PhD projects | Lifelong Learning in Health Care Contexts (LLHCC)
Currently four PhD students are part of the Lifelong Learning in Health Care Contexts research group. Also, senior researchers in our team supervise PhD students in other groups who often join us in our shared activities.
From theory to practice – explorations of how clinicians transfer knowledge from faculty development
This project uses an activity theoretical approach to explore clinical teachers’ engagement in faculty development activities and how they transfer their learnings from such activities into their teaching practices in clinical settings.
The project explores transfer of educational innovations developed in a faculty development program, as well as transfer of new knowledge and skills attained in faculty development.
The research focuses on systemic and contextual factors influencing the processes related to knowledge transfer and aims at contributing to the enhancement of teaching practices in clinical settings, as well as advancing the field of faculty development.
An exploration of the use of a health care advocacy tool and cognitive aid implementation to improve the care of traumatically injured children
The aim is to determine what constitutes a high-quality stabilization of a traumatically injured child. The project further aims to explore the use of a tool to capture readiness and quality of stabilization and feed this back to the healthcare professionals and hospital administrators to enhance patient outcomes, safety and trauma team performance.
This project involves the use of high fidelity paediatric simulators as surrogate real patients and a mixed methods approach to capture data on the perspectives of individuals involved in trauma care and the performance of trauma teams.
The paths to establishment in the Swedish labor market for physicians educated outside of the EU/EEA
This qualitative study aims to explore the experiences of migrant physicians attempting to enter the Swedish labor market, particularly perceived barriers and facilitators to entry and development of required competences. One aspect being considered is geographical localization, and whether there are differences in experience between rural and urban areas.
Exploring the use of interactive online Virtual Patients to train undergraduate medical students against medical error
Medical error by healthcare practitioners is widely agreed to be one of the biggest causes of patient harms in healthcare. There is a recognised need for improved educational offerings that can address the cognitive causes of error, and to provide learners with the opportunity to develop their awareness of how to avoid common errors in practice.
The Training Against Medical Error (TAME) EC Erasmus+ funded project is aiming to use specially designed Virtual Patients (VPs) to target the error skills of undergraduate medical students; these online learning resources allow learners to actively participate in simulated patient scenarios, making decisions and learning from their mistakes in a safe environment.
Two models of VP have been trialed at 6 institutions in Kazakhstan, Vietnam and Ukraine, with participants completing a range of self-report instruments and assessments that are designed to measure and test multiple aspects of the learner experience of these VPs, and to assess the impact upon their performance.