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Medical education through the use of digital technologies: The implementation of a Swedish regionalized medical program
Umeå University, Faculty of Social Sciences, Department of Education.ORCID iD: 0000-0003-3985-7848
Umeå University, Faculty of Social Sciences, Department of Education.
Umeå University, Faculty of Social Sciences, Department of Education.
Umeå University, Faculty of Medicine, Department of Surgical and Perioperative Sciences.
2013 (English)In: The University of the Fraser Valley Research Review, ISSN 1715-9849, Vol. 4, no 3, 16-30 p.Article in journal (Refereed) Published
Abstract [en]

In 2011, the first regionalized medical program (RMP) started in Sweden. The Swedish RMP means that students are distributed in groups while doing their five clinical clerkship semesters. To enable the medical students' theoretical studies when being regionalized, digital technologies are used for educational and administrational purposes. This paper explores medical teachers' and administrators' understanding of faculty preparations, their own preparedness and expectations related to the implementation of the RMP supported by digital technologies. A survey was distributed to teachers and administrators before the first regionalized semester was conducted. Findings indicate that the use of digital technologies began at a small scale, but that there is potential for increased development. It is concluded that although teachers and administrators have limited experience of distance education, the faculty has been able to create a feeling of being prepared.

Place, publisher, year, edition, pages
University of the Fraser Valley , 2013. Vol. 4, no 3, 16-30 p.
Keyword [en]
Digital technology implementation, faculty preparedness, medical education, regionalized medical program, technology enhanced learning
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-66956OAI: oai:DiVA.org:umu-66956DiVA: diva2:610169
Conference
ICICTE 2011
Available from: 2013-03-12 Created: 2013-03-08 Last updated: 2017-06-02Bibliographically approved
In thesis
1. Learning to be at a distance: structural and educational change in the digitalization of medical education
Open this publication in new window or tab >>Learning to be at a distance: structural and educational change in the digitalization of medical education
2015 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

As an expression of current challenges faced by contemporary societies, past decades have witnessed heavy demands for higher education to change and transform. One key question here has been the increased digitalization of higher education. Within this wider setting, this thesis deals with an attempt to handle the increasing shortage of physicians in Sweden by way of digitalizing medical education. The aim of this explorative and longitudinal thesis is to describe and analyze structural and educational transformation work in medical education during the digitalization of the program and the transition from face-to-face to distance education. This thesis focuses on teachers, students and management, who are all heavily involved in this transition of the medical program. Two questions guide the research: (1) what are teachers’ and students’ expectations pending the transition, and what are the influences of already established tools and activities on the program and (2) in what ways do conflicts and changes occur over time, and how do teachers, students, and management deal with these as part of the transition? Cultural-historical activity theory (CHAT) serves as the theoretical framework of the thesis. In particular, the concepts of dominant and non-dominant activities, conflicts, transitional actions, and levels of learning inform the analysis. The data are generated by surveys (N = 108), logging of actors’ activity patterns (N = 100 teachers and 100 students), field studies (65 hours), and interviews (N = 62). The data cover teachers’, students’ and management’s roles in the transition. The analysis shows that the way of theoretically understanding the transition – from a dominant face-to-face activity to a new and unproven non-dominant distance activity – have proved to contribute to deeper understanding of the process of digitalizing medical education. The analysis further displays how the transition from face-to-face to distance education creates considerable conflicts that over time force teachers, students and management into structural and educational transformation work. This type of work successively renders new educational design solutions and new flexible ways of organizing distance medical education. This thesis discusses how the structural and educational transformation work forces actors to collectively engage in the transition by experimenting with new suitable methods and designs, as digital technologies and technology-enhanced learning (TEL) could make sense to teachers and students when they are at a distance.

Place, publisher, year, edition, pages
Umeå: Umeå University, 2015. 89 p.
Series
Akademiska avhandlingar vid Pedagogiska institutionen, Umeå universitet, ISSN 0281-6768 ; 115
Keyword
Distance education, medical education, medical program, regionalized medical program, rural clinical school, digitalization, digital technologies, technology-enhanced learning, TEL, cultural-historical activity theory, CHAT, transition, transformation, conflicts, contradictions, dominant- non-dominant activities, levels of learning
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-110740 (URN)978-91-7601-356-4 (ISBN)
Public defence
2015-11-20, Hörsal E, Humanisthuset, Umeå, 10:00 (Swedish)
Opponent
Supervisors
Available from: 2015-10-29 Created: 2015-10-27 Last updated: 2017-06-02Bibliographically approved

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Authority records BETA

Pettersson, Fanny L. M.Olofsson, Anders D.Söderström, TorLjungberg, Christina

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