Charlotte Silén
Biographic Data
| ID | 1500708 |
|---|---|
| NAME | Charlotte Silén |
| GIVEN NAMES | Charlotte |
| FAMILY NAME | Silén |
| SIGNATURE | SILÉN C |
| AFFILIATIONS | Linköping University |
| ORCID | 0000-0001-7952-4808 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Discerning and acknowledging diverse types of feedback in clinical practice – a way to develop feedback literacy
Feedback literacy includes students’ abilities to understand, use and benefit from feedback processes; it is important for the development of self-directed learning, SDL. Considering all of the places where students can potentially learn, especially the clinic, we would argue that feedback has been too narrowly defined. This study aims to explore the different shapes feedback can take for students in their clinical practice. Nursing students at d…
Clinical sensemaking
Safeguarding fairness in assessments—How teachers develop joint practices
Representation, interaction and interpretation. Making sense of the context in clinical reasoning
Grounding judgement in context
Autonomy as both challenge and development in clinical education
Examination involving students as peer examiners
The main interest in this article is students’ involvement in assessment as a part of growth towards self‐directedness in learning. In order to enhance students’ development of autonomy in learning, a project involving ‘older’ students as peer examiners for ‘younger’ students was designed and carried out. Students in the sixth semester in a PBL‐based Master’s program of Medical Biology participated, together with faculty, as examiners of fifth‐se…
Student approaches to achieving understanding-approaches to learning revisited
This article presents a phenomenographic study that investigates students’ approaches to achieving understanding. The results are based on interviews, addressing physiological phenomena, with 16 medical students in a problem‐based curriculum. Four approaches—sifting, building, holding and moving—are outlined. The holding and moving approaches describe variations in deep‐level processing. The moving approach is characterised by an intention to con…
Student approaches to achieving understanding-approaches to learning revisited
This article presents a phenomenographic study that investigates students’ approaches to achieving understanding. The results are based on interviews, addressing physiological phenomena, with 16 medical students in a problem‐based curriculum. Four approaches—sifting, building, holding and moving—are outlined. The holding and moving approaches describe variations in deep‐level processing. The moving approach is characterised by an intention to con…
Student approaches to achieving understanding-approaches to learning revisited
This article presents a phenomenographic study that investigates students’ approaches to achieving understanding. The results are based on interviews, addressing physiological phenomena, with 16 medical students in a problem‐based curriculum. Four approaches—sifting, building, holding and moving—are outlined. The holding and moving approaches describe variations in deep‐level processing. The moving approach is characterised by an intention to con…
Examination involving students as peer examiners
The main interest in this article is students’ involvement in assessment as a part of growth towards self‐directedness in learning. In order to enhance students’ development of autonomy in learning, a project involving ‘older’ students as peer examiners for ‘younger’ students was designed and carried out. Students in the sixth semester in a PBL‐based Master’s program of Medical Biology participated, together with faculty, as examiners of fifth‐se…
Autonomy as both challenge and development in clinical education
Grounding judgement in context
Safeguarding fairness in assessments—How teachers develop joint practices
Representation, interaction and interpretation. Making sense of the context in clinical reasoning
Clinical sensemaking
Discerning and acknowledging diverse types of feedback in clinical practice – a way to develop feedback literacy
Feedback literacy includes students’ abilities to understand, use and benefit from feedback processes; it is important for the development of self-directed learning, SDL. Considering all of the places where students can potentially learn, especially the clinic, we would argue that feedback has been too narrowly defined. This study aims to explore the different shapes feedback can take for students in their clinical practice. Nursing students at d…
Psychology (7 works) · Pedagogy (5 works) · Innovations in Medical Education (4 works) · Medical education (4 works) · Medicine (4 works) · Reflective Practices in Education (4 works) · Mathematics education (3 works) · Student Assessment and Feedback (3 works) · Autonomy (2 works) · Clinical Reasoning and Diagnostic Skills (2 works)