A longitudinal study of facilitating medical students’ stepwise transformation from face-to-face to distance learners
2015 (English)In: Transformative curriculum design in health sciences education / [ed] Colleen Halupa, Hershey, PA: IGI Global , 2015, 235-247 p.Chapter in book (Refereed)
This chapter focuses on medical students’ experiences in transforming from faceto-faceto distance learners in a Swedish regionalized medical program (RMP).One group of students (n=100) were followed during six semesters through surveys,log data, observations, and in-depth interviews. A research model built on theCultural-Historical Activity Theory (CHAT), including the notion of dominant andnon-dominant activities, was used in order to identify factors that inﬂuence students’stepwise transformation from face-to-face to distance learners. The analysis containsthe investigation of pedagogical, institutional, and historically grounded conﬂictsthat seem to inhibit medical students from making a complete transformation todistance learners. By going deeper into the analysis of transitional actions, whichseems to help in solving conﬂicts, the chapter discusses implications to facilitatingmedical students’ future transformation from face-to-face to distance learners.These implications are examples of curriculum redesigns, such as new educationaldesigns and integration of technology and pedagogy in the curriculum.
Place, publisher, year, edition, pages
Hershey, PA: IGI Global , 2015. 235-247 p.
IdentifiersURN: urn:nbn:se:umu:diva-104532DOI: 10.4018/978-1-4666-8571-0.ch009ISBN: 9781466685710OAI: oai:DiVA.org:umu-104532DiVA: diva2:820085