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Hardly any measures were described last year, as the course was digital and the next course expected to be physical. Of course, this course also ended up being digital. Having the course digital challenges the nature of it, and few can claim that three weeks of full-day online presence in teamwork is a good solution. But the students have nevertheless been working hard and created impressive projects, although some expressed lack of motivation because of the digital platform. What has come across as the largest down-side of the digital platform is the lack of social interactions and screen fatigue. But positive sides of the digital platform has also been expressed, where a large proportion of the students in fact preferred the digital platform because of its flexibility and effectiveness.

The students were overall content with the learning environment, teaching and activities. We in the facilitator team also observed that they made progress throughout the course. In the reference group report, the students expressed some confusion in the start-up phase; about the village theme and what was expected of the students. They also wished for the theory compendium to be introduced earlier, and/or highlight the parts that describes the start-up phase of forming a team. Please see the measures described in this report, the minutes from the reference group meeting and the reference group report.

NTNU:TIA:REST

Department of Circulation and Medical Imaging

Institutt for sirkulasjon og bildediagnostikk

Engelsk

Faglig innhold

For mer informasjon om Eksperter i Team, se www.ntnu.no/eit og www.ntnu.no/eit/emnebeskrivelse

Læringsformer og aktiviteter

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Muntlig presentasjon

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Eksperter i team - Digital medisin

Medisin

Medisinstudiet

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Provide a more thorough description of the content of the compendium, with recommendations of which chapters that should be read in the start-up phase. 

Tiltak

Theory Compendium

Offer the students a short reference group meeting the first week of the course to clarify matters and figure out how the teams feel about the information given at the beginning

Short reference group meeting

Update the presentation of the village theme. Suggestions from students:

 - include information about how other fields can contribute to the medical world (how for instance a computer scientist can facilitate the process of diagnosing patients, how a manufacturing student can contribute to launch a product, how a mathematician can help developing programs/products/understanding movement of prosthesis etc.) 

-  historical presentation about digital medicine, to show what it is and why it is important



More detailed schedule

Plenary exercises should either be before/after lunch or start/end of the day to avoid interrupting project development work. The end of the day is probably best, since the teams then move on to writing team reflections.  

Planning of exercises

The data on which this report builds: One meeting with the reference group, the reference group report and the main supervisor’s experiences during the course In contradiction to previous and upcoming years, the course was digital due to the covid pandemic. This had a huge impact on the course, but as the course will return to a course with physical meetings suggestions for improvements on the digital platform are not very relevant. In evaluation of the course, the students asked for more detailed templates. The supervisors think that simple templates should be used as each project is unique and following an example as a ‘standard’ would limit creativity. At the start of the course there was some ambiguity about what was expected of the students. I expect some of this to be because of the limitations of the digital platform. In evaluation, the students asked for more information about the hand-in in Inspera. This was the first time Inspera was used in the course, and also the first time our student counselor administered Inspera,so this will hopefully improve until next time.

Learning outcome for EiTIn Experts in Teamwork, the student will learn to communicate and cooperate in a way that enables him or her to contribute to comprehensive solutions, job satisfaction and learning in interdisciplinary project work later in their professional life.This means that:<ul><li>Students can reflect on how their teamwork is influenced by their own behaviour patterns and attitudes, as well as those of others.</li><li>Students can apply relevant concepts and fundamental group theory to develop a perspective on their own specific collaborative situations.</li><li>Students can analyse their teamwork, and on the basis of their insight reflect on how they communicate, plan, decide, accomplish tasks, handle disagreements and relate to professional, social and personal challenges.</li><li>Students can take initiatives (actions) that encourage cooperation, and they can change their patterns of interaction if necessary.</li><li>Students can provide feedback to others in the team in constructive ways, and reflect on feedback from the team.</li><li>Students have extended their perspective on their own specialized knowledge in their encounter with skills from other disciplines. They can communicate and apply skills they have developed in their own field in collaboration with students from other disciplines.</li></ul>Students can collaborate with people from other disciplines, and they can contribute to realizing the potential of their combined interdisciplinary expertise.

All digital: Lectures by village supervisors and external speakersIndependent team work Team activities organized by the facilitators, village supervisors or external speakersFeedback on deliverables (cooperation agreement, project sketch) and project and process work

One project report (50 % of the grade) and one process report (50 %).

Based on the data sources available, the course coordinator will be responsible for looking into the following measures to improve the course:-       Rooms and equipment: we had a last-minute change of room this year, since our village was initially assigned an auditorium not suitable for EiT. The new room at Kalvskinnet was excellent for EiT purposes, but hadn’t been cleaned over the Christmas holidays and was really dirty. I will check out the assigned rooms earlier next year, and also book additional group rooms.-       SITRA: I intend to introduce the SITRA exercise already on day 2 next year, with a clearly marked examples of situation, theory, reflection and action.-       Experts/business: I will write a guide on finding experts in the field, perhaps containing often used resources and perhaps even some names. I will also look into having a stronger interaction with one or more busineses, such as Helseplatformen. -       Diversity: I intend to make the village more diverse, especially including more students with a technical background from Gløshaugen. Ideas are to adjust the theme description or explicitly ask the EiT office for a better academic mix. Other things that were mentioned by the reference group: -       Templates: The reference group asked for even more detailed templates for the project and process reports, with examples from previous years. I am hesitant to do this, as examples turn often into standards, limiting the creative process of the students. -       Program: the reference group commented that writing 2 reports plus all the exercises is a lot in 3 weeks. Although I agree with this statement, there is not much we can do about it. We are aware of this fact when evaluating the students’ work.-       Teambuilding: One suggestion was to also invite external experts on the teambuilding / process part. Although interesting, in my experience the learning assistants have plenty of knowledge / experience to take full responsibility for this part. Bringing in externals would lead to an even more busy program.

Link til informasjon om emnet

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Please find the full course report and reference group report attached.

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Eksperter i team - Digital medisin - MFEL4859