LHCC Projects

Completed projects

Current projects

Assessment of Infant Cardio Pulmonary Resuscitation (CRP) technical skills performance and motivation for deliberate practice: A pilot study

Aim and Scope

This pilot study will use a prospective randomised mixed methods design to explore the effectiveness of self-motivated infant CPR performance training.

Funder and/or Steering Group

Royal Manchester Children’s Hospital, Stanley Foulds Fund

Project Management Team

Ralph MacKinnon (Royal Manchester Children’s Hospital, UK), Rachel Stoeter, (Stepping Hill Hospital, UK), Terese Stenfors (KI) and Todd Chang (Children’s Hospital Los Angeles USA)

Publications and Presentations

Presentation at International Pediatric Simulation Society Meeting, Vancouver 2015

Course evaluation for doctoral education courses

Aim and Scope

The Evaluation Unit has from the spring semester 2016 the assignment to run course and activity evaluations for doctoral education. This includes sending out the questionnaires; assist with consultations regarding possible additional questions; compiling the answers to reports that will be used for feedback to participants and course organizers, linked in the course catalogue and sent to central administrative officers for quality assurance.  

Funder and/or Steering Group

Board of Doctoral Education at Karolinska Institutet

Project Manager 

Per Palmgren 

Report: 2016 års sammanfattningsrapport för kursvärdering av forskarutbildningskurser

Development of a global CPR life skill’s initiative for high school students

Aim and Scope

The aim is to determine differences in voluntary usage patterns for CPR skills practice, and differences in chest compression performance over time, in the presence of a leaderboard in schools. The project further aim to measure social engagement with both healthcare and other schools in the project. This will involve surveying participants and school careers teachers/tutors at the end of the project to determine motivations and future aspirations and then as the project grows with more schools participating over time, mapping students that have entered healthcare education or employment. 

Funder and/or Steering Group

Health Education England

Project Management Team

Ralph MacKinnon (Royal Manchester Children’s Hospital, UK), Rachel Stoeter, (Stepping Hill Hospital, UK), Terese Stenfors (KI) and Todd Chang (Children’s Hospital Los Angeles USA)

Development of a question bank and support for KI’s future employee survey

Aim and Scope

During 2017 educational programmes at KI are supposed to conduct a future employee survey (avnämarundersökning) and to help the programmes we are developing a question bank for the educational programmes as well as supporting the programmes in choosing questions, how to find respondents and compile background data. 

Funder and/or Steering Group

Board of Higher Education at Karolinska Institutet

Project Management Team

Louise Bergman (KI)

Development of the Speech and language pathology education programme’s quality system

Aim and Scope

We are working together with the Speech and language pathology education programme to work out a functional, effective and useful quality system with the goal to enhance the quality of the programme’s education. Within the project we are helping the programme develop reliable and valid ways to measure the students’ experience of their education. We are also conducting a process evaluation of the implementation of the new study plan.

Funder and/or Steering Group

Speech and language pathology education programme

Project Management Team

Terese Stenfors, Louise Bergman and Aleksandra Sjöström-Bujacz (KI)

Efficient way to the labour market for immigrated physicians from non EU/EEA countries

Funder

Kamprad stiftelse

Project Team

Terese Stenfors, Linda Sturesson, Henrik Sjövall (Göteborgs universitet), Gunnar Nilsson

The utility of student feedback from open ended questions in course evaluation questionnaires

Aim and scope

At KI the course evaluation questionnaire (CEQ) is obligatory for all undergraduate courses. These CEQs must include at least one open ended question where the students can share their experiences of the course and give feedback to the teacher. We are investigating to what extent these comments are of value and can be utilized in the improvement of course quality. This is done by (1) investigating what comments teachers find useful in course improvement, (2) analyzing the content of student comments on the open ended questions of the CEQ and by (3) investigating the students perception of the CEQ.

Funder and/or Steering Group

KI Pedagogiska medel

Project Management Team

Terese Stenfors, Louise Bergman, Vasilis Hervatis, Constantina Lomi (KI)

Maintenance, development and data management of first cycle and second cycle course evaluation questionnaires at Karolinska Institutet 

Aim and Scope

It is mandatory, from the spring semester 2016, for all the first and second cycle courses at Karolinska Institutet to use the same five questions in their course questionnaires (the five questions are specified in the Action plan for quality evaluation of first cycle and second cycle education at Karolinska Institutet). This is an ongoing project that includes maintaining and manage data from all first cycle and second cycle course evaluations. Analyses of the data will be presented internally and externally.  

Funder and/or Steering Group

Board of Higher Education at Karolinska Institutet 

Project Management Team

Louise Bergman, Aleksandra Sjöström Bujacz, Terese Stenfors, Anna Bonnevier and Linda Sturesson

Program specific course evaluation reports

Aim and Scope

The aim of this project is to help the programmes at KI to implement the new standardised course evaluation process. Each programme gets a chance to once during 2016-2017 have a programme specific course evaluation report made for them if they fulfil certain requirements. We help analyse the programmes’ process as it is today and the results from the programmes’ course evaluation questionnaires for one semester. We evaluate what in the process and questionnaire can be made better, and what parts of courses and the programmes as a whole can be improved. This will be a help in the programmes’ work with their quality plans.

Funder and/or Steering Group

Board of Higher Education at Karolinska Institutet

Project Management Team

Louise Bergman and Terese Stenfors

The utility of student feedback from open ended questions in course evaluation questionnaires

Aim and scope

At KI the course evaluation questionnaire (CEQ) is obligatory for all undergraduate courses. These CEQs must include at least one open ended question where the students can share their experiences of the course and give feedback to the teacher. We are investigating to what extent these comments are of value and can be utilized in the improvement of course quality. This is done by (1) investigating what comments teachers find useful in course improvement, (2) analyzing the content of student comments on the open ended questions of the CEQ and by (3) investigating the students perception of the CEQ.

Funder and/or Steering Group

KI Pedagogiska medel

Project Management Team

Terese Stenfors, Louise Bergman, Vasilis Hervatis, Constantina Lomi (KI)

Through the eyes of the beholder: Understanding physicians’ conceptions of childhood obesity to support continuous professional development

Aim and Scope

The aim of the project is to provide a knowledge base that will support the development of effective continuing education for Canadian pediatricians with obese patients.

The study is a phenomenographic exploration of the different ways in which physicians in Toronto understand childhood obesity. Data collection is aimed at identifying paediatricians’ constructions of the etiology of obesity, how obesity impacts their practice and their views on the treatment and management of patients with obesity.

Funder and/or Steering Group

Continuing Education Research and Development Awards, University of Toronto

Project Management Team

Nicole Woods (UofT), Maria Mylopoulos (UofT), Stephanie Lapinsky (UofT), and Terese Stenfors

Publications and Presentations

Through the eyes of the beholder: Understanding physicians’ conceptions of childhood obesity, Canadian, Conference on Medical Education, Vancouver, April 2015.

PhD projects

An exploration of the use of a health care advocacy tool and cognitive aid implementation to improve the care of traumatically injured children

Aim and Scope

The aim of this project is to explore across all potential team members three significant clinical problems in the care of traumatically injured children: a) the absence of self-reflection leading to change in practice, b) the lack of sustained learning and c) performance of key management issues.

This project explores the use and evaluation of a healthcare advocacy tool designed to develop health system readiness to improve and sustain team performance and introduce change to healthcare systems.

Funder and/or Steering Group

Health Education England Fore-runner Grant

Project Management Team

Ralph MacKinnon (Royal Manchester Children’s Hospital, UK), Chris Kennedy (Mercy Children’s Kansas City, USA), Dr Michael Shepherd (Starship Children's NZ), Joanne Cole (Starship Children's NZ), Marc Auerbach (Yale Children's USA), Todd Chang (Children's Hospital Los Angeles USA) & Vinay Nadkarni (Children's Hospital of Philadelphia USA), Karin Pukk Härenstam, Ulrica von Thiele Schwarz and Terese Stenfors

Exploring faculty and students experiences of quality and its improvement in international graduate healthcare professionals’ education

Aim and scope  

The aim of this doctoral project is to explore how different stakeholders experience quality in education and to describe how these new insights can affect the quality improvement procedure in the future.

How do faculty and managers experience quality and quality improvement in education?
How do students express their experiences of quality in course evaluations and what are their experiences of high quality in international graduate healthcare professionals’ education?
What are the implications of any eventual differences on stakeholder’s experiences and conscious understanding of quality upon the improvement procedure?

Methods: Phenomenographic approach based on individual interviews and Delphi.

PhD student

Vasilis Hervatis

Supervisors

Terese Stenfors, Anna Bonnevier, Sabine Koch

From theory to practice and back again – explorations of how practitioners implement educational research

How do health professions teaching staff take advantage of medical education research?
What are the processes involved in implementation of educational research into the clinical learning environment?
How can Activity Theory help as lens for the design and implementation of educational development tools in health professions education?

Methods: Mixed method, change lab.

PhD student

Agnes Elmberger

Supervisors

Klara Bolander Laksov, Erik Björck, Juha Nieminen

Patients’ perceptions of care and measures of safety in a multidisciplinary person-centered clinic

Aim and Scope

The aim of the project is to explore the care provided at a new integrated outpatient clinic (for persons with Patents with concomitant cardiovascular disease, renal dysfunction and diabetes) using a framework of person centered care and to furthermore evaluate the clinic from a patient safety perspective.

This PhD project represents one of the research projects that are part of this larger study.

Project Management Team

Gudrun Evén (Danderyds Sjukhus (DS), Magnus von Arbin (DS), Terese Stenfors, Åsa Franzén-Dahlin (DS), Jonas Spaak (DS)

Understanding, valuing and enhancing the role of clinicians who teach

Aim and Scope

This multi-centre study aims to explore experienced clinicians’ views on their role as educators:  how these roles are (and could be) supported, valued and enhanced by those responsible for postgraduate training within medical schools.

Funder and/or Steering Group

NHS Education for Scotland

Project Management Team

Drs Michael Ross (Edinburgh University), Terese Stenfors (KI) and Lindsey Pope (University of Glasgow)