Oslo and Akershus University College of Applied Sciences (HiOA): Open Access Journals
Not a member yet
2462 research outputs found
Sort by
English How to set up a Journal club? Tips for first time visits and starting a journal club for radiographers.
No full textAbstract
Journal clubs are getting more and more popular and are seen in many variations. A classic journal club is a structured educational meeting for a group of people to discuss, debate, and examine published articles. Journal clubs can be used to gain the latest knowledge in new areas of interest. It is important to educate radiographers and students to use a critical approach when discussing research. This may or may not lead to a new standard of practice.
Journal club meetings can be initiated from e.g., clinical departments, educational institutions, groups with special interests e.g., statistics, modality, or by established research groups.
The workload is typically reading one or two articles as preparation for each meeting and pointing out a presenter with the task of recapitulating the study aim, method, result, and conclusion. However, it is not expected that the journal club members read the paper(s) thoroughly. The interesting part is the presenter’s perspective and interpretation of the selected paper and the discussion followed by the rest of the group members. This tutorial presents how to start a journal club and explains simple steps to consider before the first meeting
Transomental hernias: Multi-detector row computed tomography findings in 15 clinical cases
No full textIntroduction: Transomental hernia (TOH), a type of intra-abdominal hernia formed as a result of incarceration through abdominal greater omental hiatus, is a rare disease that lacks specific physical features, which makes its preoperative diagnosis difficult. This study aims the clinical characteristics and radiological findings of 15 cases of TOH.
Methods: From 2009 to 2021, we encountered 15 cases of TOH in which multi-detector row computed tomography (MD-CT) with multiplanar reconstruction (MPR) was helpful for the preoperative diagnosis. We performed a clinical study of patients with TOH.
Results: The average age of the 15 patients (male, n=9; female, n=6) was 73 years (range, 58-91 years). The preoperative diagnosis, based on MD-CT, was TOH in 11 patients and internal hernia in 4 patients. The preoperative diagnosis of TOH was confirmed in 11 of 15 patients (73%). MD-CT showed dilatation of the small intestine on the ventral side of the ascending colon and the descending colon through the omental hiatus, closed loop, and the convergence of the mesentery or small intestine.
Conclusion: The possibility of TOH should be considered when treating patients with obstruction who have no history of laparotomy. MD-CT with MPR is useful for the preoperative diagnosis of TOH
Fact-checking as digital media literacy in higher education
No full textInformation disorder is a growing phenomenon, and fact-checking has long been recognized as an effective practice to evaluate media. Still, knowledge about fact-checking is not coherent in higher education institutions, not even in the field of media education. The paper is based on two case studies exploring the teaching of fact-checking in higher education as a European survey and evaluation of a workshop online in the critical-pragmatic framework with mixed methods. Findings highlight a need for developing fact-checking teaching in higher education as digital media literacy. Digital media literacy shows out as linkages to algorithm-based communication and, hands-on educational practices developing mindsets of master students instead of more traditional teaching as the mainstream in the survey. Even media studies mostly seem to have teaching on fact checking, there is a lack of learning materials, game-based educational approach, and integration fact-checking-related subjects (e.g., propaganda, disinformation) in educational sciences together with broadening the field of media education in higher education in Europe and beyond.  
«Alle mann på dekk!»: Konkurrerende beredskapslogikker i organisering og ledelse av pandemihåndtering i sykehusene
No full textHospitals had to adapt quickly when the COVID-19 pandemic occurred in January 2020. This article analyses the organization of the crisis management of the pandemic at Oslo University Hospital (OUS). The analysis is based on theories that organization is processes of formation of meaning, and especially in the face of unexpected events. Crises stress tests the organization and can highlight important decision patterns and otherwise hidden underlying logics. Theories of emergency preparedness and management of crises distinguish between anticipation versus resilience. In the analyses of the OUS case, we identify two different emergency preparedness logics, planned and ad hoc emergency preparedness logic, which create tension in priorities and the choice of problems and solutions. The analysis is based on 19 in-depth interviews in three clinics at OUS between December 2020 and November 2021, as well as internal audits and documents from OUS and published works. The analysis shows that hospitals are plastic, flexible, and loosely coupled organizations, which are particularly suitable in crises, but which are challenging in normal operations. To learn from crisis management and develop robust hospitals for the future, a greater awareness of the relationship between the different emergency preparedness logics and sensemaking in crises is needed.Sykehusene måtte omstille seg raskt da COVID-19 pandemien inntraff januar 2020. Denne artikkelen belyser organisering og ledelse av pandemihåndtering ved Oslo universitetssykehus HF. Hva kan pandemihåndteringen fortelle oss om organisering og ledelse av sykehus? Studien tar utgangspunkt i teorier om at organisering er prosesser av meningsdannelse, og spesielt i møte med uventede hendelser. Kriser stresstester organisasjonen og kan synliggjøre viktige beslutningsmønstre og ellers skjulte bakenforliggende logikker. Teorier om beredskap og håndtering av kriser skiller mellom kriseplaner og den aktuelle krisehåndteringen. I analysene av pandemihåndteringen ved OUS identifiserer vi dette som to ulike beredskapslogikker, planlagt beredskapslogikk og ad hoc beredskapslogikk, som skaper spenningsmoment i prioriteringer og valg av problemer og løsninger. Studien baserer seg på 19 dybdeintervjuer i tre klinikker ved OUS i perioden desember 2020 til november 2021 samt internrevisjoner og dokumenter fra OUS og publiserte arbeider. Studien viser at sykehusene er plastiske, fleksible og løst koblede organisasjoner som er spesielt egnet i kriser, men som er utfordrende i normal drift. For å kunne lære av krisehåndtering og utvikle robuste sykehus for framtiden kreves en større bevissthet om forholdet mellom de ulike beredskapslogikkene og meningsdannelse i kriser
Teachers’ Identity Tensions and Related Coping Strategies: Interaction With the Career Stages and Socio-Political Context
No full textWhen external requirements conflict with teachers’ personal beliefs and values, the resulting internal struggles can lead to identity tensions. Contributing to discussion on teachers’ identity development in a challenging context, this study investigated teacher identity tensions and related coping strategies in Hong Kong. We conducted 21 semi-structured interviews with qualified teachers and then performed a deductive thematic analysis of the data. We categorised the identity tensions as positioned on the micro or macro level, and distinguished the coping strategies as emotion-focused or problem-focused behaviours. The identity tensions and related coping strategies seemed to be associated with teachers’ career stages. We further found identity tensions to be related to the school’s sociocultural environment and to the specific political and societal forces in the region. The study demonstrated the need for continuous and differentiated support catering for teachers’ needs, and highlighted the specific social-political influences on professional identity development
Emerging Professional Identity Formation: Exploring Coloniality in the Rehabilitation Professions
No full textThis paper explores professional identity formation in undergraduate education. The paper positions professional identity formation within coloniality. A qualitative case study was conducted using critical theory as a guiding conceptual framework. Data collection included document reviews, observations and arts-based research methodologies. We present a case study of a speech-language pathology student, Aqueelah, transitioning from a traditional clinical placement to a learning site which encourages the development of an emerging practice. The paper focuses on how Aqueelah forms her emerging professional identity through her learning. We foreground the concept of “centring the self” as essential in developing patient-centred care and challenge coloniality of being embedded in clinical education. The paper argues that liminal spaces are necessary to allow students to explore different ways of thinking and doing to support new ways of being. The paper advocates for arts-based methodologies and critical reflection as essential pedagogic tools in shaping professional identity
Teachers’ pedagogical tact in craft-art learning situations : Pathic perceiving, acting and interacting
No full textThe goal of this research is to explore how teachers’ pedagogical tact occurs in craft-art learning situations, in the context of Finnish Basic Education in the Arts, by using the grounded theory (GT) method. The theoretical concepts—the term pathic, pedagogical tact and self-determination theory (SDT) and the key concepts autonomy, competence and relatedness—have been chosen based on how they supported the data analysis. The data consisted of five stimulated recall interviews with teachers. The GT analysis revealed that teachers’ pedagogical tact manifested itself in pathic perceiving, acting and interacting. The teachers supported students’ autonomy, relatedness and competence in craft-art learning by creating an open atmosphere and caring relationships with the students to support their sense of ownership and personal resources. The results provide conceptual understanding of craft-art pedagogy
Regarding String: A Theory-Method-Praxis of/for Co-compos(t)ing Feminist Hope
No full textThis article explores string – what string does, makes possible, and makes happen –as lively matter in co-compos(t)ing human-nonhuman objects, bodies and space. Based on the happenings-doings-thinking generated from a recent workshop, and taking a line of flight with-from Haraway’s (2016) Staying with the Trouble, the article considers how string figuring co-compos(t)ings can work as a post-qualitative experimental feminist materialist/posthumanist research-creation practice which moves outside normative research methods. The article develops a stringly-thingly methodology to explore string figuring’s temporal and spatial possibilities, and propose a theorisation of ‘regard’ which works as a feminist materialist enactment of response-ability which makes better futures in the here-and-now become do-able and thinkable. The theory-method-praxis we propose is an orientation of/for co-compos(t)ing feminist hope
Association of meniscal tears with cruciate ligament injuries
No full textAim: To find the association of meniscal tears with isolated and combined cruciate ligament injuries, grades of injury, time of injury and type of injury.
Method: Magnetic resonance (MR) imaging of 240 patients with knee pain who diagnosed with anterior cruciate ligament (ACL) and Posterior Cruciate Ligament (PCL) injury by arthroscopy were studied.
Results: Road and traffic accidents (RTA) caused in 80.4% of cases. A total of 192 patients (80%) with isolated ACL involvement, seven patients (2.9%) with isolated PCL involvement, and 41 patients (17%) with combined ACL and PCL involvement. In cases with ACL involvement (n=192), 17 patients (8.8%) had grade 1 injury: sprain, 82 patients (42.7%) had grade 2/3 injury: partial tear and 93 patients (48.4%) had grade 4 injury: complete tear. Among partial ACL tear, lateral meniscus involvement was predominant in 45 patients (54.8%), whereas medial meniscus was involved in 26 patients (31.7%) and normal meniscus was observed in 19 patients (23.1%). In lateral meniscus, the anterior horn was majorly involved 36 patients (80%) as compared to posterior horn in 15 patients (33.3%).
Conclusion: The present study indicates that the anterior horn of the lateral meniscus was predominantly involved in patients with isolated ACL and combined injury of ACL and PCL. The posterior horn of the medial meniscus was more commonly involved in chronic injury of ACL, whereas the posterior horn of the lateral meniscus was involved in acute ACL injury. Early ACL reconstruction is recommended for the prevention of secondary meniscal tears
Hanging-out-knowing: The potential of dwelling with our affective landscapes of research-creation
No full textIn this paper, I approach knowing as a spatial practice of dwelling with one’s affective landscapes of inquiry to think with Erin Manning’s idea of research-creation as immanent critique. ‘Landscape’ is re-defined in a nonrepresentational frame to include the various materialities with which we sense and see. To approach research-creation as a joint-action with the landscape, I turn to my native language, Finnish, in which being is referred to as pre-individual with the passive form of ‘to be’: ollaan. I build the argument by discussing my research with young people on their hanging out practices. Movement without destination, attuning to the landscape, can be taken as an energizing technique of relation: an encouragement to follow the call of the unfolding world. In this experimental way of being together, new worlds and selves emerge in encounters. ‘Hanging-out-knowing’ arises from moments of hesitation that challenge what is known