Håkan Hult
Biographic Data
| ID | 1502151 |
|---|---|
| NAME | Håkan Hult |
| GIVEN NAMES | Håkan |
| FAMILY NAME | Hult |
| SIGNATURE | HULT H |
| AFFILIATIONS | Karolinska Institutet |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 1 |
The struggle to understand
The aim of the research reported in this paper was to explore students' ‘journey’ towards conceptual understanding during an undergraduate course. The task that medical students face – to learn a substantial quantity of detailed knowledge and integrate into a coherent whole in a limited time frame – is demanding. Seven students were interviewed in a group, and 17 students gave their reflections in writing. Data was gathered from both groups on fi…
The Dynamics of Physicians’ Learning and Support of Others’ Learning
Learning has been defined as a condition for improving the quality of healthcare practice. The focus of this paper is on physicians’ learning and their support of others’ learning in the context of Swedish healthcare. Data were generated through individual and focus group interviews and analyzed from a socio-material practice theory perspective. During their workday, physicians dynamically alternated between their own learning and their support o…
Vom Hochschulabschluss zum Berufseinstieg
Vom Hochschulabschluss zum Berufseinstieg : Lernverlaufe in Politikwissenschaft, Psychologie und Machinenbau
Exploring formative assessment as a tool for learning
This study aims to provide a greater insight into how formative assessments are experienced and understood by students. Two different formative assessment methods, an individual, written assessment and an oral group assessment, were components of a pathology course within a medical curriculum. In a cohort of 70 students, written accounts were collected from 17 students and group interviews were carried out to explore the students’ experiences of …
On the anatomy of understanding
In search for the nature of understanding of basic science in a clinical context, eight medical students were interviewed, with a focus on their view of the discipline of anatomy, in their fourth year of study. Interviews were semi‐structured and took place just after the students had finished their surgery rotations. Phenomenographic analysis was used to explore how the students took on learning the subject matter. An understanding of anatomy co…
From senior student to novice worker
This longitudinal study focuses on the transition from higher education to working life. Research has hitherto described the transition in rather general terms, and there is still only limited knowledge about how graduates construe themselves as professionals, or how they experience the transition to the sociocultural contexts of working life. In this study, the transition is viewed as a trajectory between different communities of practice. Three…
From senior student to novice worker
This longitudinal study focuses on the transition from higher education to working life. Research has hitherto described the transition in rather general terms, and there is still only limited knowledge about how graduates construe themselves as professionals, or how they experience the transition to the sociocultural contexts of working life. In this study, the transition is viewed as a trajectory between different communities of practice. Three…
From senior student to novice worker
This longitudinal study focuses on the transition from higher education to working life. Research has hitherto described the transition in rather general terms, and there is still only limited knowledge about how graduates construe themselves as professionals, or how they experience the transition to the sociocultural contexts of working life. In this study, the transition is viewed as a trajectory between different communities of practice. Three…
On the anatomy of understanding
In search for the nature of understanding of basic science in a clinical context, eight medical students were interviewed, with a focus on their view of the discipline of anatomy, in their fourth year of study. Interviews were semi‐structured and took place just after the students had finished their surgery rotations. Phenomenographic analysis was used to explore how the students took on learning the subject matter. An understanding of anatomy co…
Exploring formative assessment as a tool for learning
This study aims to provide a greater insight into how formative assessments are experienced and understood by students. Two different formative assessment methods, an individual, written assessment and an oral group assessment, were components of a pathology course within a medical curriculum. In a cohort of 70 students, written accounts were collected from 17 students and group interviews were carried out to explore the students’ experiences of …
Vom Hochschulabschluss zum Berufseinstieg
Vom Hochschulabschluss zum Berufseinstieg : Lernverlaufe in Politikwissenschaft, Psychologie und Machinenbau
The Dynamics of Physicians’ Learning and Support of Others’ Learning
Learning has been defined as a condition for improving the quality of healthcare practice. The focus of this paper is on physicians’ learning and their support of others’ learning in the context of Swedish healthcare. Data were generated through individual and focus group interviews and analyzed from a socio-material practice theory perspective. During their workday, physicians dynamically alternated between their own learning and their support o…
The struggle to understand
The aim of the research reported in this paper was to explore students' ‘journey’ towards conceptual understanding during an undergraduate course. The task that medical students face – to learn a substantial quantity of detailed knowledge and integrate into a coherent whole in a limited time frame – is demanding. Seven students were interviewed in a group, and 17 students gave their reflections in writing. Data was gathered from both groups on fi…
Pedagogy (5 works) · Psychology (5 works) · Evaluation of Teaching Practices (4 works) · Computer Science (3 works) · Innovations in Medical Education (3 works) · Reflective Practices in Education (3 works) · Curriculum (2 works) · Higher education (2 works) · Mathematics education (2 works) · Medicine (2 works)