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Course syllabus for

Scholarship of Medical Education, 7.5 credits

Scholarship i medicinsk pedagogik, 7.5 hp

This course has been cancelled, for further information see Transitional provisions in the last version of the syllabus.

Please note that the course syllabus is available in the following versions:
Course code
Course name
Scholarship of Medical Education
7.5 credits
Form of Education
Higher Education, study regulation 2007
Main field of study 
Medical Education 
AV - Second cycle 
Grading scale
Fail (U), pass (G) or pass with distinction (VG)
Department of Learning, Informatics, Management and Ethics
Decided by
Programnämnd 9
Decision date
Revised by
Programme Committee 9
Last revision
Course syllabus valid from
Autumn 2015

Specific entry requirements

Bachelor’s degree or vocational degree worth at least 180 higher education credits and at least two years’ professional experience within medicine, care or behavioural science and/or at least two years’ teaching experience (at a minimum of upper-secondary level).
English-language skills equivalent to English B (with a minimum grade of Pass) are also required.


The aim of the course is for the participants to develop a reflective approach and an understanding for how the process of scholarship as a model can be a way to support own development. By working scholarly during the terms of the course the participants will gain an understanding for how scholarship of medical education characterizes the Master's programme.

By the end of the course participants should be able to:
- identify and describe pedagogical encounters in own context,
- show understanding of the concept of Scholarship of Medical Education by identifying and describing an area of development within a specific context within university or health care practice,
- identify and discuss structural and organisational factors that impact teaching and learning at individual and organisational level within a specific context with a scientific approach,
- create search strategies for relevant medical educational information and be able to compare, evaluate and handle the result of different search strategies,
- with the support of scientific literature be able to problematize and suggest strategies for development of teaching and learning in university, health and medical contexts.


The course will consist of four areas:

Module 1
To have a scholarly approach to teaching and learning:
Basic concepts and a definition of Scholarship of Medical Education is introduced. Participants will start working according to the scholarship process, a process that will continue throughout the course. Participants understanding of a system perspective on an organisation is emphasised.

Module 2
Information literacy:
In a multifaceted world of information there is a need for conscious strategies to be able to localise, value and effectively handle information. Seeking evidence in the available literature can give support, but also challenge own thinking and claims about practice. Except searching relevant information, we will during this part of the course reflect over the process of searching information.

Module 3
Different perspectives on knowledge:
To create an understanding for different perspectives on teaching and learning that is inherent in different organisations, this part of the course will ask questions about how knowledge is created and look into different perspectives for how to define science. This is a central area of the course that leads into what choices of research methods, and also methods of developmental work, are made. Participants will during this part of the course get acquainted with different methods of investigation.

To work with change in education and learning:
Participants will oscillate between the study of structure, regulations, process and praxis in their own organisations and that of peer course participants'. Working on this area is a way to find general principles for how this area could be identified, described and relate to relevant literature.

Teaching methods

Teaching is based on a problem-oriented and collaborative approach to learning in which forms of work provide opportunities for the student to take active responsibility for their learning.

The course is divided into four different areas. Interaction among course participants and course director and tutors is carried out via the learning platform PingPong. Each course participant will during the course take part of a smaller group lead by a tutor. Studies of literature, lectures and group discussions and group assignments will create the basis for the completion of an individual assignment to be handed in. The assignments will be reviewed by other course participants and/ or the course director and provide opportunity for feedback and the completion of an individual piece of assessment.

Participation in the course require Internet availability. The course will result in the presentation of a mini project, where the course participant has studied and described their own organisation.

Different forms for communication and interaction via Internet will be tried during the course. There is room for the participants to apply innovative forms to present their mini-project.

The course participants will through this first course of the Master´s Programme get acquainted with the learning platform PingPong, and the different functionalities available such as discussion forum, chat, uploading of documents.

The literature will consist of parts of books and articles, where those articles central for all course participants are listed in the literature list. However, since each participant will work on an individual mini-project, a large part of the literature will be searched and discussed in smaller groups to be as relevant as possible for each individual's project.


The assessment consists of an individual assignment where the participant writes a plan for an educational development project. The assignment is reviewed by course participants and finally assessed by the teacher. Also, each course participant will review project plans of others.

All assignments during the course are mandatory. To pass the course, it is required by each participant to show activity on the learning platform Ping Pong and follow the agreement for level of activity that will be made between the course particpants and the course leaders. Individual assignments will replace not fulfilled tasks.

A course evaluation will be pursued in alignment with the requirements established by the Board of Education at Karolinska Institutet and with an individual reflection.

Students who have not passed the regular examination are entitled to participate in five examinations. Students without approved results after three examinations can be offered to retake parts or the whole course once more. This is subject to availability in the course.

If the student has failed six in examinations, no more opportunities will be offered.

Submission of a blank assignment is regarded as an examination. Registration for an examination without participation does not count as an examination.

Assignments  submitted too late will not be considered. Participants who have not submitted on time refers to re-examination.

Literature and other teaching aids

Bell, J. Doing your research project, a guide for first-time researchers in education, health and social science
D'Andrea, V-M.; Gosling, D. Improving teaching and learning in higher education : a whole institution approach
Barman, Linda Striving for autonomy [Elektronisk resurs] : health sciences teachers' enactment of policy
Biggs, John B.; Tang, Catherine So-Kum Teaching for quality learning at university : what the student does
Haig, A.; Dozier, M. BEME Guide No 3 : systematic searching for evidence in medical education--Part 1: Sources of information. (2003) s. 352-63

Haig, A.; Dozier, M. BEME Guide No 3 : systematic searching for evidence in medical education--part 2: constructing searches. (2005) s. 463-84

Trigwell, K; Shale, S Student learning and the scholarship of university teaching. Studies in Higher Education 29(4).
Trowler, P.R. Teaching and learning regimes: Implicit theories and recurrent practices in the enhancement of teaching and learning through educational development programmes Cooper, A. (2002) s. 323-339