Change search
Refine search result
1 - 11 of 11
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1. Berman, Anne H.
    et al.
    Biguet, Gabriele
    Stathakarou, Natalia
    Westin-Hägglöf, Beata
    Stockholm University, Faculty of Social Sciences, Department of Sociology.
    Jeding, Kerstin
    McGrath, Cormac
    Karolinska Institutet, Sweden.
    Zary, Nabil
    Kononowicz, Andrzej A.
    Virtual Patients in a Behavioral Medicine Massive Open Online Course (MOOC): A Qualitative and Quantitative Analysis of Participants' Perceptions2017In: Academic Psychiatry, ISSN 1042-9670, E-ISSN 1545-7230, Vol. 41, no 5, p. 631-641Article in journal (Refereed)
    Abstract [en]

    Objective The purpose of this article is to explore learners' perceptions of using virtual patients in a behavioral medicine Massive Open Online Course (MOOCs) and thereby describe innovative ways of disseminating knowledge in health-related areas. Methods A 5-week MOOC on behavioral medicine was hosted on the edX platform. The authors developed two branched virtual patients consisting of video recordings of a live standardized patient, with multiple clinical decision points and narration unfolding depending on learners' choices. Students interacted with the virtual patients to treat stress and sleep problems. Answers to the exit survey and participant comments from the discussion forum were analyzed qualitatively and quantitatively. Results In total, 19,236 participants enrolled in the MOOC, out of which 740 received the final certificate. The virtual patients were completed by 2317 and 1640 participants respectively. Among survey respondents (n = 442), 83.1% agreed that the virtual patient exercise was helpful. The qualitative analysis resulted in themes covering what it was like to work with the virtual patient, with subthemes on learner-centered education, emotions/eustress, game comparisons, what the participants learned, what surprised them, how confident participants felt about applying interventions in practice, suggestions for improvement, and previous experiences of virtual patients. Conclusions Students were enthusiastic about interacting with the virtual patients as a means to apply new knowledge about behavioral medicine interventions. The most common suggestion was to incorporate more interactive cases with various levels of complexity. Further research should include patient outcomes and focus on interprofessional aspects of learning with virtual patients in a MOOC.

  • 2.
    Bolander Laksov, Klara
    et al.
    Karolinska Institutet, Sweden; Centre for Medical Education, Sweden.
    McGrath, Cormac
    Karolinska Institutet, Sweden.
    Josephson, Anna
    Karolinska Institutet, Sweden.
    Let’s talk about integration: a study of students’ understandings of integration2014In: Advances in Health Sciences Education, ISSN 1382-4996, E-ISSN 1573-1677, Vol. 19, no 5, p. 1709-1720Article in journal (Refereed)
    Abstract [en]

    Today, the knowledge concerning clinical reasoning is advanced enough to translate into curriculum interventions such as an integrated curriculum, in which science theory and clinical practice can be interwoven effectively. However, the interpretations of what integration means differ and the purpose of this study was to elicit how students understand integration. This study was carried out using an interpretative perspective. Medical students, in their 2nd year of study, were asked to apply basic science knowledge from all previous courses to clinical cases in an examination. Subsequent to the examination, focus group interviews were conducted. The interviews were audio recorded, transcribed and analysed by the use of qualitative content analysis. The analysis revealed how students comprehended integration: as the creation of wholeness, as relating new knowledge to core concepts, as reasoning, as application and as collaboration between teachers. The five categories were linked to three dimensions: intra-personal, inter-personal and organizational, each of which resonates with different theories of how expertise is developed. The outcome of this study adds to our understanding of how students conceptualize integration. The categories of 'integration' drawn out by the study are helpful in promoting further discussion of how eliciting students' own reports of cognition and may help the ongoing design of curricula by putting students at the center of the curriculum design process.

  • 3. Jansson, Hanna
    et al.
    Lek, Madelen
    McGrath, Cormac
    Stockholm University, Faculty of Social Sciences, Department of Education.
    From Entrepreneurship to Entrepreneuring: Transforming Healthcare Education2018In: Revitalizing Entrepreneurship Education: Adopting a critical approach in the classroom / [ed] Karin Berglund, Karen Verduyn, New York: Routledge, 2018, p. 82-96Chapter in book (Refereed)
  • 4.
    McGrath, Cormac
    et al.
    Karolinska Institutet, Sweden.
    Barman, Linda
    Stenfors-Hayes, Terese
    Roxå, Torgny
    Silén, Charlotte
    Bolander Laksov, Klara
    Stockholm University, Faculty of Social Sciences, Department of Education. Karolinska Institutet, Sweden.
    The Ebb and Flow of Educational Change: Change Agents as Negotiators of Change2016In: Teaching and Learning Inquiry, ISSN 2167-4779, E-ISSN 2167-4787, Vol. 4, no 2Article in journal (Refereed)
    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.

  • 5.
    McGrath, Cormac
    et al.
    Karolinska Institutet, Sweden.
    Bolander Laksov, Klara
    Karolinska Institutet, Sweden.
    Laying bare educational crosstalk: a study of discursive repertoires in the wake of educational reform2014In: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324, Vol. 19, no 2, p. 139-149Article in journal (Refereed)
    Abstract [en]

    In the wake of the Bologna process, many European universities are undergoing comprehensive educational reform. Our attention in this paper is focused on how a medical university came to terms with the challenges presented therein. We wished to explore how educators identify, understand and deal with opportunities for change at a medical university. To accomplish this, we devised meetings between the respondents and colleagues at the university and examined the reported results of these meetings. Our results suggest that there may be substantial educational crosstalk taking place, whereby people are experiencing a communicative mismatch in terms of negotiating the meaning of change initiatives. This can act as a hindrance for implementation of educational reforms. We acknowledge that educational developers and people in leadership need to consider different ways of creating opportunities for peer review and dialogue around educational issues in order to fully embrace opportunities for change.

  • 6.
    McGrath, Cormac
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Nilsonne, Gustav
    Karolinska Institutet, Sweden.
    Data sharing in qualitative research: opportunities and concerns2018In: MedEdPublish, ISSN 2312-7996, Vol. 7, no 4, article id 34Article in journal (Refereed)
    Abstract [en]

    Data sharing is increasingly practiced by researchers and mandated by research funders as well as scientific journals. However, data sharing within qualitative research paradigms is less common, and sharing interview data has particular challenges. Earlier debate has pointed to the value of data sharing for discouraging research fraud and permitting critical scrutiny. We elaborate on this discussion by highlighting the value of data sharing for cumulative science, for re-use, and to maximise the value of the participants’ contribution. We review methods and possibilities for sharing interview data, and give concrete recommendations for mitigating risks to the participants. In conclusion, we find that sharing of interview data is possible, valuable, and ethical, and serves a purpose for both journals and researchers.

  • 7.
    McGrath, Cormac
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education. Karolinska Institutet, Sweden.
    Palmgren, Per J.
    Liljedahl, Matilda
    Twelve tips for conducting qualitative research interviews2019In: Medical teacher, ISSN 0142-159X, E-ISSN 1466-187X, Vol. 41, no 9, p. 1002-1006Article in journal (Refereed)
    Abstract [en]

    The qualitative research interview is an important data collection tool for a variety of methods used within the broad spectrum of medical education research. However, many medical teachers and life science researchers undergo a steep learning curve when they first encounter qualitative interviews, both in terms of new theory but also regarding new methods of inquiry and data collection. This article introduces the concept of qualitative research interviews for novice researchers within medical education, providing 12 tips for conducting qualitative research interviews.

  • 8.
    McGrath, Cormac
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education. Karolinska Institutet, Sweden.
    Roxå, Torgny
    Bolander Laksov, Klara
    Stockholm University, Faculty of Social Sciences, Department of Education. Karolinska Institutet, Sweden.
    Change in a culture of collegiality and consensus-seeking: a double-edged sword2019In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 38, no 5, p. 1001-1014Article in journal (Refereed)
    Abstract [en]

    The study aims to move beyond idealised and predominantly trait-based typologies of leadership and leadership roles and addresses collegial leaders' practice of change in higher education. Collegial leaders at two research-intensive higher education institutions, who had received educational leadership training, were studied. In the study, we explored ordinary actions and change practices as a way of understanding emerging practices among collegial leaders. Five categories were identified that show how collegial leaders experience change, process change and organise the practice of change. The article also contributes a critical discussion on the notions of collegiality in a consensus-seeking context, which may be relevant for academic developers, policy makers, and researchers alike.

  • 9.
    McGrath, Cormac
    et al.
    Karolinska Institutet, Sweden.
    Stenfors-Hayes, Terese
    Roxå, Torgny
    Bolander Laksov, Klara
    Stockholm University, Faculty of Social Sciences, Department of Education. Karolinska Institutet, Sweden.
    Exploring dimensions of change: the case of MOOC conceptions2017In: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324, Vol. 22, no 3, p. 257-269Article in journal (Refereed)
    Abstract [en]

    This paper addresses a relatively new phenomenon in higher education, Massive Open Online Courses (MOOCs), and explores conceptions around this new and emerging development from the perspective of a number of stakeholders in the university. A phenomenographic approach is adopted. The study explores how different stakeholders at a university perceive the MOOC phenomenon, and reflects on how the many conceptions stakeholders adhere to are made meaningful for academic developers in their role as 'partners in arms'. The conceptions run across a continuum from the local and narrow to the global and broad. The study identifies challenges to change agency in a higher education institution.

  • 10. Stathakarou, Natalia
    et al.
    Scully, Marcel Leon
    Kononowicz, Andrzej A.
    Henningsohn, Lars
    Zary, Nabil
    McGrath, Cormac
    Stockholm University, Faculty of Social Sciences, Department of Education. Karolinska Institutet, Sweden.
    MOOC Learners' Engagement with Two Variants of Virtual Patients: A Randomised Trial2018In: Education Sciences, E-ISSN 2227-7102, Vol. 8, no 2, article id 44Article in journal (Refereed)
    Abstract [en]

    Introduction: Massive Open Online Courses (MOOCs) are an increasingly popular form of education in health professional education. VPs have been introduced in MOOCs to increase interactivity. There is a lack of research in understanding the reasons behind high dropout rates in MOOCs. We explored how learners interact with VPs and compared the significance of different VP designs on dropout rates. Methods: RCT of 378 participants split into two groups to interact with two VPs using different design: branching and linear. Data on node progression and VP attempts was analysed using descriptive and quantitative analysis. Results: Eight groups of learner interaction patterns were identified. The majority of learners completed the VP in a linear path in one attempt. A significant number either completed the case in a loop path in one attempt, completed in a linear path in multiple attempts or dropped out without attempting the case. VP design has a significant effect on dropout rates of learners. There is a higher dropout rate from a branched VP compared to linear VP. Discussion: Prior research showed that branched VPs are more engaging and promote greater learning compared to linear VPs. However, our results indicate that branched VPs had greater dropout compared to VPs that require less time to be solved. Conclusions: We conclude that branching had a negative effect on completion of the VP activity in the MOOC. Moreover, we believe that more complex VPs require more effort on task and this might not be a design that facilitates the interaction in a MOOC audience, where the participants might wish to acquire the basic medical knowledge offered by the course.

  • 11. Stohr, Christian
    et al.
    Stathakarou, Natalia
    Mueller, Franziska
    Nifakos, Sokratis
    McGrath, Cormac
    Stockholm University, Faculty of Social Sciences, Department of Education. Karolinska Institutet, Sweden.
    Videos as learning objects in MOOCs: A study of specialist and non-specialist participants' video activity in MOOCs2019In: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, Vol. 50, no 1, p. 166-176Article in journal (Refereed)
    Abstract [en]

    Despite the emergence of massive open online courses (MOOCs) and the field of MOOC research, we have a limited understanding of the specific needs of different learner groups and how MOOCs can successfully address those needs. Video lectures and demonstrations are a central learning component of MOOCs. This paper contributes to the research community by examining the use of MOOC videos for two groups of learners. In particular, we explore whether there is an observable difference between specialists' and non-specialists' video-watching activity. We analyse data collected from three MOOCs on the edX platform. Our findings indicate that while age and educational background impacts the level of video activity, there is no significant difference between specialists and non-specialists. We conclude that the MOOC format may be suited to non-specialist groups, allowing them to self-direct their learning and utilise videos as educational resources.

1 - 11 of 11
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf