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Background: Point-of-care ultrasound investigations (POCUS) are increasingly used in primary healthcare. The University of Bergen, Norway introduced ultrasound teaching for medical students during 2017. Based on the Scholarship of teaching and learning (SoTL) principles we aimed to develop, implement and evaluate an obstetric-gynaecologic ultrasound course in the medical school curriculum. Summary of work: A scoping literature search and stakeholders’ discussion (obstetricgynaecologist, general practitioners and medical students) identified relevant obstetricgynaecologic POCUS examinations. A pilot-study where a fourth-year medical student tested three selected procedures using the handheld ultrasound apparatus available at the Medical Skill Centre, investigated number of examinations needed to gain proficiency. A validation-study using abdominal handheld ultrasound evaluated the feasibility in confirming vital intrauterine pregnancy during first trimester. The course set-up was developed encompassing two weeks with lectures, practical apparatus instructions (knobology) but most important supervised patient examinations supplemented with not obligatory out of campus unsupervised training. Online literature and videos supplemented the teaching. Students should present in plenary selected recordings of their examinations and a brief ultrasound-related oral presentation, encouraging collaborative learning. Course evaluation included pre- and post-test (multiple choice questions: MCQ), practical test performing selected examinations and students’ oral/written feedback. Summary of results: Bladder volume measurements, third trimester fetal position evaluation and first trimester detection of vital intrauterine pregnancy were identified as the most relevant investigations. The pilot testing suggested a minimum of 5 supervised examinations sufficient for learning bladder volume and fetal position evaluation. The minimum gestational week the handheld ultrasound apparatus could be used for early pregnancy vitality examination, was deemed undetermined. In the validation-study, two fourth-year medical students examined 100 first trimester pregnant women. They identified that from gestational week 7 vitality could be detected with 79% positive and 100% negative predictive value. Two courses were attended by 15 (in 2020) and 12 (in 2021) fifth- and sixth-year medical students. Three professors and three additional teachers were specifically affiliated with the course, in addition to clinical staff performing routine patient examinations. The MCQ results increased from median 65% correct pre-course (95% confidence interval (CI) 56-77) to median 91% post-course (95% CI 91-100, p

This is a report in the course UPED620 – Basic module in university pedagogics, where I describe the changes I have done to the course GEOV360 – Advanced Clastic Sedimentology over the last five years. These changes include restructuring of the teaching to include much more student active learning, redefined course goals, an assessment strategy that is strongly aligned with the course goals, and a comprehensive student evaluation program. The goal of these changes has been to improve student learning and knowledge retention of the geological skills taught in the course, and to give the students experience in data interpretation, handling uncertainty, teamwork and giving presentations. The purpose of this report is to share insights with other educators who may be able to benefit from my experiences.

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Nuclear medicine (NM) has been taught in the medical program at the University of Bergen (UiB) since 2006. Despite many incremental improvements in content delivery including a full set of online lectures since 2006, my teaching failed to captitative my target audience, leading to disappointing student responses over many years. The new curriculum “Medisin 2015” introduced e-learning/blended learning based on UiB’s new learning management system (LMS) https://mitt.uib.no, while at the same reducing the volume of face-to-face (F2F) teaching. This forced me to redesign my teaching in NM from the ground up. Inspired by team-based learning, I introduced each course module by new succinct online-lectures, followed by an online readiness assessment test (RAT) in the LMS. To engage the entire audience during the F2F sessions, I not only taught with live case in interactive format as under the old curriculum but introduced a classroom response system. Finally, I shifted the focus from transferring knowledge to teaching PET/CT reading competency both in the third and the fifth year. In the following I describe my development as a university teacher and outline my teaching philosophy.

Here we performed a small pilot study assessing the impact of recurrent kahoot quizzes on medical students’ performance in cutting-edge subjects (not in the typical curricula). Albeit several inherent design limitations, our research suggests that recurrent testing significantly improves student’s results, especially when combined with active learning and practice.

I denne oppgaven vil jeg skrive om erfaringer som ble gjort i forbindelse med at undervisningen ble digitalisert under koronaepidemien, nærmere bestemt at team based learning (TBL) øktene ble gjennomført ved bruk av zoom. Først vil jeg skrive litt generelt om TBL og bruken av denne undervisningsformen i fjerde semester på medisinstudiet (MED4) ved UiB, før jeg kommer inn på min egen erfaring med TBL. Hovedfokus vil være å beskrive hvordan TBL-øktene ble gjennomført på zoom. Til slutt har jeg brukt semesterets studentevalueringer sammen med egne erfaringer i perioden til å reflektere over hvor vellykket dette ble.

Rapporten viser erfaringene med bruk av analyseworkshop i veiledningen på master- og doktorgradsnivå på sosiologi. Den ordinære veiledning av tekst ble for en måned lagt om til fordel for to lengre analyseworkshoper der veileder og student/stipendiat arbeidet sammen med det aktuelle empiriske materialet for masteroppgaven/doktorgradsavhandlingen. Rapporten vurderer avslutningsvis fordeler og ulemper ved bruk av analyseworkshop i veiledningsarbeidet.

As a teacher, I am expected to engage in an interactive teaching style, engaging the students in varied learning activities, including class discussion facilitated by the use of the white board, group reflections, step-wise quizzes and think-pair-share discussions, and other various strategies promoting active learning (Holmes et al. 2015). The reasoning behind this shift in teaching style is grounded in new insights into learning outcomes in the field of pedagogy, showing that students learn more when actively engaged during the teaching sessions. In January 2018, I started in a new position as an associate professor at the Department of Biological Sciences at the University of Bergen. Since the start, I have engaged in new courses as course leader every semester. Motivated by the wish to bring more students into the teaching room and take part in non-mandatory teaching, I re-designed one of the courses, based on various tenets predicting that this would make the students come to teaching sessions and learn more. The very skeletal empirical data show that less students signed up, but the ones who did, were more motivated and presumably learned more.

The discussed consists of several modules, teaching students the basic principles of biomedical nutrition physiology. This is achieved by a combination of background knowledge lecturing, critical reading of relevant scientific articles, the crafting of a hypothesis in a specialization topic and the analysis, presentation and discussion thereof. The course’s design is leading the students to active learning in most modules. This year, I applied additional small changes, in order to further nurture deep learning. In this report, I describe the prevailing and added pedagogic tools applied and explain the underpinning theory, followed by a discussion based on my personal experience and the feedback provided by the students. The course’s constructively aligned system seems very well suited to instill an overview over the field and to engage students to find their own area of interest in this increasingly complex research field, with reasonable teaching effort within four weeks total student working time. Furthermore, the course is expanding the expertise of both student and teacher, by inviting to creativity: to lay new paths, rooted in the firm soil of established knowledge.

The purpose of this study is to assess the learning effect of introducing a peer review exercise in a fieldwork based bachelor course where the end product is a written scientific report based on the data sampled during fieldwork. The review exercise was designed to accommodate some learning challenges observed over the years the course has been running and consisted of; first an evaluative judgement of an older student report with a similar topic as they had chosen to work with, and second a presentation of the reviewed report to the co-students in class. Afterwards the students were asked to assess how the review exercise met these challenges by a set of eight reflective statements. The reviews were categorized as balanced, neutral or critical based on the given-comments, and the majority of reviews were in the balanced group. The choice of report to review clearly influenced the type of given-comments. The sparse data in this study based on 20 bachelor students, might indicate that reviewers who provided only critical comments didn’t necessarily find it easier to start writing their own report afterwards. Regardless of types of comments given, the majority of students felt that the review exercise improved their writing competence and the confidence to start writing their own report. Further findings of the study indicate that the students felt that the review exercise made them motivated and engaged for fieldwork and report work, and made them better prepared for fieldwork. The presentations gave them broad comprehension of the different topics and an increased interest for the other students’ topics. More than half of the students found it easier to connect sampled data with lectured theory after doing the review exercise, and felt they had changed an idea they used to have on their subject. The positive feedbacks from the students indicate a gained intrinsic motivation in the students and that they have utilized a high level of cognitive processes during the review exercise. The perception of the experience gained from the review exercise observed by the course responsible corresponded with the findings in the study. According to the course responsible, the average quality of the written reports reflected a higher writing skill and higher-level science in each report than before. The result of this study shows the benefits of introducing peer reviewing in field-based bachelor courses where students have limited experience with fieldwork and in writing scientific reports.

Higher education in Norway has the last two decades been through major changes, and are still going through changes related to teaching and assessment practice. These changes are inspired by learning theory and research, but mainly driven by recent educational policy reforms with implications also for educational content. In light of this, the purpose of this study is to examine how course responsible teaching staff at the University of Bergen (UiB) relate to pedagogical tools such as learning outcome statements and new assessment forms. It is said that by introducing learning outcome statements through Norwegian qualification framework (NQF), higher education in Norway has entered a “learning paradigm” that comes with a change in perspective whereby higher education now produce learning instead of merely providing instruction. Research literature suggest that assessment forms, and whether the assessment form is contructively aligned with other educational components, are both influencing how and what students learn. Consequently, choice of assessment form and constructive alignment becomes important in a learning paradigm. A survey was sent out to all course responsible educators with questions related to their use of learning outcome statements and assessment methods that might shed some light on whether their practice assimilated this change in perspective from instruction to learning. The findings suggest that learning outcome statements are used beyond the demand to formulate them and that even though summative assessment methods have a strong position at UiB, nine out of ten teachers have formative assessment methods in their courses. Many respondents express they feel their own assessment practices are largely comparable to an ideal practice, with most responding that their assessments are at least somewhat similar. Findings also suggest that there is a relationship between demographic variables (age, gender, years teaching) and the use of pedagogical tools. The results show covariation between the use of more formative assessment methods and disagreement with statements that are “change skeptical.” All in all, the findings give the impression of a population of course responsible educators that are willing to make changes, though change in higher education tends to be slow and barriers will have to be overcome. This study suggests that most course responsible educators will experience barriers when trying to implement new assessment methods, and for some, these barriers might effectively hinder desired change. Høyere utdanning i Norge har nylig gjennomgått store endringer og er fortsatt i endringstid når det gjelder bruk av nye undervisnings- og vurderingsformer. Endringer er inspirert av læringsteori og forskning, men er hovedsakelig drevet av utdanningspolitiske reformer som de siste to tiårene har lagt tydelige føringer også på faglig pedagogisk innhold. I lys av dette er målet til denne masteroppgaven å undersøke hvordan emneansvarlige på Universitetet i Bergen (UiB) forholder seg til pedagogiske redskaper som læringsutbyttebeskrivelser og nye vurderingsformer. Med innføringen av Nasjonalt kvalifikasjonsrammeverk for livslang læring (NKR) og læringsutbyttebeskrivelser, sies det at høyere utdanning nå har tatt steget inn i et læringsparadigme, og med det gjennomgått et perspektivskifte fra utdanning til læring. Tidligere forskning peker på at både vurderingsform, og hvorvidt denne sammen med andre undervisningselementer utgjør en meningsskapende helhet, kan spille en avgjørende rolle for hva og hvordan studenter lærer. Valg av vurderingsform og en helhetlig tankegang blir med det sentralt i et læringsparadigme. Samtlige emneansvarlige ble invitert til å delta i en spørreundersøkelse med spørsmål relatert til bruk av læringsutbyttebeskrivelser og vurderingsformer for om mulig belyse hvorvidt dette perspektivskiftet fra utdanning til læring er reflektert i praksis. Resultatene antyder at læringsutbyttebeskrivelser er i bruk utover pålagt krav om å formulere dem og at selv om summative vurderingsformer står sterkt på UiB, er ni av ti også i berøring med formative vurderingsmetoder. Mange respondenter svarer at deres egen vurderingspraksis i stor grad er lik tenkt ideell praksis, men de fleste svarer i noen grad. Respondentenes svar har gjennom statistiske analyser gitt innsikt i sammenhenger mellom demografiske variabler (alder, kjønn og antall års undervisningserfaring) og bruk av pedagogiske redskaper. Resultatene indikerer også samvariasjon mellom lavere grad av enighet i ”endringsskeptiske” utsagn og bruk av flere formative vurderingsmetoder. Resultatene gir samlet sett et inntrykk av en populasjon endringsvillige emneansvarlige, men endringer i høyere utdanning tar tid og barrierer skal overkommes. Undersøkelsen antyder at emneansvarlige flest opplever barrierer når man ønsker å innføre nye vurderingsmetoder, og at disse for noen kan være en effektiv stopper for ønsket endring. Masteroppgave i pedagogikk PED395 MAPS-PED

Rapporten omhandler en intervensjon i undervisningen i kvalitativ metode på bachelorgraden i medievitenskap. Undervisningen ble lagt om ved at mesteparten av tradisjonelle forelesninger og veiledningsmøter ble erstattet av ”kvalitativt metodeverksted”, der studentene arbeidet i grupper med en empirisk oppgave med støtte og veiledning fra flere faglærere. Rapporten diskuterer intensjoner og erfaringer med omleggingen.