Teacher on the medical programme receives award for teaching excellence

Congratulations Helena! What does this appointment mean to you? How will you celebrate?

– Thank you! It feels wonderful! I’ve received many congratulations from colleagues. I have been involved in developing teaching and pedagogy within the medical programme for quite a number of years, so it feels like confirmation that this work makes a difference. I will celebrate with my colleague Helena Filipsson Nyström, who has also received the award. We’re going to go out and enjoy a nice meal together.

What is the most enjoyable aspect of being a teacher?

– Seeing students grow and develop over time. This is especially true for the philosophiae doctor students I have supervised. Watching them deepen their understanding of the research process, learn how to compile and interpret results, and develop as academic writers is incredibly rewarding. Supporting them throughout that journey is highly motivating, and I also enjoy inspiring them to continue in research and to develop their own teaching skills. In other words, it's rewarding to follow their development all the way from student to associate professor.

Is there anything you find difficult?

– It can be a challenge to motivate students to participate in activities that are not compulsory but are still important and valuable. Inspiring them to understand that learning is long-term and lifelong – it’s not just about passing exams.

 What is important to you when you teach? How would you describe yourself as a teacher?

– It is important to me to have a high level of expertise in the subjects I teach. This strengthens the interaction with students and creates opportunities for deeper and more engaging discussions. Describing oneself as a teacher is difficult and is perhaps something others should do, but my intention is to be both engaging and attentive.

How do to you create a safe learning environment, and how do you develop your teaching?

– It is very important to me to make use of students' feedback, whether it comes from course evaluations, course committees, or other settings. Their perspectives provide valuable guidance for our ongoing educational development. As for creating a supportive environment, I try to foster an atmosphere where no question is considered a silly question. Every question serves a purpose and creates opportunities for reflection and learning. We learn together through each other's questions, comments, and the discussions that follow.

How has the teaching role changed compared to when you were a student?

– When I studied medicine, teaching mainly consisted of lectures with one-way communication. The clinical placements (VFU – work-based learning) often took place in large groups and we students had quite a passive role. Teaching methods have changed significantly since then. They are now more diverse and rely much more on active student participation and interaction between teachers and students. This can involve seminars in smaller groups based on real patient cases, or ‘flipped classroom’ pedagogy focusing on discussion and feedback. Students are also now encouraged to take a more active role during clinical placements, which places higher demands on both students and teachers.

TEXT AND PHOTO: KARIN ALLANDER