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Publikasjoner (10 av 15) Visa alla publikasjoner
Sundström, A. E. & Hakelind, C. (2023). Examining clinical skills and abilities in psychology – implementation and evaluation of an objective structured clinical examination in psychology. Journal of Mental Health Training, Education and Practice, 18(2), 97-110
Åpne denne publikasjonen i ny fane eller vindu >>Examining clinical skills and abilities in psychology – implementation and evaluation of an objective structured clinical examination in psychology
2023 (engelsk)Inngår i: Journal of Mental Health Training, Education and Practice, ISSN 1755-6228, E-ISSN 2042-8707, Vol. 18, nr 2, s. 97-110Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Purpose: Assessment of complex clinical skills and abilities is a challenge in mental health education. In the present study, an objective structured clinical examination (OSCE) was adapted to psychology and implemented in a Master in Psychology program. The purpose of the present study was to examine aspects of validity of this OSCE.

Design/methodology/approach: A total of 55 students enrolled in the Master in the Psychology program at Umeå University, Sweden, participated in two OSCE occasions. In addition to OSCE data, questionnaires were administered immediately after the OSCE to students (n = 18) and examiners (n = 13) to examine their perceptions of the OSCE.

Findings: The results provided support for different aspects of validity. The level of internal consistency was close to acceptable, and there was a good correspondence between global ratings and checklist scores for many stations. However, adding an additional category to the global rating scale and reviewing some of the station checklists might improve the assessment further. The present cut-score of the OSCE was comparable to a cut-score set by the borderline regression model. In general, students and examiners perceived the OSCE as a high-quality examination, although examiners raised some issues that could improve the OSCE further.

Originality/value: In conclusion, OSCE is a promising assessment in psychology, both from a psychometric perspective and from a test-taker and examiner perspective. The present study is an important contribution to the field as there are only a few examples where OSCE has been used in clinical psychology, and to the best of the authors’ knowledge, this paper is the first to evaluate the validity of such an assessment.

sted, utgiver, år, opplag, sider
Emerald Group Publishing Limited, 2023
Emneord
Validity, OSCE, Clinical psychology education, Competence-based assessment
HSV kategori
Forskningsprogram
psykologi
Identifikatorer
urn:nbn:se:umu:diva-194285 (URN)10.1108/jmhtep-10-2021-0124 (DOI)000780291800001 ()2-s2.0-85129129361 (Scopus ID)
Tilgjengelig fra: 2022-04-29 Laget: 2022-04-29 Sist oppdatert: 2023-07-12bibliografisk kontrollert
Höglund, P., Hakelind, C., Nordin, M. & Nordin, S. (2023). Risk factors for insomnia and burnout: a longitudinal population-based cohort study. Stress and Health, 39(4), 798-812
Åpne denne publikasjonen i ny fane eller vindu >>Risk factors for insomnia and burnout: a longitudinal population-based cohort study
2023 (engelsk)Inngår i: Stress and Health, ISSN 1532-3005, E-ISSN 1532-2998, Vol. 39, nr 4, s. 798-812Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Insomnia and burnout are highly prevalent in the general population, calling for understanding of its causes. Taking a broad approach, the aim of this study was to determine various mental and somatic risk factors for development of insomnia and burnout and stratifying for sex and age group. Questionnaire data were used from a Swedish population-based sample aged 18–79 years, from which cohorts without insomnia (= 1702) and without burnout (= 1972) at baseline were followed-up after 3 years. Self-reports of eight mental and somatic conditions at baseline were used as independent variables in logistic regression analyses to predict development of insomnia and burnout at 3-year follow-up. All eight studied conditions were significant risk factors for development of both insomnia (odds ratio, OR = 1.62–2.73) and burnout (OR = 2.20–3.21). Burnout and poor self-rated health had the highest ORs for insomnia, and poor self-rated health, anxiety and somatic symptoms had the highest ORs for burnout. The ORs were generally similar between men and women, whereas age groups tended to differ in some of the risk factors. The study highlights the importance of a broad assessment of both mental and somatic conditions in the prevention of insomnia and burnout.

sted, utgiver, år, opplag, sider
John Wiley & Sons, 2023
Emneord
epidemiology, mental health, public health, somatic health
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-204764 (URN)10.1002/smi.3218 (DOI)000920645800001 ()36634111 (PubMedID)2-s2.0-85147301936 (Scopus ID)
Forskningsfinansiär
AFA Insurance, 190082
Tilgjengelig fra: 2023-02-21 Laget: 2023-02-21 Sist oppdatert: 2024-03-28bibliografisk kontrollert
Hakelind, C. & Sundström, A. (2022). Examining skills and abilities during the pandemic: psychology students’ and examiners’ perceptions of a digital osce. Psychology Learning and Teaching, 21(3), 278-295
Åpne denne publikasjonen i ny fane eller vindu >>Examining skills and abilities during the pandemic: psychology students’ and examiners’ perceptions of a digital osce
2022 (engelsk)Inngår i: Psychology Learning and Teaching, ISSN 1475-7257, Vol. 21, nr 3, s. 278-295Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Finding valid and reliable ways to assess complex clinical skills within psychology is a challenge. Recently, there have been some examples of applying Objective Structured Clinical Examinations (OSCEs) in psychology for making such assessments. The aim of this study was to examine students’ and examiners’ perceptions of a digital OSCE in psychology regarding quality and students’ feelings about the OSCE. Participants were 51 students enrolled in the Programme for Master of Science in Clinical Psychology during two semesters and nine examiners assessing each OSCE occasion, at Umeå University, Sweden. Web-based questionnaires were used for data collection. Psychometric analyses indicated that the subscales in the student questionnaire had adequate or close to adequate levels of item and scale reliability. Both students and examiners felt that the digital OSCE was realistic, valid and well-aligned with professional practice. Although students perceived the digital OSCE as stressful, the results showed that they were focused and concentrated and found the OSCE to be a positive learning experience, implying that the stress did not affect performance to any significant extent. Based on the examiners’ experiences, it can be concluded that there are both advantages and disadvantages which need to be considered when planning future digital OSCEs.

sted, utgiver, år, opplag, sider
Sage Publications, 2022
Emneord
Clinical psychology training, competency assessment, online assessment, simulation-based methods
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-198506 (URN)10.1177/14757257221114038 (DOI)000828842600001 ()2-s2.0-85135166239 (Scopus ID)
Tilgjengelig fra: 2022-08-15 Laget: 2022-08-15 Sist oppdatert: 2023-01-13bibliografisk kontrollert
Kubik, V., Harris, R. & Hakelind, C. (2022). Teaching and Learning Psychology in Times of COVID and Beyond: Special Issue of the ESPLAT Conference 2021. Psychology Learning and Teaching, 21(3), 190-192
Åpne denne publikasjonen i ny fane eller vindu >>Teaching and Learning Psychology in Times of COVID and Beyond: Special Issue of the ESPLAT Conference 2021
2022 (engelsk)Inngår i: Psychology Learning and Teaching, ISSN 1475-7257, Vol. 21, nr 3, s. 190-192Artikkel i tidsskrift, Editorial material (Annet vitenskapelig) Published
sted, utgiver, år, opplag, sider
Sage Publications, 2022
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-200074 (URN)10.1177/14757257221119298 (DOI)2-s2.0-85138785604 (Scopus ID)
Tilgjengelig fra: 2022-10-10 Laget: 2022-10-10 Sist oppdatert: 2022-10-10bibliografisk kontrollert
Hakelind, C., Steinvall, A. & Deutschmann, M. (2022). The Power of Aha! On Stimulating and Guiding Students towards Self-Awareness and Critical Reflection while Teaching about Personality Psychology and Gender Stereotypes. Psychology Learning & Teaching, 2(1), 57-72
Åpne denne publikasjonen i ny fane eller vindu >>The Power of Aha! On Stimulating and Guiding Students towards Self-Awareness and Critical Reflection while Teaching about Personality Psychology and Gender Stereotypes
2022 (engelsk)Inngår i: Psychology Learning & Teaching, ISSN 1475-7257, Vol. 2, nr 1, s. 57-72Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This qualitative study introduces a pedagogic design which addresses the challenging task of teaching and learning self-awareness and critical reflection in the teaching of psychology. The context of the study was a course in personality psychology for first year students, and the topic of interest was how the perception of personality is affected by gender stereotypes. The pedagogic design included the recording of a mixed-sex dialogue, which was then digitally altered for pitch and timbre producing two gender-switched versions of one single recording. Students were divided into two groups who listened to one of the two different voice alterations, and were given the task to rate the personality traits of male or female sounding versions of the same character. In the subsequent debriefing seminar, students were presented with the data from their ratings. These results were then used as a reference point for inter-group discussion, and later students were also asked to reflect over the activity individually in writing. A thematic analysis of their written answers indicates that this pedagogic setup, in combination with guided reflection, can be helpful to challenge students' own assumptions, aiding self-awareness and critical reflection related to stereotyping.

sted, utgiver, år, opplag, sider
Sage Publications, 2022
Emneord
Critical reflection, self-awareness, gender stereotypes, personality, active learning, matched-guise technique
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-178334 (URN)10.1177/1475725720979460 (DOI)000598827900001 ()2-s2.0-85097534082 (Scopus ID)
Forskningsfinansiär
Swedish Research Council, 721-2014-1972
Tilgjengelig fra: 2021-01-12 Laget: 2021-01-12 Sist oppdatert: 2022-05-31bibliografisk kontrollert
Vishwanatha, K., Hakelind, C., Steinvall, A., Svensson, J. & Deutschmann, M. (2021). Interpersonal complementarity and gender: Contextual influences on perception of personality. Social behavior and personality, 49(6), Article ID e9812.
Åpne denne publikasjonen i ny fane eller vindu >>Interpersonal complementarity and gender: Contextual influences on perception of personality
Vise andre…
2021 (engelsk)Inngår i: Social behavior and personality, ISSN 0301-2212, E-ISSN 1179-6391, Vol. 49, nr 6, artikkel-id e9812Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Contextual influences have long been recognized as an important factor explaining individual differences in perception of personality traits. In this study we investigated whether interpersonal complementarity creates a context for the perception of personality traits, and whether gender stereotypes play a role in the process. Participants were 205 students taking a personality psychology course. They evaluated personality traits in the context of observing an interpersonal exchange that reflected complementarity. Among the respondents, 103 made the evaluation based on a gender stereotypical exchange (dominant male-submissive female) and 102 based their evaluation on a gender counterstereotypical exchange (dominant female-submissive male). Results reveal that interpersonal context had a stronger influence on ratings of conscientiousness, openness, and emotional stability traits than it did on extraversion and agreeableness trait ratings. Furthermore, openness and conscientiousness were particularly susceptible to gender-based stereotypes in the context of interpersonal complementarity. These results suggest that both interpersonal complementarity and gender stereotypes influence the perception of personality traits, but that they do so in a way that is unique to each trait.

sted, utgiver, år, opplag, sider
Scientific Journal Publishers, 2021
Emneord
Big Five personality traits, Gender stereotypes, Interpersonal complementarity, Interpersonal exchange, Perception of personality traits, Social roles
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-184909 (URN)10.2224/sbp.9812 (DOI)000661110100001 ()2-s2.0-85107717004 (Scopus ID)
Tilgjengelig fra: 2021-06-21 Laget: 2021-06-21 Sist oppdatert: 2023-09-26bibliografisk kontrollert
Höglund, P., Hakelind, C. & Nordin, S. (2020). Severity and prevalence of various types of mental ill-health in a general adult population: age and sex differences. BMC Psychiatry, 20(1), Article ID 209.
Åpne denne publikasjonen i ny fane eller vindu >>Severity and prevalence of various types of mental ill-health in a general adult population: age and sex differences
2020 (engelsk)Inngår i: BMC Psychiatry, E-ISSN 1471-244X, Vol. 20, nr 1, artikkel-id 209Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Background: Taking a broad approach, the aim of this study was to better understand severity and prevalence of various types of mental ill-health across age and sex groups in the general adult population. A first objective was to determine symptom severity of anxiety, depression, insomnia, burnout and somatization in combinations of different age groups and sex. A second objective was to determine prevalence of caseness of these types of mental ill-health in both absolute and relative terms in the combinations of age groups and sex.

Methods: Cross-sectional data based on validated questionnaire instruments were used from the Västerbotten Environmental Health Study in Sweden. In total, 3406 participants, aged 18 to 79 years, constituted a random sample stratified for age and sex.

Results: Severity and prevalence of anxiety, insomnia and burnout were high in women, in particular young women, and lower in older age groups. The prevalence rates for insomnia, burnout and somatization were particularly high based on the used cut-off scores. Men aged 30–49 years had the highest prevalence of mental ill-health compared to other age groups among men. Men and women aged 60–69 years had generally the lowest symptom severity and caseness. The prevalence of depression was similar in men and women in all age groups, whereas sex-related differences in extent in general were largest in the youngest age group, and gradually decreased with age.

Conclusion: The results suggest that focus in primary healthcare regarding mental ill-health should to be directed more towards insomnia, burnout and somatization, in particular in young women.

sted, utgiver, år, opplag, sider
BioMed Central, 2020
Emneord
Burnout, Epidemiology, Insomnia, Negative affect, Somatization
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-171786 (URN)10.1186/s12888-020-02557-5 (DOI)000534342400001 ()32393209 (PubMedID)2-s2.0-85084590093 (Scopus ID)
Prosjekter
HUSS
Tilgjengelig fra: 2020-06-15 Laget: 2020-06-15 Sist oppdatert: 2024-03-28bibliografisk kontrollert
Hakelind, C. & Nilsson, J. (2019). Behöver vi verkligen arbeta med studenters arbetsmiljö?. In: Universitetspedagogiska konferensen 2019: helhetssyn på undervisning - kropp, känsla och kognition i akademin. Paper presented at Universitetspedagogiska konferensen 2019, Umeå, 10-11 oktober, 2019. (pp. 10-10). Umeå: Universitetspedagogik och lärandestöd (UPL), Umeå universitet
Åpne denne publikasjonen i ny fane eller vindu >>Behöver vi verkligen arbeta med studenters arbetsmiljö?
2019 (svensk)Inngår i: Universitetspedagogiska konferensen 2019: helhetssyn på undervisning - kropp, känsla och kognition i akademin, Umeå: Universitetspedagogik och lärandestöd (UPL), Umeå universitet , 2019, s. 10-10Konferansepaper, Oral presentation with published abstract (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Umeå: Universitetspedagogik och lärandestöd (UPL), Umeå universitet, 2019
Serie
Skriftserie från Universitetspedagogik och lärandestöd (UPL) ; 2019:1
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-194793 (URN)
Konferanse
Universitetspedagogiska konferensen 2019, Umeå, 10-11 oktober, 2019.
Tilgjengelig fra: 2022-05-17 Laget: 2022-05-17 Sist oppdatert: 2022-05-23bibliografisk kontrollert
Dennhag, I., Steinvall, A., Hakelind, C. & Deutschmann, M. (2019). Exploring gender stereotypes about interpersonal behavior and personality factors using digital matched-guise techniques. Paper presented at Dennhag, I., Hakelind, C., Steinvall, A., & Deutschmann, M (2017). When research and teaching meet: Experience-based activities for raising awareness about gender stereotypes. Gender conference 12 april. Umeå Universitet.. Social behavior and personality, 47(8), Article ID e8150.
Åpne denne publikasjonen i ny fane eller vindu >>Exploring gender stereotypes about interpersonal behavior and personality factors using digital matched-guise techniques
2019 (engelsk)Inngår i: Social behavior and personality, ISSN 0301-2212, E-ISSN 1179-6391, Vol. 47, nr 8, artikkel-id e8150Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The current study explores gender stereotypes among Swedish university students (n=101) studying a course in psychology, using a matched-guise experimental design. The gender identity of a speaker in a dialogue, manifested by voice, was digitally manipulated to sound male or female. Responses to the recordings indicated that an actor with a male voice was rated significantly less conscientious, agreeable, extraverted, and open to experience than the same actor with a female voice. On social behavior, there was a tendency for the actor with a male voice to be rated as more hostile than the same actor with a female voice. The study suggests that stereotype effects rather than real behavioral differences may have an impact on perceived gender differences.

sted, utgiver, år, opplag, sider
Scientific Journal Publishers, 2019
Emneord
Stereotypes, Gender differences, Interpersonal understanding, Personality, Education, Expectancies
HSV kategori
Forskningsprogram
psykologi; patologi
Identifikatorer
urn:nbn:se:umu:diva-157914 (URN)10.2224/sbp.8150 (DOI)000480459300006 ()2-s2.0-85071845462 (Scopus ID)
Konferanse
Dennhag, I., Hakelind, C., Steinvall, A., & Deutschmann, M (2017). When research and teaching meet: Experience-based activities for raising awareness about gender stereotypes. Gender conference 12 april. Umeå Universitet.
Forskningsfinansiär
Swedish Research Council
Tilgjengelig fra: 2019-04-08 Laget: 2019-04-08 Sist oppdatert: 2023-03-24bibliografisk kontrollert
Hakelind, C., Dennhag, I., Deutschmann, M. & Steinvall, A. (2017). Confronting students with their own stereotypes: Awareness-raising activities about gender stereotypes with match-guise techniques. In: Universitetspedagogiska konferensen 2017: undervisning i praktiken – föreläsning, flexibelt eller mitt emellan?. Paper presented at Universitetspedagogiska konferensen 2017, Undervisning i praktiken – föreläsning, flexibelt eller mitt emellan? Umeå universitet, 24-25 oktober, 2017 (pp. 29-32). Umeå: Universitetspedagogik och lärandestöd (UPL), Umeå universitet
Åpne denne publikasjonen i ny fane eller vindu >>Confronting students with their own stereotypes: Awareness-raising activities about gender stereotypes with match-guise techniques
2017 (engelsk)Inngår i: Universitetspedagogiska konferensen 2017: undervisning i praktiken – föreläsning, flexibelt eller mitt emellan?, Umeå: Universitetspedagogik och lärandestöd (UPL), Umeå universitet , 2017, s. 29-32Konferansepaper, Oral presentation with published abstract (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Umeå: Universitetspedagogik och lärandestöd (UPL), Umeå universitet, 2017
Serie
Skriftserie från Universitetspedagogik och lärandestöd (UPL) ; 2017:1
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-194617 (URN)
Konferanse
Universitetspedagogiska konferensen 2017, Undervisning i praktiken – föreläsning, flexibelt eller mitt emellan? Umeå universitet, 24-25 oktober, 2017
Tilgjengelig fra: 2022-05-11 Laget: 2022-05-11 Sist oppdatert: 2022-05-12bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-4411-3803