Our Educational Leadership Programs are directed towards directors of studies, program directors, course leaders or anyone in charge of an educational block in a program. Our target group is mainly mid managers in education involved in strategic development and implementation of educational reforms of various formats.
Our programs are offered in Sweden and internationally. We also run two research projects in the area of educational leadership.
Medical Case Center’s mission is to improve the educational quality at Karolinska Institutet by introducing and promoting the use of interactive teaching and learning methods. Educational leaders (educational mid managers) such as directors of studies or course leaders are key stakeholders in the implementation of new educational strategies and indeed to promote high quality learning.
The need to improve the ability to design and implement educational strategies among educational leaders are paramount. Educational leaders in the health care professions act in a complex web of clinical duties, clinical production targets, and the ever-increasing need to train high numbers of health professional. To keep and improve educational quality is key for our role to provide society with well-trained health professionals.
Well-trained educational leaders is a pre requisite to implement new strategies on any educational level; undergraduate, post graduate and CME/CPD. Through our educational programs based on our own research and experience from previous projects we are supporting today's, and tomorrows’ best educational programs in the health professions!
We aim at proving new perspectives and insights in health professions education with the help of related academic areas. Our research and development at the Medical Case Centre is mainly based on findings in the social and behavioral sciences.
Course- Leading for Change
This program is developed in order to meet the special demands educational leaders in health professions education is currently facing. Leading for change is has different modules that can be combined for very specific purposes and adjusted to specific time requirement and number of participants.
The program can be designed from independent workshop modules to a one-year program. Leading for Change is based on our own research and global experience of implementing educational change and to develop educational strategies in undergraduate, post graduate and CME/CPD program.
This program has been running in: Sweden, Uganda, Ethiopia, Malaysia, Guatemala and Canada.
Strategic Support to Educational Leaders
We offer support to educational leaders through consultation in design of educational reforms and implementation strategies. We can assist you with analyzing existing educational offerings, defining gaps and designing new strategies. We can also provide ongoing support through the implementation phase or provide assistance in the follow-up phases.
"How does leading change in health professions education manifest itself through power and resistance?”
The aim of this project is to deepen our understanding of what is happening in an educational program when educational leaders is trying to implement new strategies. This qualitative research project focuses on educational leadership challenges and educational change in a MD-program, a nursing program and in interprofessional learning.
Graduate student Kristina Sundberg.
“Educational leadership in postgraduate medical education”
Our second research project focuses on educational leadership in postgraduate training and the role of program directors. This project explore how program directors are perceiving their role: when and how are they executing their educational leadership and which factors are impacting their role as educational leaders? The project uses a mixed-method approach, with three qualitative studies and one quantitative. Graduate Student Hanna Fryden.
Roles, tasks and educational functions of postgraduate programme directors: a qualitative study
Frydén H, Ponzer S, Heikkilä K, Kihlström L, Nordquist J
Postgrad Med J 2015 Oct;91(1080):588-93