Scholar track - Session two

Session Chair: Lena Nilsson Wikmar


Using film as support to make tacit knowledge of mobility visible

Presenter - Kristina Kindblom

Tacit knowledge within health care is a commonplace in practically all professions. It has rarely been articulated, and therefore seldom part of students’ education. It is hidden, embedded in the procedure or obvious and taken for granted. Tacit knowledge is communicated through the body and the only way to make it visible is learning by doing. Dewey argues for a student centred learning. Spontaneous movements, communication and the human defence system are tacit areas. We do not need to think about how we spontaneous move or what we communicate it occurs automatically.

The aim was to explore the outcome of using a film assisting students to transfer tacit knowledge of mobility explicitly to others. Physiotherapy students in semester III participated in the course “Patient-transfer knowledge”. The course included a film with a 98 years old man showing and describing the sit to stand action, a poem by Kierkegaard started the course, three hours mobility training was included and a reflection exercise as examination practical and written how to make a family member aware of an unaware movement.

Hundred-three students submitted the reflection exercise. The main choice of movement was the standing to sitting action. Seventeen of 103 students referred directly to the film, 30 students used the same open guided questions as the film and some mentioned the verbal response from the old man without giving a direct referral to the film. All but three students mentioned the intervention directly or indirectly as support when they made a person aware of an unaware movement. The process of making a person aware differed between questioning, explaining, describing.

Authors: Kristina Kindblom, Lena Nilsson-Wikmar, Emma Swärdh
Contact Person: Kristina Kindblom
Department: Department of Neurobiology, Care Sciences and Society
University: Karolinska Institutet

Call the On-Call: simulation on real patients at the interprofessional training ward enhancing experiential learning in clinical clerkships.

Presenter - Anders Sondén

Background: In clerkships learning is dependent on clinical experiences. However, clinical experiences vary in number and complexity, which makes it difficult to control what students learn. We aim to create pedagogic activities (PA) that can be integrated into clinical practice. Here we report on a PA with the learning objective to increase students' understanding of structured interprofessional (IP) communication and on-call duties.

Summary of work: The PA was launched the IP training ward (IPTW) at Södersjukhuset, Sweden. During an evening shift the medical student left the team at the IPTW and followed the physician on-call, creating an authentic need for telephone communication. The setting also entailed that the health students were exposed to the authentic organization of on-call hours. A telephone exercise, regarding a real, or a simulated scenario, linked to a real patient at the ward, was performed using SBAR. Effects of the PA were explored through surveys, reflection seminars, focus interviews and field observations.

Results and Conclusion: Student perceived, and it was shown in direct observations, that the PA developed students' professional and IP knowledge, including appreciating the role of SBAR. The PA did so by exposing students to concrete situations, which they could reflect upon and share with each other. Authenticity was highlighted as the strength of the PA. Concerns that the team collaboration would suffer from splitting the team were not met.

Authors: Lana Zelic, Josefin Ivarson, Eva Samnegård, Klara Bolander Laksov and Anders Sondén
Contact Person: Anders Sondén
Department: Department of Clinical Science and Education
University: Karolinska Institutet

Students take charge of learning – perceptual skills training trough e-learning in speech and language pathology

Presenter - Anita  McAllister

Perceptual assessment is the basis for diagnosis and evaluation of treatment in Speech and Language Pathology (SLP). These skills need to be reliable to full-fill course goals. A web-based platform with cases and expert feedback in cleft palate disorders was developed in national collaboration (PUMA - Practical education with multimedia application).

Aim: To evaluate the impact of individual training on assessment skills in SLP students, their perception of learning, and expansion including new sub-areas for perceptual assessment.

Method: 45 students performed individual tests and training using a pre- and post-test set-up. Perceptual assessments were trained during teacher led activities and students’ free time. No instructions were given on number of training sessions or amount of time. Reference samples with different types and degrees of deviant speech and scale ratings were available.

Results: A significant improvement after training for two variables on nasality (p=0.00; p=0.02). Phonetic transcriptions improved compared to targets (p<.02). Positive comments concerned accessibility and time to practice.
The expansion was conducted with clinical SLPs, in the sub-areas speech motor disorders, voice disorders and swallowing disorders. Patient data  was collected according to clinical standards, currently added to the web-site.

Authors: Anita McAllister, Kristina Klintö, Anette Lohmander
Contact Person: Anita MacAllister
Department: CLINTEC/ Division of Speech and Language Pathology
University: Karolinska Institutet

Student engagement at Karolinska Institutet – the role of the Medical Students’ Society

Presenter - Awad Smew

Higher demands on effective and reliable representation have led to larger student organisations, such as the Medical Students’ Society at Karolinska Institutet (KI) – the student group currently in charge of appointing and managing all student representatives.

In this descriptive study we aimed to investigate the extent and role of student representation within the medical programme at KI. We gathered information and statistics on student representation by going through meeting minutes, guidelines and board descriptions.

In total, 75 student representative positions exist within the medical programme on various decision-making bodies. In many of these, student attendance is mandatory in order for any decisions made to be valid. Apart from attending faculty meetings, student representatives also participate in Medical Students’ Society meetings in order to report back to the student body, exchange ideas with one another, and gather student opinion on specific topics.

Authors: Awad I. Smew, Ida Lagerström, Lottie Phillips
Contact Person: Awad Smew
Department: Medical Students' Society at Medicinska Föreningen
University: Karolinska Institutet