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Christersson, CeciliaORCID iD iconorcid.org/0000-0003-3602-9449
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Publications (10 of 25) Show all publications
Leijon, M., Gudmundsson, P., Staaf, P. & Christersson, C. (2022). Challenge based learning in higher education: A systematic literature review. Innovations in Education & Teaching International, 59(5), 609-618
Open this publication in new window or tab >>Challenge based learning in higher education: A systematic literature review
2022 (English)In: Innovations in Education & Teaching International, ISSN 1470-3297, E-ISSN 1470-3300, Vol. 59, no 5, p. 609-618Article, review/survey (Refereed) Published
Abstract [en]

This review maps patterns in research on Challenge Based Learning (CBL) in higher education (HE) between 2009 and 2020. How is CBL defined in HE settings? How is CBL in HE grounded scientifically in the research? The results show a shift of CBL from being a concept coined by a multinational technology company targeting learning in schools, to being embraced by HE, first and foremost as a method for transformation of adult learning. A critical scientifically grounded approach towards learning is however absent or marginally present in the papers reviewed.

Place, publisher, year, edition, pages
Routledge, 2022
Keywords
Challenge-based learning, higher education, theories, adult learning
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-41527 (URN)10.1080/14703297.2021.1892503 (DOI)000630668500001 ()2-s2.0-85102935107 (Scopus ID)
Available from: 2021-04-01 Created: 2021-04-01 Last updated: 2024-02-05Bibliographically approved
Christersson, C. E., Melin, M., Widén, P., Ekelund, N., Christensen, J., Lundegren, N. & Staaf, P. (2022). Challenge-Based Learning in Higher Education: A Malmö University Position Paper. International Journal of Innovative Teaching and Learning in Higher Education, 3(1), 1-14
Open this publication in new window or tab >>Challenge-Based Learning in Higher Education: A Malmö University Position Paper
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2022 (English)In: International Journal of Innovative Teaching and Learning in Higher Education, ISSN 2644-1624, Vol. 3, no 1, p. 1-14Article in journal (Refereed) Published
Abstract [en]

Higher education institutions (HEIs) have a pivotal role in fulfilling the social dimension of sustainability and contributing to a complex changing society. To meet these challenges, Malmö University has in interdisciplinary groups researched the role of challenge-based learning (CBL) in relation to staff, students, disciplines, and stakeholders. This position paper is based on that work. Malmö University argues that with a CBL approach, HEIs will actively contribute to the building of a sustainable learning society through collaboration in education, research, and innovation. This paper theoretically explores the CBL approach as a collaborative learning exchange within HEIs and society at large. CBL is defined through eight key elements, clustered as entities of three domains: diversity and inclusion, co-creation and collaboration, and change agents and contextual challenges. These are discussed and empirically exemplified with the purpose to support designing, planning, and accomplishing CBL in teaching and learning in HE for a global learning society.

Place, publisher, year, edition, pages
IGI Global, 2022
Keywords
Adult Learning, CBL, Challenge-Based Learning, Change Agents, Co-Creation, Diversity, Higher Education, Inclusion, Learning and Teaching, Learning Society, Position Paper, Student Active Learning, Transformation
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-54701 (URN)10.4018/ijitlhe.306650 (DOI)
Available from: 2022-09-03 Created: 2022-09-03 Last updated: 2022-09-05Bibliographically approved
Sjödin, T., Diogo Löfgren, C., Glantz, P. O. & Christersson, C. (2020). Delmopinol - adsorption to and absorption through the oral mucosa. Acta Odontologica Scandinavica, 78(8), 572-579
Open this publication in new window or tab >>Delmopinol - adsorption to and absorption through the oral mucosa
2020 (English)In: Acta Odontologica Scandinavica, ISSN 0001-6357, E-ISSN 1502-3850, Vol. 78, no 8, p. 572-579Article in journal (Refereed) Published
Abstract [en]

The findings indicate that delmopinol interacts with the salivary film of the upper labial mucosa and affects its polarity. It appears that delmopinol assists in the maintenance of the hydrophilicity of the mucosal pellicle and thereby also reinforcing hydration of the mucosa. The rat autoradiograms, showed that radioactivity remains in the oral mucosa after 24 h, but diffuses through the mucosal membranes into the systemic circulation.

Place, publisher, year, edition, pages
Taylor & Francis, 2020
Keywords
Delmopinol, autoradiography, contact angle measurements, oral mucosa, saliva film formation
National Category
Dentistry
Identifiers
urn:nbn:se:mau:diva-17351 (URN)10.1080/00016357.2020.1758772 (DOI)000532055400001 ()32348171 (PubMedID)2-s2.0-85084291308 (Scopus ID)
Available from: 2020-05-19 Created: 2020-05-19 Last updated: 2024-02-05Bibliographically approved
Lucander, H. & Christersson, C. (2020). Engagement for quality development in higher education: a process for quality assurance of assessment. Quality in Higher Education, 26(2), 135-155
Open this publication in new window or tab >>Engagement for quality development in higher education: a process for quality assurance of assessment
2020 (English)In: Quality in Higher Education, ISSN 1353-8322, E-ISSN 1470-1081, Vol. 26, no 2, p. 135-155Article in journal (Refereed) Published
Abstract [en]

This paper reports on the design, development and evaluation of a novel process for quality assurance of assessments for entire educational programmes. The process was developed and tested by multidisciplinary teaching staff and consists of five phases: inventory, analyses, evaluation, planning change and realising change. The process for quality assurance was evaluated in three diverse programmes. The results show that the process forms a solid base for decisions on short-term as well as long-term quality improvements. It was also found to encourage the development of a quality culture and had an improving effect on the curriculum design, enhanced internal quality work and supported documentation for external quality assurance. The results show that the process has the capacity to engage and involve teachers and other internal stakeholders in the quality development of a range of educational programmes, promoting engaged change for improved quality in a higher education institution.

Place, publisher, year, edition, pages
Routledge, 2020
Keywords
Quality development, evaluation, assessment, quality culture, teacher participation, higher education
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-17716 (URN)10.1080/13538322.2020.1761008 (DOI)000540124800001 ()2-s2.0-85086046196 (Scopus ID)
Available from: 2020-07-14 Created: 2020-07-14 Last updated: 2024-02-05Bibliographically approved
Alm, A.-K., Esbjörnsson, M., Jacobsson, A., Ramsten, A.-C., Rehme, J., Reinhold, M., . . . Värbrand, P. (2016). Vägen till samverkanssäkrad utbildning (ed.). : Linköpings universitet
Open this publication in new window or tab >>Vägen till samverkanssäkrad utbildning
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2016 (Swedish)Report (Other academic)
Abstract [sv]

Kunskapsutbyte och samverkan mellan lärosäten och andra aktörer i samhället är viktigt för att vi ska kunna möta morgondagens utmaningar. Man måste arbeta över sektorsgränser, inte bara inom forskning utan också inom utbildning. “Vägen till samverkanssäkrad utbildning: metoder och strategier” handlar om hur samverkan kan integreras i högre utbildning. Slutsatserna baseras på de erfarenheter som gjorts i projektet Samverkanssäkrade utbildningsprogram som letts av lärosätena i Linköping, Malmö och Umeå. Publikationens andra del, “Möjligheter och utmaningar”, berättar ett antal historier ur samverkansvardagen. // Att med andra samhällsaktörer samverka kring utformningen av utbildningsprogram och i undervisningen bidrar till kvalitetsutveckling och säkerställer att utbildningen är till nytta för samhället. Samverkan förbereder också studenterna för ett livslångt lärande och underlättar övergången mellan utbildning och arbetsliv. För att man långsiktigt ska kunna integrera samverkan i utbildningsprogram krävs insatser på flera nivåer. Till exempel måste lärosätesledningar ta tydlig ställning i samverkansfrågan i sina styrdokument, och samverkansaspekten måste vara en självklar del av lärosätets kvalitetssäkringssystem. Det krävs också att ledningen för fakulteter och institutioner utformar system för dokumentation, styrning och uppföljning av samverkan. Vidare bör samverkan ingå i de pedagogiska modeller som lärare använder för att leda studenternas kunskapsutveckling, och lärosätena bör också uppmärksamma och belöna framgångsrikt samverkansarbete. Slutligen bör politiker och departement utforma ett fördelningssystem där framgångsrika samverkansinsatser inom utbildningen leder till en förstärkning av resursbasen på lärosätena.

Place, publisher, year, edition, pages
Linköpings universitet, 2016. p. 152
Keywords
samverkan, högre utbildning, offentlig sektor, näringsliv, idéburen sektor, utbildningsprogram, utbildningskvalitet
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:mau:diva-13604 (URN)20440 (Local ID)978-91-7104-673-4 (ISBN)978-91-7104-675-8 (ISBN)20440 (Archive number)20440 (OAI)
Available from: 2020-02-29 Created: 2020-02-29 Last updated: 2022-09-05Bibliographically approved
Christersson, C., Bengmark, D., Bengtsson, H., Lindh, C. & Rohlin, M. (2015). A predictive model for alternative admission to dental education (ed.). European journal of dental education, 19(4), 251-258
Open this publication in new window or tab >>A predictive model for alternative admission to dental education
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2015 (English)In: European journal of dental education, ISSN 1396-5883, E-ISSN 1600-0579, Vol. 19, no 4, p. 251-258Article in journal (Refereed)
Abstract [en]

AIM: To compare academic progress and performance of students admitted through two admission systems and to analyse the predictive power of different components in an alternative admission. SAMPLE AND METHODS: The subjects were students admitted to the dental programme at Malmö University, Sweden. The grade admission group was admitted on grades from secondary school (n = 126) and the alternative admission group via an alternative admission procedure (n = 157). The alternative admission procedure consisted of the following components: problem-solving matrices, spatial capacity tested with folding and tin models, manual dexterity, capacity for empathy and interview. Comparisons were made for academic progress (dropouts from the programme and study rate) and academic performance (examinations failed and outcomes of a comprehensive clinical examination). Spearman correlation was calculated for each component of the alternative admission procedure and academic progress as well as academic performance. Multivariate analyses were also carried out. RESULTS: Compared to the grade admission group, the alternative admission group presented lower rate of dropouts (3% vs. 20%, P < 0.001) and a larger proportion graduated within the expected time (88% vs. 60%, P < 0.01). There was no difference between the groups concerning academic performance. Capacity of empathy was correlated with study rate and outcomes of the clinical examination. The matrices predicted low proportion failed examinations and high students' self-assessments in the clinical examination. Predictive power of folding was limited and so was that of the interview. Manual dexterity was not correlated with academic progress or performance. CONCLUSIONS: Results support further development of admission selection criteria, particularly emphatic capacity that predicts important student academic achievements.

Place, publisher, year, edition, pages
John Wiley & Sons, 2015
National Category
Dentistry
Identifiers
urn:nbn:se:mau:diva-15961 (URN)10.1111/eje.12129 (DOI)000362891900009 ()25510433 (PubMedID)2-s2.0-84943787225 (Scopus ID)20106 (Local ID)20106 (Archive number)20106 (OAI)
Available from: 2020-03-30 Created: 2020-03-30 Last updated: 2024-02-05Bibliographically approved
Diogo Löfgren, C., Johansson, D., Bohlin, L., Sahlström, A. & Christersson, C. (2015). The Challenge of Measuring Viscoelastic Properties of Human Whole Saliva to Fit Clinical Purpose. International Journal of Oral and Dental Health, 1(4)
Open this publication in new window or tab >>The Challenge of Measuring Viscoelastic Properties of Human Whole Saliva to Fit Clinical Purpose
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2015 (English)In: International Journal of Oral and Dental Health, ISSN 2469-5734, Vol. 1, no 4Article in journal (Refereed) Published
Abstract [en]

To understand the protective functions of saliva secreted from different glands in the masticatory process, it is of interest to study its viscoelastic properties. Characterization of saliva samples are not that easily performed in a clinical setting, since most of the experimental techniques and instruments available are developed for research purposes. The aim of this study was to characterize how the viscoelastic properties of saliva can be measured and monitored using two laboratory instruments. Unstimulated whole saliva from 11 healthy volunteers was characterized using two instruments, an ARES-G2 rheometer and a Bohlin Oscillating Cup Rheometer. Measurements performed on unstimulated human whole saliva showed that the ARES rheometer will in linear viscoelastic conditions of the sample give absolute viscoelastic numbers of undisturbed saliva whilst the BOCR can be used to give an indication of gel strength, gel formation, and gel stability in viscoelastic samples being sheared in their non-linear viscoelastic region by introducing a Saliva Gel Strength Index, SGSI. Both methods clearly illustrate the presence of viscoelastic properties in saliva.

Place, publisher, year, edition, pages
ClinMed International, 2015
National Category
Dentistry
Identifiers
urn:nbn:se:mau:diva-18165 (URN)10.23937/2469-5734/1510017 (DOI)
Available from: 2020-09-02 Created: 2020-09-02 Last updated: 2022-09-05Bibliographically approved
Braian, M., De Bruyn, H., Fransson, H., Christersson, C. & Wennerberg, A. (2014). Tolerance Measurements on Internal- and External-Hexagon Implants (ed.). International Journal of Oral & Maxillofacial Implants, 29(4), 846-852
Open this publication in new window or tab >>Tolerance Measurements on Internal- and External-Hexagon Implants
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2014 (English)In: International Journal of Oral & Maxillofacial Implants, ISSN 0882-2786, E-ISSN 1942-4434, Vol. 29, no 4, p. 846-852Article in journal (Refereed)
Abstract [en]

Purpose: To measure the horizontal machining tolerances of the interface between internal-and external-hexagon implants and analogs with corresponding components after delivery from the manufacturer. These values may be a valuable tool for evaluating increasing misfit caused by fabrication, processing, and wear. Materials and Methods: Seven implants and seven analogs with external-and internal-hexagon connections (Biomet 3i) with corresponding prefabricated gold cylinders and gold screws, prefabricated cylindric plastic cylinders, and laboratory screws were studied. One set of components from the external and internal groups was measured manually and digitally. Measurements from the test subjects were compared with identical measurements from the virtual model to obtain threshold values. The virtual model was then used to obtain optimally oriented cuts. Results: The horizontal machining tolerances for castable plastic abutments on external implants were 12 +/- 89 mu m, and for internal implants they were 86 +/- 47 mu m. Tolerance measurements on prefabricated gold abutments for external implants were 44 +/- 9 mu m, and for internal implants they were 58 +/- 28 mu m. Conclusion: The groups with metallic components showed the smallest tolerance at < 50 mu m for the external group and < 90 mu m for the internal group. The prefabricated plastic cylinder groups ranged from < 100 mu m for external and < 130 mu m for internal connection.

Place, publisher, year, edition, pages
Quintessence, 2014
Keywords
dental implants, external-connection implant, internal-connection implant, machining tolerances, misfit
National Category
Dentistry
Identifiers
urn:nbn:se:mau:diva-15463 (URN)10.11607/jomi.3242 (DOI)000346119800009 ()25032764 (PubMedID)2-s2.0-84921941598 (Scopus ID)27480 (Local ID)27480 (Archive number)27480 (OAI)
Available from: 2020-03-30 Created: 2020-03-30 Last updated: 2024-02-05Bibliographically approved
Diogo Löfgren, C., Wickström, C., Sonesson, M., Tapia Lagunas, P. & Christersson, C. (2012). A systematic review of methods to diagnose oral dryness and salivary gland function (ed.). BMC Oral Health, 12(29)
Open this publication in new window or tab >>A systematic review of methods to diagnose oral dryness and salivary gland function
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2012 (English)In: BMC Oral Health, E-ISSN 1472-6831, Vol. 12, no 29Article in journal (Refereed) Published
Abstract [en]

Background The most advocated clinical method for diagnosing salivary dysfunction is to quantitate unstimulated and stimulated whole saliva (sialometry). Since there is an expected and wide variation in salivary flow rates among individuals, the assessment of dysfunction can be difficult. The aim of this systematic review is to evaluate the quality of the evidence for the efficacy of diagnostic methods used to identify oral dryness. Methods A literature search, with specific indexing terms and a hand search, was conducted for publications that described a method to diagnose oral dryness. The electronic databases of PubMed, Cochrane Library, and Web of Science were used as data sources. Four reviewers selected publications on the basis of predetermined inclusion and exclusion criteria. Data were extracted from the selected publications using a protocol. Original studies were interpreted with the aid of Quality Assessment of Diagnostic Accuracy Studies (QUADAS) tool. Results The database searches resulted in 224 titles and abstracts. Of these abstracts, 80 publications were judged to meet the inclusion criteria and read in full. A total of 18 original studies were judged relevant and interpreted for this review. In all studies, the results of the test method were compared to those of a reference method. Based on the interpretation (with the aid of the QUADAS tool) it can be reported that the patient selection criteria were not clearly described and the test or reference methods were not described in sufficient detail for it to be reproduced. None of the included studies reported information on uninterpretable/intermediate results nor data on observer or instrument variation. Seven of the studies presented their results as a percentage of correct diagnoses. Conclusions The evidence for the efficacy of clinical methods to assess oral dryness is sparse and it can be stated that improved standards for the reporting of diagnostic accuracy are needed in order to assure the methodological quality of studies. There is need for effective diagnostic criteria and functional tests in order to detect those individuals with oral dryness who may require oral treatment, such as alleviation of discomfort and/or prevention of diseases.

Place, publisher, year, edition, pages
BioMed Central, 2012
National Category
Dentistry
Identifiers
urn:nbn:se:mau:diva-15627 (URN)10.1186/1472-6831-12-29 (DOI)000315591200001 ()22870895 (PubMedID)2-s2.0-84873702513 (Scopus ID)14096 (Local ID)14096 (Archive number)14096 (OAI)
Available from: 2020-03-30 Created: 2020-03-30 Last updated: 2024-07-04Bibliographically approved
Manogue, M., McLoughlin, J., Christersson, C., Delap, E., Lindh, C., Schoonheim-Klein, M. & Plasschaert, A. (2011). Curriculum structure, content, learning and assessment in European undergraduate dental education - update 2010 (ed.). European journal of dental education, 15(3), 133-141
Open this publication in new window or tab >>Curriculum structure, content, learning and assessment in European undergraduate dental education - update 2010
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2011 (English)In: European journal of dental education, ISSN 1396-5883, E-ISSN 1600-0579, Vol. 15, no 3, p. 133-141Article in journal (Refereed)
Abstract [en]

Abstract This paper presents an updated statement on behalf of the Association for Dental Education in Europe (ADEE) in relation to proposals for undergraduate Curriculum Structure, Content, Learning, Assessment and Student / Staff Exchange for dental education in Europe. A task force was constituted to consider these issues and the two previous, related publications produced by the Association (Plasschaert et al 2006 and 2007) were revised. The broad European dental community was circulated and contributed to the revisions. The paper was approved at the General Assembly of ADEE, held in Amsterdam in August 2010 and will be updated again in 2015.

Place, publisher, year, edition, pages
John Wiley & Sons, 2011
National Category
Dentistry
Identifiers
urn:nbn:se:mau:diva-15902 (URN)10.1111/j.1600-0579.2011.00699.x (DOI)000293507200001 ()21762317 (PubMedID)2-s2.0-79960460915 (Scopus ID)13161 (Local ID)13161 (Archive number)13161 (OAI)
Available from: 2020-03-30 Created: 2020-03-30 Last updated: 2024-02-05Bibliographically approved
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ORCID iD: ORCID iD iconorcid.org/0000-0003-3602-9449

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