Terese Stenfors
Professor
E-mail: terese.stenfors@ki.se
Telephone: +46852483737
Visiting address: Alfred Nobels Allé 23, plan 5, 14152 Huddinge
Postal address: TL Undervisning och lärande, 171 77 Stockholm
About me
Terese Stenfors is professor of Medical Education at the Department of Learning, Informatics, Management and Ethics and the unit of Teaching and Learning.
Roles include:
- Scientific secretary Karolinska Institutet Prize for Research in Medical Education (KIPRIME)- Comittee member in Recruitment Committee
- Deputy department chair LIME
- Coordinator of KI network for research in medical education
- Steering group research school in medical education
- Course coordinator PhD courses in medical education
- Research group leader- Steering group doctoral programme in health care science (2018-2024)
- Teaching staff representative in KI Board (2022-2024)
- Committee member in Docent Committee (2019-2023)
Articles
- Article: SEXUAL & REPRODUCTIVE HEALTHCARE. 2025;44:101105Hernandez MZ; Stenfors T; Sorman K; Hurtig C; Barimani M
- Article: BMC MEDICAL EDUCATION. 2025;25(1):800Delorme C; Stenfors T; Sonden A
- Article: BMC GERIATRICS. 2025;25(1):279Mikaelsson A; Eriksson LE; Stenfors T; Goliath I
- Article: FRONTIERS IN DIGITAL HEALTH. 2025;7:1516379Eckerstrom J; Martensson S; Larsson M; Knez R; Ljudvag M; El Alaoui S; Dahlstrom K; Nowak YE; Stenfors T; Jayaram-Lindstrom N; Kristiansson M; Fors U; Sorman K
- Article: BMC MEDICAL EDUCATION. 2025;25(1):414Sahba SG; Bonnevier A; Stenfors T; Kenne E
- Journal article: ADVANCES IN MEDICAL EDUCATION AND PRACTICE. 2024;15:85-96Dyar A; Henriksson P; Stenfors T; Lachmann H; Kiessling A
- Article: CLINICAL KIDNEY JOURNAL. 2024;17(11):sfae331Even G; Stenfors T; Jacobson SH; Jernberg T; Franzen-Dahlin A; Jaghult S; Kahan T; Spaak J
- Article: BMC MEDICAL EDUCATION. 2024;24(1):1306Sandrone S; Stenfors T
- Article: ACADEMIC MEDICINE. 2024;99(11):1254-1259Mills LM; Stenfors T; Duffy M; Young JQ; Boscardin C; ten Cate O; O'Sullivan PS
- Article: HEALTH EXPECTATIONS. 2024;27(5):e70003Jansson H; Luckhaus JL; Hasson H; Mazzocato P; Stenfors T; Wannheden C
- Article: SCANDINAVIAN JOURNAL OF TRAUMA RESUSCITATION & EMERGENCY MEDICINE. 2024;32(1):93Mackinnon RJ; Slater D; Jenner R; Stenfors T; Kennedy C; Harenstam KP
- Article: JOURNAL OF PARTICIPATORY MEDICINE. 2024;16:e55882Al-Adili L; Malmqvist M; Reinius M; Helispää Rodriguez I; Stenfors T; Brommels M
- Journal article: JOURNAL OF PARTICIPATORY MEDICINE. 2024;16:e55882Al-Adili L; Malmqvist M; Reinius M; Rodriguez IH; Stenfors T; Brommels M
- Article: BMJ OPEN. 2024;14(8):e081095Taxen M; Tolf S; Appelbom S; Sjostrom-Bujacz A; Baresso N; Herber K; Johansson A; Keita M; Ramstedt L; Bringby AW; Stenfors T; Mazzocato P
- Article: HEALTH EXPECTATIONS. 2024;27(3):e14064Reinius M; Al-Adili L; Rodriguez IH; Stenfors T; Brommels M
- Journal article: INTERNATIONAL JOURNAL OF WHOLE PERSON CARE. 2024;11(1S):s40-s41Boudreau JD; Schei E; Valestrand E; Gillespie H; Whelan B; Kinsella EA; Grimstad H; Kvernenes M; Stenfors T
- Article: ADVANCES IN MEDICAL EDUCATION AND PRACTICE. 2024;15:85-96Dyar A; Henriksson P; Stenfors T; Lachmann H; Kiessling A
- Article: MEDICAL EDUCATION. 2023;57(11):1020-1027Valestrand EA; Hokstad LM; Schei E; Ofstad EH; Stenfors T; Kvernenes M
- Article: HEALTH EXPECTATIONS. 2023;26(4):1757-1767Wannheden C; Riggare S; Luckhaus JL; Jansson H; Sjunnestrand M; Stenfors T; Savage C; Reinius M; Hasson H
- Article: JOURNAL OF MENTAL HEALTH. 2023;32(4):761-768Reinius M; Steinsaphir A; Malmqvist Castillo M; Stenfors T
- Article: BMC HEALTH SERVICES RESEARCH. 2023;23(1):404Duncan TS; Riggare S; Bylund A; Haegglund M; Stenfors T; Sharp L; Koch S
- Article: PLOS ONE. 2023;18(3):e0282317Stabel LS; Ohlander M; Stenfors T
- Article: BMJ OPEN. 2022;12(8):e059003Jansson H; Stenfors T; Riggare S; Hasson H; Reinius M
- Article: BMC MEDICAL EDUCATION. 2022;22(1):401Bjorklund K; Stenfors T; Nilsson GH; Leanderson C
- Article: BRITISH JOURNAL OF ANAESTHESIA. 2022;128(2):e120-e126MacKinnon RJ; Slater D; Pukk-Harenstam K; Schwarz UVT; Stenfors T
- Article: INTERNATIONAL JOURNAL OF MEDICAL EDUCATION. 2022;13:19-27Bjorklund K; Stenfors T; Nilsson GH; Leanderson C
- Article: SAFETY SCIENCE. 2021;143:105416Lornudd C; Frykman M; Stenfors T; Ebbevi D; Hasson H; Sundberg CJ; Schwarz UVT
- Article: BMC MEDICAL EDUCATION. 2021;21(1):520Stoffels M; van der Burgt SME; Stenfors T; Daelmans HEM; Peerdeman SM; Kusurkar RA
- Article: SCANDINAVIAN JOURNAL OF PRIMARY HEALTH CARE. 2021;39(3):322-331Bjork J; Stenfors T; Juth N; Gunnarsson AB
- Article: MEDICAL EDUCATION. 2021;55(6):713-723Dyar A; Stenfors T; Lachmann H; Kiessling A
- Article: HUMAN RESOURCES FOR HEALTH. 2021;19(1):63Sturesson L; Palmgren PJ; Ohlander M; Nilsson GH; Stenfors T
- Article: BMC MEDICAL EDUCATION. 2021;21(1):269Bjorklund K; Stenfors T; Nilsson GH; Alinaghizadeh H; Leanderson C
- Article: SUSTAINABILITY. 2021;13(9):5221Wannheden C; von Thiele Schwarz U; ostenson C-G; Pukk Harenstam K; Stenfors T
- Article: ACADEMIC MEDICINE. 2021;96(2):218-225Irby DM; O'Brien BC; Stenfors T; Palmgren PJ
- Article: FRONTIERS IN PUBLIC HEALTH. 2021;8:623773Wannheden C; Stenfors T; Stenling A; von Thiele Schwarz U
- Article: CLINICAL TEACHER. 2020;17(6):596-599Stenfors T; Kajamaa A; Bennett D
- Article: CLINICAL TEACHER. 2020;17(4):378-381Johnston J; Barrett A; Stenfors T
- Article: BMJ OPEN. 2020;10(7):e038670Sturesson L; Heiding A; Olsson D; Stenfors T
- Article: JOURNAL OF MEDICAL INTERNET RESEARCH. 2020;22(7):e17318Blum ER; Stenfors T; Palmgren PJ
- Article: JOURNAL OF OCCUPATIONAL AND ENVIRONMENTAL MEDICINE. 2020;62(6):389-397Lornudd C; Stenfors T; Hasson H; Frykman M; Sundberg CJ; Schwarz UVT
- Article: BMC MEDICAL EDUCATION. 2019;19(1):404Lundh P; Palmgren PJ; Stenfors T
- Article: HUMAN RESOURCES FOR HEALTH. 2019;17(1):71Sturesson L; Ohlander M; Nilsson GH; Palmgren PJ; Stenfors T
- Article: PERSPECTIVES ON MEDICAL EDUCATION. 2019;8(5):276-283Dyar A; Lachmann H; Stenfors T; Kiessling A
- Article: PLOS ONE. 2019;14(4):e0215597Woodham LA; Round J; Stenfors T; Bujacz A; Karlgren K; Jivram T; Riklefs V; Poulton E; Poulton T
- Article: JMIR RESEARCH PROTOCOLS. 2019;8(3):e12087Foley K; Alturkistani A; Carter A; Stenfors T; Blum E; Car J; Majeed A; Brindley D; Meinert E
- Article: JOURNAL OF MULTIDISCIPLINARY HEALTHCARE. 2019;12:137-148Even G; Spaak J; von Arbin M; Franzen-Dahlin A; Stenfors T
- Article: PLOS ONE. 2019;14(1):e0210598Sturesson L; Ohlander M; Nilsson G; Stenfors T
- Article: ADVANCES IN SIMULATION. 2019;4:4MacKinnon RJ; Pukk-Härenstam K; Von Thiele Schwarz U; Kennedy C; Stenfors T
- Article: ACADEMIC MEDICINE. 2019;94(1):115-121Devine LA; Ginsburg S; Stenfors T; Cil TD; McDonald-Blumer H; Walsh CM; Stroud L
- Article: CLINICAL TEACHER. 2018;15(6):451-456de la Croix A; Barrett A; Stenfors T
- Article: BMC MEDICAL EDUCATION. 2018;18(1):235Palmgren PJ; Brodin U; Nilsson GH; Watson R; Stenfors T
- Article: CLINICAL TEACHER. 2018;15(5):366-369Helmich E; Stenfors T; Barrett A
- Article: SCANDINAVIAN JOURNAL OF PRIMARY HEALTH CARE. 2018;36(1):36-46Froberg M; Leanderson C; Flackman B; Hedman-Lagerlof E; Bjorklund K; Nilsson GH; Stenfors T
- Article: BMC MEDICAL EDUCATION. 2017;17(1):171Hartford W; Nimmon L; Stenfors T
- Article: HUMAN RELATIONS. 2017;70(8):966-993Schwarz UVT; Nielsen KM; Stenfors-Hayes T; Hasson H
- Article: INTERNATIONAL JOURNAL FOR ACADEMIC DEVELOPMENT. 2017;22(3):257-269McGrath C; Stenfors-Hayes T; Roxa T; Laksov KB
- Article: BMC MEDICAL EDUCATION. 2016;16(1):313Salminen H; Ohman E; Stenfors-Hayes T
- Article: JOURNAL OF GRADUATE MEDICAL EDUCATION. 2016;8(5):773-774Balmer DF; Rama JA; Athina Tina Martimianakis M; Stenfors-Hayes T
- Article: QUALITATIVE HEALTH RESEARCH. 2016;26(12):1591-1602Kang H; Stenfors-Hayes T
- Article: HEALTH PROMOTION INTERNATIONAL. 2016;31(3):495-504Astnell S; Schwarz UVT; Hasson H; Augustsson H; Stenfors-Hayes T
- Article: BMJ OPEN. 2016;6(7):e012256Mazzocato P; Stenfors-Hayes T; Schwarz UVT; Hasson H; Nystrom ME
- Article: BMC MEDICAL EDUCATION. 2016;16:114Nimmon L; Stenfors-Hayes T
- Journal article: TEACHING & LEARNING INQUIRY: THE ISSOTL JOURNAL. 2016;4(2):1-14McGrath C; Barman L; Stenfors-Hayes T; Roxa T; Silen C; Laksov KB
- Journal article: CLINICAL TEACHER. 2015;12(6):436Stenfors-Hayes T; Waardenburg R
- Article: JOURNAL OF GRADUATE MEDICAL EDUCATION. 2015;7(4):669-670Teherani A; Martimianakis T; Stenfors-Hayes T; Wadhwa A; Varpio L
- Article: MEDICAL EDUCATION. 2015;49(8):783-795Hauer KE; Oza SK; Kogan JR; Stankiewicz CA; Stenfors-Hayes T; ten Cate O; Batt J; O'Sullivan PS
- Article: BMC MEDICAL EDUCATION. 2015;15:108Stenfors-Hayes T; Berg M; Scott I; Bates J
- Article: INTERNATIONAL JOURNAL OF BEHAVIORAL MEDICINE. 2015;22(3):345-355Augustsson H; Schwarz UVT; Stenfors-Hayes T; Hasson H
- Article: BMJ OPEN. 2015;5(4):e006386MacKinnon RJ; Kennedy C; Doherty C; Shepherd M; Cole J; Stenfors-Hayes T
- Journal article: CLINICAL TEACHER. 2015;12(2):138-139Nieminen J; Stenfors-Hayes T
- Journal article: CLINICAL TEACHER. 2015;12(2):140-141Liljedahl M; Stenfors-Hayes T
- Journal article: CLINICAL TEACHER. 2015;12(2):139-140Liljedahl M; Stenfors-Hayes T
- Journal article: CLINICAL TEACHER. 2015;12(2):141Laksov KB; Stenfors-Hayes T
- Article: JOURNAL OF OCCUPATIONAL AND ENVIRONMENTAL MEDICINE. 2015;57(2):217-225Schwarz UVT; Augustsson H; Hasson H; Stenfors-Hayes T
- Article: BMJ SIMULATION AND TECHNOLOGY ENHANCED LEARNING. 2015;1(3):71-76MacKinnon RJ; Stoeter R; Doherty C; Fullwood C; Cheng A; Nadkarni V; Stenfors-Hayes T; Chang TP
- Article: JOURNAL OF MULTIDISCIPLINARY HEALTHCARE. 2014;7:471-477Stenfors-Hayes T; Kang HH
- Article: MEDICAL EDUCATION. 2013;47(3):261-270Stenfors-Hayes T; Hult H; Dahlgren MA
- Article: EUROPEAN JOURNAL OF DENTAL EDUCATION. 2012;16(1):e151-e157Stenfors-Hayes T; Hult H; Dahlgren LO
- Article: EUROPEAN JOURNAL OF DENTAL EDUCATION. 2011;15(3):153-158Stenfors-Hayes T; Lindgren LE; Tranaeus S
- Article: ADVANCES IN HEALTH SCIENCES EDUCATION. 2011;16(2):197-210Stenfors-Hayes T; Hult H; Dahlgren LO
- Journal article: INTERNATIONAL JOURNAL OF MEDICAL EDUCATION. 2011;2:64-69Asadi H; Josephson A; Stenfors-Hayes T
- Article: MEDICAL TEACHER. 2011;33(8):e423-e428Stenfors-Hayes T; Hult H; Dahlgren LO
- Article: TEACHING IN HIGHER EDUCATION. 2010;15(4):399-408Stenfors-Hayes T; Weurlander M; Dahlgren LO; Hult H
- Journal article: MEDICAL TEACHER. 2010;32(5):441-444Blake K; Paquette C
- Article: MEDICAL TEACHER. 2010;32(8):E315-E321Kalen S; Stenfors-Hayes T; Hylin U; Larm MF; Hindbeck H; Ponzer S
- Article: MEDICAL TEACHER. 2010;32(2):148-153Stenfors-Hayes T; Kalen S; Hult H; Dahlgren LO; Hindbeck H; Ponzer S
- Journal article: INTERNATIONAL JOURNAL OF LIFELONG EDUCATION. 2008;27(6):625-640Stenfors-Hayes T; Griffiths C; Ogunleye J
- Journal article: CLINICAL TEACHER. 2008;5(3):159-162Ross MT; Stenfors-Hayes T
- Article: MEDICAL EDUCATION. 2008;42(9):915-922Ross MT; Stenfors-Hayes T
- Article: HIGHER EDUCATION RESEARCH & DEVELOPMENT. 2008;27(2):143-153Weurlander M; Stenfors-Hayes T
- Journal article: LEARNING MEDIA AND TECHNOLOGY. 2003;3(3):347-360Kjellin H; Na¨slund A-K; Stenfors T
- Show more
All other publications
- Review: CLINICAL PSYCHOLOGY & PSYCHOTHERAPY. 2024;31(3):e3003Ragnarsson EH; Reinebo G; Ingvarsson S; Lindgren A; Beckman M; Alfonsson S; Hedman-Lagerlof M; Rahm C; Sahlin H; Stenfors T; Soerman K; Jansson-Frojmark M; Lundgren T
- Preprint: RESEARCH SQUARE. 2024MacKinnon RJ; Slater D; Jenner R; Stenfors T; Kennedy C; Pukk-Harenstam K
- Review: ADVANCES IN MEDICAL EDUCATION AND PRACTICE. 2023;14:723-739Tanveer MA; Mildestvedt T; Skjaerseth IG; Arntzen HH; Kenne E; Bonnevier A; Stenfors T; Kvernenes M
- Preprint: JMIR PREPRINTS. 2023Al-Adili L; Malmqvist M; Reinius M; Helispää Rodriguez I; Stenfors T; Brommels M
- Editorial comment: CLINICAL TEACHER. 2020;17(6):593-595Kajamaa A; Thistlethwaite J; Stenfors T
- Review: PERSPECTIVES ON MEDICAL EDUCATION. 2020;9(5):272-280Skjevik EP; Boudreau JD; Ringberg U; Schei E; Stenfors T; Kvernenes M; Ofstad EH
- Review: JOURNAL OF MEDICAL INTERNET RESEARCH. 2020;22(4):e13851Alturkistani A; Lam C; Foley K; Stenfors T; Blum ER; Van Velthoven MH; Meinert E
- Preprint: JMIR PREPRINTS. 2019Blum ER; Stenfors T; Palmgren PJ
- Preprint: JMIR PREPRINTS. 2019Alturkistani A; Lam C; Foley K; Stenfors T; Blum ER; Van Velthoven MH; Meinert E
- Preprint: JMIR PREPRINTS. 2018Foley K; Alturkistani A; Carter A; Stenfors T; Blum E; Car J; Majeed A; Brindley D; Meinert E
- Dataset: 2014Stenfors-Hayes T; Kalén S; Hult H; Dahlgren LO; Hindbeck H; Ponzer S
- Editorial comment: MEDICAL EDUCATION. 2014;48(5):520-521Anderson MB; Yusoff MSB; Stenfors-Hayes T; Ajjawi R
- Book chapter: OXFORD TEXTBOOK OF MEDICAL EDUCATION. 2013;p. 300-310Ross MT; Stenfors-Hayes T
- Letter: MEDICAL TEACHER. 2010;32(5):443Janszky I; Moller J; Stenfors-Hayes T; Ljung R
- Conference publication: ICEIS 2007: PROCEEDINGS OF THE NINTH INTERNATIONAL CONFERENCE ON ENTERPRISE INFORMATION SYSTEMS. 2007;:76-81Kjellin H; Stenfors-Hayes T
- Published conference paper: LECTURE NOTES IN COMPUTER SCIENCE. 2002;2569:268-280Kjellin H; Stenfors T
Grants
- Moving Forward with ADHD in Medical Education- strategies for inclusive practicesKarolinska Institutet's Educational Project Grants 20251 January 2025 - 31 December 2025Globally, ADHD is one of the most common reasons medical students request accommodations during their education. Students with ADHD report facing numerous barriers in the educational environment, along with a higher prevalence of mental health challenges compared to their peers. At the same time, stigma surrounding disabilities contributes to a reluctance to disclose their diagnosis openly, making it harder for them to access support. Recent reports from Karolinska Institutet (KI) confirm that students with neurodevelopmental disorders face significant obstacles in their education, often exacerbated by factors such as ethnicity and gender. Despite being the fastest-growing group among medical students with disabilities, there is still a lack of studies focusing on their experiences and support needs. Our project aims to fill this knowledge gap and contribute to a more inclusive, accessible, and health-promoting medical education. This aligns with KI’s overarching strategies, the goals of Agenda 2030, and current legislation by increasing understanding of the barriers, challenges, and success factors encountered by medical students with ADHD. Our scientific approach is based on qualitative interviews with medical students and their educators. Using phenomenographic analysis within a critical norm and intersectional framework, we aim to capture the variation in students’ experiences and how these intersect with different norms and identities. Our goal is that the results will inform the development of educational initiatives and strategies for a more inclusive medical education, improved student well-being, and – in the long term – enhanced quality in healthcare delivery. This project is pioneering in Sweden and has the potential to shape future learning activities in medical education. The outcomes will benefit not only current and future students but also educators and the broader healthcare system.
- Patients in the clinic: what role do they play in student learning?1 January 2024 - 31 December 2027Aim & Background Patients are increasingly involved in many aspects of healthcare, both in their own care with growing attention towards patient-centredness, but also in the education of health professionals. While there has been some focus on patient involvement in formal, campus-based educational activities, there is a lack of research on patient involvement in clinical education. This project aims to explore the role of patients in workplace-based learning of undergraduate students. The central research question is how students learn from patients in the clinical workplace, and how such learning can be fostered? Design & Methods Study I is a phenomenographic study using individual interviews to explore how students, patients and supervisors understand the role of patients in student learning. Study II uses activity theory and observations of student-patient interactions to explore how students and patients interact in clinical practice, how this is influenced by the clinical context, and how it influences student learning. Study III will explore transferability of findings to other educational programmes within healthcare. Implications for education Patients have important experiences of illness and healthcare which in unique ways can contribute to students’ learning and professional development. By better understanding the role of patients in the clinical education, we can systematically work towards developing, supporting and sustaining patient participation in all aspects of health professions education, from undergraduate level to lifelong learning, emphasizing patients as the core of healthcare
- Swedish Research Council for Health Working Life and Welfare1 January 2023 - 31 December 2025Research problem and specific questionsThe overall aim of the project is to increase primary care professional’s ability to identify individuals exposed to intimate partner violence (IPV). The specific questions are: a) To what extent do the following three interventions contribute to identify potential victims of IPV: (1) the use of a standardized questionnaire that screens exposure to IPV, (2) staff using tailored virtual patients for clinical training on IPV and (3) a combination of interventions 1 and 2? b) Which intervention do primary care professionals experience as most effective in increasing the ability to identify and respond to victims of IPV? Data and methodThe project will evaluate the effects of three different interventions that can be assumed to increase the health care staff´s ability to identify people who are exposed IPV. The project has a quasi-experimental design. Participating care units are divided into three interventions: 1) a standardized questionnaire to patients, 2) virtual patients tailored to health professionals, and 3) a combination of 1 and 2. Pre-and post-measurement of the health professionals identification of patients exposed to IPV will will be used to explore the effect of the interventions. Focus group interviews with the participating health professionals will be a qualitative complement, in terms of what intervention they experience as the most effective in increasing the ability to identify victims of IPV Plan for project realisationThe project is a multi-professional collaboration between clinicians and researchers within Region Stockholm, Karolinska Institutet, and Stockholm University. The competence in the group is cross-professional with expertise in health and violence, medical pedagogics as well as the development, assessment, and implementation of virtual patients and interactive, digital platforms. Above all, funding is sought for one Phd- student. Relevance The high incidence of psychosocial and physical health problems among people exposed to IPV leads to frequent presentations at health services. Given the high prevalence of IPV and the associated medical consequences and costs of IPV, it is critical to address this public health problem. Our goal is that this project will contribute with tools to identify more individuals exposed to IPV and that the project can serve as a basis for improving national strategies on IPV.
- Swedish Research Council1 December 2022 - 30 November 2027The here proposed graduate school for teachers in HPE is a collaboration between Linköping University (LiU), Karolinska Institutet, (KI) and Stockholm University (SU), all offering programs for health professions education in all areas relevant to health care practice. The constellation of partners brings together Sweden´s leading health professions education researchers, contributing different theoretical and methodological perspectives into the Graduate School. All three sites also offer access to strong research environments in different subject matter areas and have clear international collaborations and opportunities for international exchange for doctoral students. The objective is to strengthen the research connection for teachers in health professions education (HPE). The integrative approach of the graduate school adds scientific value through offering a unique profile of research combining subject knowledge and pedagogical knowledge, that can be integrated into HPE and in clinical practice. The outcome of the graduate school will be teachers in HPE with profound knowledge in a relevant subject matter in combination with a research-based understanding of how this subject matter should be organized to best support learning, in education and in clinical practice. These qualifications are needed for high quality in teaching, design, organization, and leadership in HPE. The graduate school will attract doctoral students from all certified health professions.
Employments
- Professor, Teaching and learning, Karolinska Institutet, 2021-
- Professor, Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, 2021-2025
Degrees and Education
- Docent, Karolinska Institutet, 2017
- Degree Of Doctor Of Philosophy, Department of Learning, informatics, Management and Ethics, Karolinska Institutet, 2011