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Additional file 1.

For at forstå, hvor tandlægeuddannelsen er på vej hen, er det relevant at analysere udviklinger i indholdet af det odontologiske curriculum. Med afsæt i international odontologisk og medicinsk uddannelsesforskning – primært fra Nordamerika – og suppleret med konkrete fagbeskrivelser på tandlægeskolers hjemmesider beskriver artiklen nyere faglige udviklinger i tandlægeuddannelsen. Artiklen identificerer 10 faglige temaer, som er blevet indført i tandlægeuddannelser. Artiklen er ment som en inspiration til curriculumreform og er henvendt til administratorer, forskere og undervisere på tandlægeuddannelsen i Norden.

I dette og næste nummer af Tandlægebladet stiller vi skarpt på fremtiden for odontologisk uddannelse. Tandlægeuddannelsen lægger grunden for, at tandlægen til stadighed kan videreudvikle professionen til gavn for patient, fag og samfund.

Læring i overgang fra tandlægeuddannelse til tandlægepraksis er afgørende for tandlægens arbejdsglæde og udvikling af kompetencer. Hverdagen som nyuddannet kræver en højere grad af selvstændighed og produktion, mens den tandlægestuderende modtager løbende supervision og feedback på opgaver og behandlinger på tandlægeskolen. I denne artikel gennemgår vi forskning i læringsfaktorer, der har betydning for, hvordan tandlæger kan få en vellykket overgang til praksis. Der trækkes på læringsforskning, dernæst på sundheds- og organisationsforskning. Specifikt fokuserer vi på, hvordan tandlægen kan opleve en positiv overgang til sit første job. Og vi belyser betydningen af arbejdspladslæring herunder støtte til læringskultur, feedback, kollegial vejledning og målrettet træning. Med afsæt i forskning diskuteres mulige indsatser til udvikling af et formaliseret uddannelsesforløb for nyuddannede tandlæger.

Computational modelling is widely used in biological science. Therefore, biology students need to learn computational modelling. However, there is a lack of evidence about how to teach computational modelling in biology and what the effects are on student learning. The purpose of this intervention-control study was to investigate how knowledge in computational modelling is associated with knowledge acquisition in biology. Participants were 118 students (17 to 19 years of age) enrolled in first and second year of Danish High School. The intervention group (n = 81) received teaching in biology and computational modelling while the comparison group (n = 37) received teaching in biology using textbook models. Both groups received two sessions, each of approximately 120 minutes. The study used mixed methods to analyse students’ knowledge of biology and computational modelling. Participants in the intervention group showed statistically significant improvements in their biological knowledge and computational modelling knowledge. The study is one of the first to investigate the effect of computational modelling on high school students’ learning of biology. The study discusses how biology could be an important subject where students can learn computing concepts central in the endeavour to introduce computing in high school education. Computational modelling is widely used in biological science. Therefore, biology students need to learn computational modelling. However, there is a lack of evidence about how to teach computational modelling in biology and what the effects are on student learning. The purpose of this intervention-control study was to investigate how knowledge in computational modelling is associated with knowledge acquisition in biology. Participants were 118 students (17 to 19 years of age) enrolled in first and second year of Danish High School. The intervention group (n = 81) received teaching in biology and computational modelling while the comparison group (n = 37) received teaching in biology using textbook models. Both groups received two sessions, each of approximately 120 minutes. The study used mixed methods to analyse students’ knowledge of biology and computational modelling. Participants in the intervention group showed statistically significant improvements in their biological knowledge and computational modelling knowledge. The study is one of the first to investigate the effect of computational modelling on high school students’ learning of biology. The study discusses how biology could be an important subject where students can learn computing concepts central in the endeavour to introduce computing in high school education.

Background: Transitional care involves coordination of care for patients transitioning between primary care and hospital care. This necessitates collaboration with patients, health professionals and organizations with different goals for patient care. This can result in fragmented patient care pathways. Education of health professionals is a means to improve transitional care. We therefore developed a learning intervention in order to enable nurses to develop transitional care. Objective: The objective was to understand how participants identified needs for development can improve transitional care. Design: The design was that of a formative intervention design based on Cultural Historical Activity Theory. Setting: A regional hospital and a primary care department in a municipality in Denmark. Participants: Nine health professionals from primary care services and seven health professionals from hospital services. Method: The change laboratory method and the principle of double stimulation guided the facilitation of the learning intervention, which consisted of nine learning sessions (from May to October 2019). A quantitative and qualitative analytical framework was used for data analysis. Results: The participants identified needs for development, including a wish to involve patients and their next of kin more and to emphasise relational care. Participants developed an appreciation of challenges concerning collaboration between nurses and the formation of nursing practice. Furthermore, participants began to view challenges as caused by a systemic contradiction between nurses' preoccupation with bureaucratic and managerial demands and patients' expectations of coherent care in transitional care. Conclusion: The process of understanding challenges enabled the participants to change their perception from a need to solve problems as they appear on the surface to a need to address underlying systemic contradictions. This possibly has far-reaching consequences for long-term processes underpinning the development of practice and may serve as an alternative to expedient problem solving.

Denne artikel undersøgervideostreamingi forskellige undervisningssituationermed varierende grader af studenteraktivering ligefra forelæsningertil team-baseret læring. Artiklen er et casestudie om implementering af video-streaming på Medicin, Aarhus Universitet. Artiklens mål er at udvikle en model afvideostreaming istudenter-centreret undervisning. Forskningsspørgsmålet er: Hvad kendetegner faserivideo-streamingi forhold til studentercentreret undervisning? Artiklen udvikler en model med fire faser af videostreaming baseret på et empirisk casestudie og teori om læringsdesign. Artiklen argumenterer for atbåde undervisere, e-moderatorer og studerende spiller en rolle i forhold til at gøre video-streaming til en nyttig undervisningsteknologi. Selvomuniversitetsundervisere relativt nemt kan udviklevideoer med sin smartphone eller ved hjælp af et digitalt videokamera, er der fordele ved at indlejre teknologien i en social uddannelsessammenhæng i forhold til roller og faser i undervisningsforløb. Undervisningsudviklere skal i samarbejde med underviserelære at se mulighederne ivideo-streaming udfra et undervisningsforløb. This article examines video streaming in teaching situations with varying degrees of student activation ranging from lectures to team-based learning. The article is a case study of the implementation of videostreaming at the Department of Medicine, Aarhus University. The aim of the article is to develop a model of videostreaming in student-centered teaching. The research question iswhat characterizes the phases of videostreaming in relation to student-centered teaching? The article develops a model with four phases of videostreaming based on the case study and the literature on learning design. The article argues that both educators, e-moderators and students play a role in making video streaming a useful teaching technology. There are advantages to embedding the technology in a social educational context in relation to roles and phases of teaching. In collaboration with educators, instructional developers must learn to see the possibilities of video streaming from the perspective of the instructional process.

This is the final report of COST Action 15221 – Advancing effective institutional models towards cohesive teaching, learning, research and writing development or ‘We ReLaTe’. The purpose of the report is to present the outputs and outcomes of the Action in fulfilment of the Action’s research and capacity building objectives. The report has been written for any reader interested in the work of a COST Action and for any reader interested in the provision of professional development/learning support for higher education staff in writing, research, learning and teaching which was the topic of the Action.

This theoretical paper applies Luhmann’s sociology to the notion of team trust as a mechanism to reduce risk and social complexity. Points are illustrated with examples from Emergey Medical teams, medical education and sociology. Team trust should encompasses: Confidence, personal trust, distrust and system trust.

Formål: At undersøge om self-efficacy (tiltro til egne evner) hos tandlægestuderende er forbundet med omfanget af endodontisk uddannelse. Data blev indsamlet fra tre endodontiske programmer på to universiteter: Aarhus Universitet (AU), Danmark og Akademisk Center for Tandpleje Amsterdam (ACTA), Holland. Lige før deres eksamen i 2016 eller 2017 udfyldte studerende et spørgeskema der indeholdt den endodontiske generelle self-efficacy skala og spørgsmål om deres evaluering af deres uddannelse i endodonti. Oplysningerne om antal og type rodkanalbehandlinger som studerende havde udført på patienter blev indsamlet fra administrationssystemer til tandklinikker. Data blev analyseret ved hjælp af ikke-parametriske test og multiple regression analyser.Resultater Medianantallet af behandlede rodkanaler på patienter pr. studerende var 5 i standardprogrammet ved ACTA, 10 i AU og 14,5 i EU udvidet program hos ACTA. Studerendes self-efficacy blev øget med antallet af behandlede rodkanaler. Men genbehandlinger og rodkanalbehandlinger imolarer var negativt forbundet med self-efficacy. Alle studerende ønskede sig mere erfaring med at udførerodkanalbehandling på patienter.Konklusioner Den endodontiske self-efficacy hos studerende fra standardprogrammerne for de to deltagende universiteterne var sammenlignelige. Studerendes selveffektivitet blev mest påvirket af deres kliniske erfaring når de udfører rodkanalbehandling. Det ser ud til at jo flere rodkanalbehandlinger studerende udfører på patienter, jo større er deres self-efficacy ved graduering. Dog kan behandling af vanskelige tilfælde (molarer og genbehandlinger) reducere de studerendes self-efficacy.

Additional file 2. Coding of operationalizations of Clinical Decision-Making in geriatric emergency medicine.

Additional file 1. Study Characteristics.

Ansøgninger til akademiske stillinger, normeringer til undervisningspriser eller til fonde og midler omfatter i stigendegrad at ansøgeren udarbejder en undervisningsportefølje. Undervisningsporteføljer er blevet foreslået somudviklingsredskaber for undervisning og evalueringsredskaber af undervisningseffektivitet. De anvendes i vidt omfangi Danmark og øvrige lande.Porteføljen indeholder ofte en erklæring om undervisningsfilosofi, dvs. som gerne skulle være mere end tomerklæring. Undervisningsfilosofien (som fint kan kaldes alternative navne) skulle gerne være en kritisk refleksion overhvorfor ansøgeren underviser som hun gør, anvender de valgte undervisningsteknikker og teknologier (forstået i bredforstand lige fra specifik øvelse, blended learning til evaluering) på en bestemt måde og med hvilket intenderet formål.Forskningslitteratur giver råd til at opbygge en undervisningsfilosofi. Mens generelt mangler der teorier (modeller, begreber, definitioner etc.) på hvad sammenhængen er mellem en filosofi og en praksis. En model har relevans når undervisningsporteføljen skal evalueres.Metoden i studiet bygger på tematisk analyse af 108 undervisningsporteføljer. Foreløbige resultat viser at adjunkt/postdocs. beskriver e-lærings redskaber så som LMA og til afsteming, men med et begrænset fokus pådiskussioner og den konstruktivistiske læringsfilosofi de fleste implicit eller eksplicit argumenterer for deres undervisning er forankret i. Dette fremlægges.Sluttelig diskuteres: Er der gode grunde til at vi som undervisningsudviklere eller bedømmere til stillinger etc. bør lægge vægt på adjunkternes argumenter for hvorfor de vælger teknikker og teknologier som de (siger) de gør?

During the last decade, there has been a growing recognition that emotions can be of critical importance forstudents’ learning and cognitive development. The aimof this study was to investigate the self-reported andthe observed relationship of: activity-, outcome-, epistemic-, and social emotions’ role in students’ learning ina clinical interprofessional context. We conducted a focused ethnography study of medical and nursingstudents’ clinical placement in an interprofessional orthopaedic outpatient clinic where the studentsperformed consultations with patients, together. We used content analysis to analyse observational notesand interviews. Two themes were identified. First self-regulated learning with two sub-themes: unexpectedincident and reflection. The second theme was cooperative learning with three sub-themes: equality, communication,and role distribution. Participants only reported activating emotions. Negative emotions oftenoccurred when the students together experienced an incongruity between their cognitive capability and thetype of task. However, because of the possibility for students to call for a supervisor, the negative activatingemotions often, in connection with reflection on the incident, resulted in a positive emotion due to thestudents’ awareness of having acquired new knowledge and capability, and thereby, learning. It is importantto be aware of the close interplay between emotions and clinical learning in an interprofessional context.The learning environment must include easy access for supervision.

The human voice tells a story about our experiences in life, the culture(s) we carry with us, and the body that speaks. We judge (and are judged by) the voice. The voice reveals cues about who we are. Voices fill the air of medical classrooms both by present and non-present agents. However, are we cognizant about the way voice influence us in daily life and in the medical educational setting? Based on my book (Stemmen. 2019. Aarhus University Press), I will tell a story about the cultural-historical psychological aspects of voice. Speaking and playing sound clips, I will illustrate how we believe we can infer personality traits from a voice e.g. in selection processes, patient communication, and personal situations such as partner choice etc. Drawing mainly from rhetoric, psychology, medical humanities and phonology, I will illustrate how the natural voice is a myth. What we think we have heard and hear in a voice depends very much on cultural context, although we also try to infer very much about the innate nature of the speaker. Based on evidence, I will speculate how our perception of voice evolved as soft- and hard-wired. Finally, I will consider the relevance of the voice to medical teachers. The voice is an all-pervasive yet illusive phenomenon, so much more than an instrument, and less than a new secret about teaching. Come and train your sensibility. The presentation will cover: A mixture of sound clips, photographs, and a PowerPoint. The aim is to describe how the voice is a product of culture and biology in order to raise awareness about our own and others’ voices.