Madeleine Abrandt Dahlgren
Madeleine Abrandt Dahlgren
Linköping University, Faculty of Health Sciences, Professor in Medical Education
Verifierad e-postadress på liu.se
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Learning in focus groups: An analytical dimension for enhancing focus group research
V Wibeck, MA Dahlgren, G Öberg
Qualitative research 7 (2), 249-267, 2007
Questioning to learn and learning to question: Structure and function of problem-based learning scenarios in environmental science education
M Abrandt Dahlgren, G Öberg
Higher education 41, 263-282, 2001
A phenomenographic approach to research in medical education
T Stenfors‐Hayes, H Hult, MA Dahlgren
Medical education 47 (3), 261-270, 2013
Portraits of PBL: Students' experiences of the characteristics of problem-based learning in physiotherapy, computer engineering and psychology
MA Dahlgren, LO Dahlgren
Instructional science 30, 111-127, 2002
Identity and engagement for professional formation
A Reid, LO Dahlgren, P Petocz, MA Dahlgren
Studies in higher education 33 (6), 729-742, 2008
From Senior Student to Novice Worker: Learning Trajectories in Political Science, Psychology and Mechanical Engineering1
MA Dahlgren, H Hult, LO Dahlgren, HH af Segerstad, K Johansson
The Routledge International Handbook of Higher Education, 165-180, 2009
PBL from the teachers' perspective
MA Dahlgren, R Castensson, LO Dahlgren
Higher Education 36 (4), 437-447, 1998
Living with chronic renal failure: patients' experiences of their physical and functional capacity
S Heiwe, N Clyne, MA Dahlgren
Physiotherapy Research International 8 (4), 167-177, 2003
International consensus statement on the assessment of interprofessional learning outcomes
GD Rogers, JE Thistlethwaite, ES Anderson, M Abrandt Dahlgren, ...
Medical teacher 39 (4), 347-359, 2017
From expert student to novice professional
A Reid, MA Dahlgren, LO Dahlgren, P Petocz
Springer Science & Business Media, 2011
Developing practice knowledge for health professionals
J Higgs, B Richardson, M Abrandt Dahlgren
Butterworth & Heinemann, 2004
Towards socio‐material approaches in simulation‐based education: lessons from complexity theory
T Fenwick, MA Dahlgren
Medical Education 49 (4), 359-367, 2015
Incentives for lifestyle changes in patients with coronary heart disease
A Kärner, P Tingström, M Abrandt‐Dahlgren, B Bergdahl
Journal of advanced nursing 51 (3), 261-275, 2005
Learning for professional life: Student teachers' and graduated teachers' views of learning, responsibility and collaboration
MA Dahlgren, EH Chiriac
Teaching and Teacher Education 25 (8), 991-999, 2009
Ways of understanding evidence-based practice in social work: A qualitative study
G Avby, P Nilsen, M Abrandt Dahlgren
British Journal of Social Work 44 (6), 1366-1383, 2014
Grading systems, features of assessment and students’ approaches to learning
LO Dahlgren, A Fejes, M Abrandt-Dahlgren, N Trowald
Teaching in Higher Education 14 (2), 185-194, 2009
A winding road–professional trajectories from higher education to working life: A case study of political science and psychology graduates
S Nyström, MA Dahlgren, LO Dahlgren
Studies in Continuing Education 30 (3), 215-229, 2008
Debriefing practices in interprofessional simulation with students: a sociomaterial perspective
S Nyström, J Dahlberg, S Edelbring, H Hult, M Abrandt Dahlgren
BMC medical education 16 (1), 1-8, 2016
Rehabilitation after coronary heart disease: spouses’ views of support
AM Kärner, MA Dahlgren, B Bergdahl
Journal of advanced nursing 46 (2), 204-211, 2004
Employers’ views on disability, employability, and labor market inclusion: a phenomenographic study
L Strindlund, M Abrandt-Dahlgren, C Ståhl
Disability and rehabilitation 41 (24), 2910-2917, 2019
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