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The implementation of distance teaching in the Swedish Regionalized Medical Program - multiple small steps of change for an inert system
Umeå University, Faculty of Social Sciences, Department of Education.
Umeå University, Faculty of Social Sciences, Department of Education.ORCID iD: 0000-0003-3985-7848
Umeå University, Faculty of Medicine, Department of Surgical and Perioperative Sciences, Hand Surgery.
Umeå University, Faculty of Medicine, Department of Surgical and Perioperative Sciences, Anaesthesiology.
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2013 (English)In: Book of Abstracts of the 40th AMEE-conference: Colouring outside the lines / [ed] AMEE, Prague, 2013, 329-329 p.Conference paper, Published paper (Refereed)
Abstract [en]

Background: This study examines possibilities and challenges when implementing distance teaching for teaching theoretical content in the Swedish regionalized medical program (RMP). The distance teaching by means of digital technologies and Technology-Enhanced Learning (TEL) is seen as an alternative to the face-to-face teaching in the medical program. Summary of work: A framework built upon the work of Sannino (2008) including the notion of dominant and non-dominant activities, conflicts and transitional actions were used for analysis. Summary of results: In the results a number of conflicts were identified which inhibit medical teachers from adopting especially interactive and communicative elements of distance teaching. Those were for example teachers’ digital literacy, lack of trust in digital teaching tools and willingness to keep to the face-to-face teaching practice. Conclusions: Illustrated by transitional actions it is discussed how the non-dominant distance teaching activity actually functioned as a catalyst for minor but important changes in the medical teachers’ dominant face-to-face teaching practice. Based on the results from this study one can raise the question of what really can be seen as a success or a failure when implementing TEL in medical education. Implementation processes in medical education is a process of interplay between dominant and non-dominant activities. Recognizing such interplay provides possibilities for future educational development. Take-home messages: Implementing distance teaching is not a straightforward process but rather characterized by small steps of change that needs to be continuously supported by the medical program management.

Place, publisher, year, edition, pages
Prague, 2013. 329-329 p.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-81361OAI: oai:DiVA.org:umu-81361DiVA: diva2:654671
Conference
40th AMEE-conference, 24-28 August 2013, Prague, Czech Republic.
Available from: 2013-10-08 Created: 2013-10-08 Last updated: 2017-06-02Bibliographically approved

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http://www.amee.org/documents/AMEE%202013%20ABSTRACT%20BOOK%20-%20updated%20190813.pdf

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Olofsson, Anders DPettersson, FannyLjungberg, ChristinaHultin, MagnusNaredi, Silvana

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Citation style
  • apa
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