Martin Wohlin

universitetslektor i akutsjukvård, förenad med befattning som specialistläkare vid Institutionen för medicinska vetenskaper, Klinisk epidemiologi

Akademiska sjukhuset, Ingång 40, 5 tr
751 85 Uppsala
Akademiska sjukhuset, Ingång 40, 5 tr
751 85 UPPSALA

Kort presentation

Tänk långsamt och läs: 1N73LL1G3NC3 15 7H3 4B1L17Y 70 4D4P7 70 CH4NG3

Mina kurser


Leading change and innovation within healthcare is my main focus.

I have been working mainly within undergraduate medical education and the areas of educational program design, innovation and implementation regarding small group teaching techniques, interprofessional education (medical-, nursing-, physioterapeut-, pharmacology- and prehospital students) integration and problem based lelarning. Also clinical skills and reasoning get my attention.

My personal areas of academic interest are clinical reasoning and learning, emotions in simulation and models for deliberate practice using self directed learning models. And I'm planning research in all of these areas.

I'm a founder of a company aiming at creating a platform for patient empowerment and true value based healthcare by collecting patients symptoms and present them in an scientific and clinically valid format for health care professionals.

Five years ago, when I took over at the Unit for Medical Education, the first cohort of undergraduate students of Uppsala University's "new" medical program were in their final year and faculty was exhausted by the implementation process. The new program is highly integrated, PBL-based and student centered community oriented and with strong emphasis on active student participation at all levels.

Implementing a new medical program is a great challenge in many (most administrative and leadership) ways but, for each implemented course, with all the new teaching and admin staff following, a program organisation needs to revise and adapt it's educational tactics and strategy. And that crucial change usually means recruiting new people.

Going from implementation to innovation/adaption (management and governance is of less importance from an educational viewpoint) carry the need for new competencies.

Today the Unit for Medical Education consists of a group of six persons. Half the group have a PhD and all staff have working experience from within the Healthcare or Veterinary systems and they all possess vast experience, knowledge and training within the field of Education.

Four out of six are also working as educational developers with other programs and Universities. All this have decisive impact both internally (within the faculty) and externally (outside the program).

Building bridges with all stakeholders have been av very successful strategy. The need to be able to "walk the walk and talk the talk" at all levels of the Healthcare system, the University, with political leaders and with educationalists both nationally and internationally are crucial. Having valid ambassadors and change agents (especially clinically experienced) in the eyes of stakeholders is key.

A medical program is never finished nor complete. The flaws of any chosen educational strategy for any medical program are usually apparent but to "fix it" requires deep understanding and knowledge regarding education and the context in which the program exist.

Today I have left the Unit for Medical Education to focus on creating research and development within the areas described above. I would love to hear from you if you get ideas or have reflections regarding what you have just read.


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