Presented Posters

Development of a contextualized course evaluation questionnaire with focus on utility of results to improve student learning 

Our idea
Course evaluation questionnaires (CEQs) can be difficult to adapt to different stakeholders’ requirements. Thus various stakeholders create their own CEQs, which result in an overload of surveys presented to students, poor response rates, and limited possibilities for comparisons. To address these issues we designed a CEQ adaptable to all undergraduate programs and suitable for the needs of three groups of stakeholders: university management, program management, and faculty.  
What we did
A threefold generic CEQ was developed consisting of: five mandatory questions selected by the Board of Education, 5-10 program-specific questions selected by program management, and 5-10 course-specific questions selected by faculty. A question-bank with defined areas of inquiry was developed, optional to use for program- and course-specific questions. A web-based survey tool (KI Survey) was used to create program-specific templates.
Implications for practice
The CEQ:

  • user-friendly and adaptable to different needs,
  • enables validation of constructs and items,
  • permits comparison across courses and programs, and over time,
  • limits the number of independent questionnaires developed by teachers and
    administrators and increases response rates.

Involving stakeholders during development has facilitated formulation of relevant items that can be used to improve teaching and learning.
Conclusions for future practice
We believe that it is imperative to have a dialogue with the users of the CEQ to improve its quality and usage. Any instrument may be of high quality, but excellency is created in use.

Name of authors: Bonnevier, Anna; Sturesson, Linda; Sjöström-Bujacz, Aleksandra; Stenfors-Hayes, Terese
Working title: Project manager
University/College/Hospital: Karolinska Institutet
Department: Dept of LIME
Section: Evaluation unit
Contact info:

A late night at the university library – supporting students in the final phases of essay and thesis writing

This presentation outlines a strategy for caterings to students’ needs towards the end of each semester, when students are stressed about assignments and theses. For the past three semesters, the University Library has arranged “a late evening at the library,” with a special program designed to help students. Our goal is that the students should be able to finish their assignments or theses during the evening.  We seek to provide an opportunity for focused work with access to the resources that students are asking for: drop-in consultations and mini lectures with writing tutors and librarians. To help the students stay focused and energized, the student health center offers advice on how to end procrastination, an instructor from the campus gym leads mini-exercise breaks, and complimentary snacks are offered. The event was inspired by the international “long night against procrastination”, which started in Germany 2010.
The late night at the library makes for a new way of reaching students and for catering to their needs in a time and cost efficient manner. During the evenings, students get the opportunity to get iterative support during their working process, allowing for highly efficient and stimulating work. Student response has been positive, and many students have used the opportunity to work intensely and make use of the support offered – and some of them have also managed to finish their work during the evening!

Name of author: Borgström, Anna M.; Moberg, B.
Working title: Writing tutors
University/College/Hospital: Karolinska Institutet 
Department: University Library
Section: The KI Academic Writing Support
Contact info:

Developing a student-centered online discussion method

This developmental project targeted two essential educational issues on advanced level in nursing education. Enhancing progression on advanced level is a challenge, the students bring experiences and knowledge from their professional work as nurses and are expected deepen their understanding of subjects they have studied before. They are also supposed to become more independent and self-directed in learning. The project used online discussion fora to stimulate students to actively participate in the learning process and take responsibility for their own learning.
Group discussions were initiated based on individual uploaded essays. Three students in each group were assigned specific roles, a) chairman; responsible for the content of the discussion, b) secretary; summarising the discussion and c) process reviewer observing the group and learning processes. The course included a number of discussions in which all students could try and learn from experiencing different roles. A teacher participated to facilitate the process not meant to interfere with any of the students’ roles.
The documented discussions revealed rich reflections related to the topics that were studied. Students appreciated the role and experiences of being a chairman; it was demanding but educational. The secretary role was also considered a good learning opportunity and helpful to remember the discussion. It was more difficult to grasp the process reviewer role but several students discovered a new angle to the work.
The planned semi-structured discussion had an impact deepening student’s reflections. The teacher role needs to be developed aiming to facilitate a metacognitive level in the learning process.

Name of author: Reuterswärd, Marina
Working title: Lecturer
University/College/Hospital: Karolinska Institutet
Department: Department of Neurobiology, Care (NVS)
Section: Division of nursing
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Interprofessional Learning in the Clinical Setting

Interprofessional learning (IPL) activities are often logistically time and resource consuming. In the Swedish medical education system with short (in general 1 week/ward) clinical rotations it is difficult to provide an optimum setting for IPL in clinical settings. This creates a gap in opportunities for a more imperative competency-based training. As the educational learning environment at our surgical ward was unsatisfying a new concept was necessary. In order to provide an IPL learning environment, medical students during their seventh semester (surgical) were placed in a student team together with student nurses, working with junior and senior consultants and nurses in the ordinary ward-team constellation. The students were to function as junior doctors under supervision. This includes preparing for and leading the rounds, being responsible for all contacts with other consultants, referrals etc. The weekly schedule also included preparing for clinical seminars. The students perceived the learning environment as highly interactive and provided a sense of medical care professional ownership that facilitated medical education. The benefit of this project is that the students are naturally included and are important participants in a community of practice which facilitates professional development and clinical skills training. The change of structure was generated at a very low cost – in comparison with traditional student run clinics. The concept is planned for implementation at other wards and is continuously evaluated.

Name of authors: Wredberg, Cecilia; Pettersson, T; Kjellin, A
Working title: MD
University/College/Hospital Karolinska University Hospital, CLINTEC
Section: Gastrocentrum, Kirurgi
Contact info:

Implementing information literacy into the curriculum – is it the solid, single solution?

Is it possible to be “just in time” within the curriculum or is drop- in workshops more useful for the individual student?

In Karolinska Institutet, information literacy instruction at the University Library is integrated into the curriculum of most undergraduate programs.  Apart from lectures and workshops the library also provides mentoring service in searching databases and in how to use reference management programs. The service is available five hours a day every weekday, both as drop-in service and a possibility to book an individual appointment with a librarian.

During the autumn 2015 the library also offered short drop-in workshops to broaden the service and to explore it as a new form of teaching method. The aim of this new service offer was to investigate if it could be a possible alternative – or complement –  to library instruction within the curriculum. The workshops were held on two occations on both campuses simultaneously and were well-attended. During spring 2016 workshops will be held more frequently to continue to assess this new form to meet the needs of the undergraduate students.  During spring 2016 the intention is to discover how well suited this is for the individual student and if it could be one of many alternatives or maybe the only alternative for some student groups.

The expected outcome is that drop-in workshops might be more useful for the individual student in terms of being “just in time”.

Name of authors: Hägerbro, Mia; Wiberg, Erika
Working title: Librarian
University/College/Hospital: Karolinska Institutet
Department: University Library
Section: Teaching & Tutoring
Contact info: