Information Systems, Social aspects
Research subject
Work Integrated Learning; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-20302 (URN)10.3233/SHTI230563 (DOI)37387097 (PubMedID)2-s2.0-85164233310 (Scopus ID)
Note

CC BY-NC 4.0

Available from: 2023-07-04 Created: 2023-07-04 Last updated: 2024-01-11
Vallo Hult, H., Abovarda, A., Master Östlund, C. & Pålsson, P. (2022). Digital Learning Strategies in Residency Education: a Qualitative Study from the Perspective of Physicians. In: The 12th International Conference on Researching Work & Learning, RWL12: RWL12 -Toronto -Collection of Papers Volume 2 of 2. Paper presented at The 12th International Conference on Researching Work & Learning, RWL12 July 13-15, Virtual Conference (pp. 267-277). Toronto: RWL12, 2, Article ID Paper 69.
Open this publication in new window or tab >>Digital Learning Strategies in Residency Education: a Qualitative Study from the Perspective of Physicians
2022 (English)In: The 12th International Conference on Researching Work & Learning, RWL12: RWL12 -Toronto -Collection of Papers Volume 2 of 2, Toronto: RWL12 , 2022, Vol. 2, p. 267-277, article id Paper 69Conference paper, Published paper (Other academic)
Abstract [en]

In Sweden, like in other countries worldwide, the COVID-19 pandemic forced many education programs to a sudden and urgent switch to online teaching and learning, often without sufficient study. This was the case not only for schools and higher education butalso for continuing education and training. In this study, we exploratively examine resident physicians' perceptions and experiences of using a digital learning environment as part of their specialist medical training. The paper focuses on synchronous learning through video conferencing (virtual lectures and seminars) and addresses the following research question: What are the perceived opportunities and challenges related to digitallearning from the perspective of the course participants?

The methodological approach is qualitative, based on thematic analysis of course evaluations and semi-structured interviews. The results suggest that: i) pedagogical methods, reliable technology, and the effect of course management on learning outcomes are essential factors; ii) insightsinto participants' perceptions of learning via video conferencing emphasize that interactive communication and group discussions are significant for their learning, and iii) sociotechnical aspects were part of the elements that influenced participants'satisfaction with digital learning. Findings from this study contribute to better knowledge and understanding of how a digital learning environment in general, and learning through virtual lectures and seminars in particular, can be developed and incorporated into the programs to increase their usefulness.

Place, publisher, year, edition, pages
Toronto: RWL12, 2022
Keywords
digital learning strategies, residency education, physicians
National Category
Work Sciences Learning Pedagogy
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-19586 (URN)
Conference
The 12th International Conference on Researching Work & Learning, RWL12 July 13-15, Virtual Conference
Available from: 2023-01-16 Created: 2023-01-16 Last updated: 2023-02-14Bibliographically approved
Haj-Bolouri, A., Master Östlund, C., Rossi, M. & Svensson, L. (2021). Action design research as a means for organizing workplace learning: case studies of e-learning platforms. Journal of Workplace Learning, 33(6), 405-425
Open this publication in new window or tab >>Action design research as a means for organizing workplace learning: case studies of e-learning platforms
2021 (English)In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 33, no 6, p. 405-425Article in journal (Refereed) Published
Abstract [en]

Purpose

Although there is a large body of literature available on the foundations of workplace learning (WPL), little is known about designated research methods that systematically combine intervention, design and learning at work. The purpose of this study is to propose action design research as an alternative method for organizing WPL in general and facilitating pedagogically rich activities in particular.

Design/methodology/approach

This research used a case study approach to focus the action design research method and exemplify its utility through two case studies that emphasize WPL in general and how the method can be used to facilitate pedagogically rich activities in particular.

Findings

The results of the case studies indicate that the action design research method had a significantly positive effect on organizing WPL in organizations systematically, as well as creating a narrative that structures the research process and its outcomes.

Originality/value

The findings help scholars that are in need of organizing WPL research in a systematic way. The findings do also help practitioners in organizations to solve real-world problems and develop new knowledge jointly together with scholars. Consequently, the findings contribute to the existing literature by exemplifying how to facilitate pedagogically rich activities and disseminate the outcomes of doing so in a formalized way.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2021
Keywords
Workplace learning, E-learning, Action design research, Pedagogically rich activities
National Category
Information Systems, Social aspects Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-16269 (URN)10.1108/JWL-06-2020-0109 (DOI)000616412800001 ()2-s2.0-85100418665 (Scopus ID)
Available from: 2021-02-04 Created: 2021-02-04 Last updated: 2023-06-02Bibliographically approved
Vallo Hult, H., Islind, A. S., Master Östlund, C., Wekell, P. & Holmgren, D. (2021). Digital Learning: Continuous Professional Development of Physicians. In: : . Paper presented at the 8th annual Bluenotes GLOBAL 2021 VX - Re-imagining Feedback & Assessment in a Post-Pandemic World of Higher Education, Virtual conference August 2-4, 2021.
Open this publication in new window or tab >>Digital Learning: Continuous Professional Development of Physicians
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2021 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

Continuous professional development (CPD) is an important, yet often overlooked, part of higher education. While a large body of literature exists on formal learning and e-training, aspects of self-directed and informal digital learning in CPD are still under-researched. The aim of this project was: i) to explore physicians informal learning (e.g., collegial communication, collaboration and knowledge sharing) when shifting to digital learning as part of a CPD course; ii) to identify features that enable and constrain interaction and networking; and; iii) to evaluate the effects of digital learning on the overall learning objectives and outcomes. This project was carried out in three steps, and the outcome is in a set of recommendations that can be used to capture and inform the design of future CPD programs, implemented in higher education, to better support informal learning in digital learning settings.

Keywords
Continuous professional development (CPD), digital learning
National Category
Learning
Research subject
Work Integrated Learning; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-19607 (URN)
Conference
the 8th annual Bluenotes GLOBAL 2021 VX - Re-imagining Feedback & Assessment in a Post-Pandemic World of Higher Education, Virtual conference August 2-4, 2021
Available from: 2023-02-14 Created: 2023-02-14 Last updated: 2023-02-14
Vallo Hult, H., Islind, A. S., Master Östlund, C., Wekell, P. & Holmgren, D. (2021). Digital Learning: Continuous Professional Development of Physicians Bluenotes. In: : . Paper presented at GLOBAL 2021 VX, Virtual conference (pp. 1-28).
Open this publication in new window or tab >>Digital Learning: Continuous Professional Development of Physicians Bluenotes
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2021 (English)Conference paper, Oral presentation only (Other academic)
Keywords
Digital learning, pediatricians, pediatric care
National Category
Information Systems, Social aspects
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-19648 (URN)
Conference
GLOBAL 2021 VX, Virtual conference
Available from: 2023-02-10 Created: 2023-02-10 Last updated: 2023-02-10
Berg, A., Creelman, A., Henriksson, K., Holmberg, J., Tell, J. & Master Östlund, C. (2020). Distansutbildning och e-lärande: utmaningar, möjligheter och alternativa modeller. WP2 delrapport inom K3-projektet ”Nya vägar”.
Open this publication in new window or tab >>Distansutbildning och e-lärande: utmaningar, möjligheter och alternativa modeller. WP2 delrapport inom K3-projektet ”Nya vägar”
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2020 (Swedish)Report (Other academic)
Publisher
p. 18
Series
NYAvägar
Identifiers
urn:nbn:se:hv:diva-15001 (URN)
Funder
Vinnova
Available from: 2020-02-24 Created: 2020-02-24 Last updated: 2020-02-24
Vallo Hult, H., Islind, A. S., Master Östlund, C., Holmgren, D. & Wekell, P. (2020). Sociotechnical Co-design with General Pediatricians: Ripple Effects through Collaboration in Action. In: AMCIS 2020 PROCEEDINGS: . Paper presented at Conference of the Association-for-Information-Systems (AMCIS), ELECTR NETWORK, AUG 10-14, 2020 (pp. 1-10). Association for Information Systems
Open this publication in new window or tab >>Sociotechnical Co-design with General Pediatricians: Ripple Effects through Collaboration in Action
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2020 (English)In: AMCIS 2020 PROCEEDINGS, Association for Information Systems, 2020, p. 1-10Conference paper, Published paper (Refereed)
Abstract [en]

The embedding of digital platforms into professional practice has changed how people collaborate, learn and share knowledge at work. The healthcare sector provides an illustrative case for developments in this area. Through the introduction of a virtual collaboration platform in a continuing professional development program for pediatricians, this interdisciplinary research aims to promote continuity of the educational outcomes along with a better understanding of the usefulness of virtual collaboration and knowledge sharing at work. The research question is: How do pediatricians co-design and use a virtual collaboration platform for knowledge sharing and learning in action? The method is participatory action research, in which participants were co-designers of the content that was developed. The paper outlines some of the benefits and challenges currently emerging from the integration and use of virtual collaborations in clinical practice and provides design considerations on how to co-design content to use in virtual collaboration.

Place, publisher, year, edition, pages
Association for Information Systems, 2020
Keywords
Collaboration; sociotechnical aspects; information integrity; workplace learning; co-design; healthcare
National Category
Information Systems, Social aspects
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-17266 (URN)
Conference
Conference of the Association-for-Information-Systems (AMCIS), ELECTR NETWORK, AUG 10-14, 2020
Available from: 2021-11-09 Created: 2021-11-09 Last updated: 2021-11-09Bibliographically approved
Jobe, W. & Master Östlund, C. (2019). The Effects of Using Work-Integrated Learning in Higher Education on Student and Startup Employability, Networking, and Entrepreneurship. In: Iréne Bernhard (Ed.), Uddevalla Symposium 2019: Unlocking the Potential of Regions Through Entrepreneurship and Innovation. Revised papers presented at the 22nd Uddevalla Symposium,27–29 June, 2019, L'Aquila, Italy. Paper presented at 22nd Uddevalla Symposium,27–29 June, 2019, L’Aquila, Italy (pp. 235-247). Trollhättan: University West
Open this publication in new window or tab >>The Effects of Using Work-Integrated Learning in Higher Education on Student and Startup Employability, Networking, and Entrepreneurship
2019 (English)In: Uddevalla Symposium 2019: Unlocking the Potential of Regions Through Entrepreneurship and Innovation. Revised papers presented at the 22nd Uddevalla Symposium,27–29 June, 2019, L'Aquila, Italy / [ed] Iréne Bernhard, Trollhättan: University West , 2019, p. 235-247Conference paper, Published paper (Refereed)
Abstract [en]

This paper explores the results and perceived effects from an IT project management course given in Informatics at University West in Sweden. The 10-week course requires students to manage and execute real-world projects as a form of work integrated learning (WIL). For the past three years, the course has been performed in cooperation with the Innovatum Startup program offered by the Innovatum Science Center in Trollhättan, Sweden. Each year Innovatum Startup hosts a match making session where the startup companies present their projects and propose concrete projects that the university students can choose as their real-world project. This paper presents the results regarding the startups' and students' satisfaction with the course as well as the outcomes of the students' work for the startups and the effects on the students' future employability, networking and entrepreneurship. The results are based on surveys given to the participating students and startup companies. The findings show a high level of student and startup satisfaction with the WIL collaboration and the findings reaffirm similar research that WIL courses benefit student employability and networking. However, the findings do not show a significant impact on entrepreneurship.

Place, publisher, year, edition, pages
Trollhättan: University West, 2019
Series
Reports University West, ISSN 2002-6188, E-ISSN 2002-6196 ; 2019:4
Keywords
work-integrated learning, higher education, entrepreneurship, networking, employability
National Category
Learning
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-14841 (URN)978-91-88847-40-9 (ISBN)
Conference
22nd Uddevalla Symposium,27–29 June, 2019, L’Aquila, Italy
Available from: 2020-01-10 Created: 2020-01-10 Last updated: 2020-01-10Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9094-4125

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