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  1. Article ; Online: What do Finnish physiotherapists and physiotherapy students know about the neurophysiology of pain? The Finnish version of the revised Neurophysiology of Pain Questionnaire.

    Ehrström, Jolanda / Pöyhiä, Reino / Kettunen, Jyrki / Pyörälä, Eeva

    Physiotherapy theory and practice

    2022  Volume 40, Issue 4, Page(s) 828–842

    Abstract: Background: Understanding the concept of pain and its underlying biological mechanisms is an essential part of physiotherapists' professional knowledge.: Objectives: The first aim of the study was to translate and cross-culturally adapt the revised ... ...

    Abstract Background: Understanding the concept of pain and its underlying biological mechanisms is an essential part of physiotherapists' professional knowledge.
    Objectives: The first aim of the study was to translate and cross-culturally adapt the revised Neurophysiology of Pain Questionnaire into Finnish (RNPQ-FI) and to evaluate its reliability (internal consistency and test-retest reliability) in a sample of Finnish physiotherapists and physiotherapy students. The second aim was to compare the knowledge of pain neurophysiology between these two groups.
    Methods: Translation and cross-cultural adaptation followed the COSMIN Study Design checklist. Participants (202 physiotherapists and 97 physiotherapy students) completed an online survey containing RNPQ-FI. Internal consistency was assessed with Cronbach's alpha and test-retest reliability using Intraclass correlation coefficient (ICC
    Results: Cronbach's alpha was 0.44 and ICC was 0.70 (
    Conclusions: The RNPQ-FI showed low internal consistency and moderate test-retest reliability among Finnish physiotherapists and physiotherapy students. Physiotherapists and students had equal amount of pain neurophysiology knowledge. Pain education is encouraged.
    MeSH term(s) Humans ; Finland ; Physical Therapists ; Reproducibility of Results ; Pain/diagnosis ; Surveys and Questionnaires ; Students ; Psychometrics
    Language English
    Publishing date 2022-12-07
    Publishing country England
    Document type Journal Article
    ZDB-ID 1045333-7
    ISSN 1532-5040 ; 0959-3985
    ISSN (online) 1532-5040
    ISSN 0959-3985
    DOI 10.1080/09593985.2022.2154626
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  2. Article ; Online: Using activity theory to transform medical work and learning.

    Engeström, Yrjö / Pyörälä, Eeva

    Medical teacher

    2020  Volume 43, Issue 1, Page(s) 7–13

    Abstract: This article introduces key concepts of activity theory and expansive learning. Expansive learning builds on the foundational ideas of the cultural-historical activity theory (CHAT). It is a research approach designed for studying the complexities and ... ...

    Abstract This article introduces key concepts of activity theory and expansive learning. Expansive learning builds on the foundational ideas of the cultural-historical activity theory (CHAT). It is a research approach designed for studying the complexities and contradictions in authentic workplace environments. Change Laboratory is a formative intervention method developed for studying workplaces in transition and for stimulating collaborative efforts to design improved patterns of activity. We present concrete examples of formative interventions in healthcare, where good patient care was compromised by the fragmentation of care and disturbances in collaboration between the healthcare experts. This implies that physicians are challenged to develop collaborative and transformative expertise. We present three spearheads into a zone of proximal development, representing opportunities for change of medical expertise: (1) reconceptualizing expertise as object-oriented and contradiction-driven activity systems, (2) pursuing expertise as negotiated knotworking, and (3) building expertise as expansive learning. While medical expertise needs to expand, medical education must also look for ways to evolve and meet the challenges of the surrounding society. We call for adopting an interventionist approach for developing medical education and intensifying collaboration with the practitioners in healthcare units, their patients, and target communities.
    MeSH term(s) Delivery of Health Care ; Education, Medical ; Humans ; Learning ; Workplace
    Language English
    Publishing date 2020-07-25
    Publishing country England
    Document type Journal Article
    ZDB-ID 424426-6
    ISSN 1466-187X ; 0142-159X
    ISSN (online) 1466-187X
    ISSN 0142-159X
    DOI 10.1080/0142159X.2020.1795105
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  3. Article ; Online: How we developed a role-based portfolio for teachers' professional development.

    Pyörälä, Eeva

    Medical teacher

    2014  Volume 36, Issue 9, Page(s) 765–768

    Abstract: Faculty development requires practical tools for supporting teachers' professional development. In a modern medical education context, teachers need to adapt to various educational roles. This article describes how a role-based portfolio with a ... ...

    Abstract Faculty development requires practical tools for supporting teachers' professional development. In a modern medical education context, teachers need to adapt to various educational roles. This article describes how a role-based portfolio with a qualitative self-assessment scale was developed. It strives to encourage and support teachers' growth in different educational roles. The portfolio was developed between 2009 and 2012 at the University of Helsinki in dialogue with teachers involved in faculty development. It is based on the role framework presented by Harden and Crosby. Today, it also involves the educational premises of constructive alignment, reflection and a scholarly approach to teaching. The role-based portfolio has led the teachers to discover new educational roles and set goals in their professional development.
    MeSH term(s) Faculty, Medical ; Goals ; Humans ; Professional Competence ; Professional Role ; Self-Assessment ; Staff Development/methods
    Language English
    Publishing date 2014-09
    Publishing country England
    Document type Journal Article
    ZDB-ID 424426-6
    ISSN 1466-187X ; 0142-159X
    ISSN (online) 1466-187X
    ISSN 0142-159X
    DOI 10.3109/0142159X.2014.886763
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  4. Article ; Online: Hurdles for adopting mobile learning devices at the outset of clinical courses.

    Folger, Daniel / Merenmies, Jussi / Sjöberg, Lena / Pyörälä, Eeva

    BMC medical education

    2021  Volume 21, Issue 1, Page(s) 594

    Abstract: Background: Mobile devices provide medical students with easy access to medical information and educational resources. Since 2013, we have followed the study use of iPads among medical students. In 2016, we observed a notable drop in the mobile device ... ...

    Abstract Background: Mobile devices provide medical students with easy access to medical information and educational resources. Since 2013, we have followed the study use of iPads among medical students. In 2016, we observed a notable drop in the mobile device usage in the first cohort of medical students entering their clinical courses.
    Methods: The aim of the study was to identify the hurdles for adopting mobile devices at the beginning of the clinical courses. We examined how students evaluated their own and the clinical teachers' ability to use the iPad, how the study assignments fit into digital learning, and how students used the mobile device with patients. The data were collected with online surveys among three consecutive student cohorts and the distributions of closed-ended questions analyzed.
    Results: Response rates ranged from 67.5 to 90.8%. Students evaluated their own ability to use the iPad as good or excellent and teachers' skills as relatively poor and wanted more digitally tailored assignments. They reported negative attitudes towards mobile device use in the clinical setting and were hesitant to use them in patient contact. Teachers seldom communicated suitable quality medical applications to students.
    Conclusions: Clinical teachers need support and training to implement a learning environment and assignments appropriate for mobile devices. Both students and teachers were concerned about using these devices with patients. To achieve the full potential of digitalisation in clinical courses, their use should be developed collectively with students.
    MeSH term(s) Cohort Studies ; Computers, Handheld ; Humans ; Learning ; Students, Medical ; Surveys and Questionnaires
    Language English
    Publishing date 2021-11-29
    Publishing country England
    Document type Journal Article
    ZDB-ID 2044473-4
    ISSN 1472-6920 ; 1472-6920
    ISSN (online) 1472-6920
    ISSN 1472-6920
    DOI 10.1186/s12909-021-03008-9
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  5. Article ; Online: Destabilising institutions to make healthcare more equitable: Clinicians, educators, and researchers co-producing change.

    Dornan, Tim / Kearney, Gráinne P / Pyörälä, Eeva

    Medical teacher

    2020  Volume 43, Issue 1, Page(s) 4–6

    MeSH term(s) Delivery of Health Care ; Health Facilities ; Humans ; Research Personnel
    Language English
    Publishing date 2020-07-28
    Publishing country England
    Document type Journal Article
    ZDB-ID 424426-6
    ISSN 1466-187X ; 0142-159X
    ISSN (online) 1466-187X
    ISSN 0142-159X
    DOI 10.1080/0142159X.2020.1795102
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  6. Article ; Online: Biomedical Courses Should Also Be Designed for Dental Students: The Perceptions of Dental Students.

    Mussalo, Fanny / Karaharju-Suvanto, Terhi / Mäntylä, Päivi / Pyörälä, Eeva

    Dentistry journal

    2021  Volume 9, Issue 8

    Abstract: Introduction: It can be challenging integrating biomedical sciences into dentistry programs. The aim was to examine students' perceptions of how joint biomedical courses with medical students and courses tailored for dental students supported their ... ...

    Abstract Introduction: It can be challenging integrating biomedical sciences into dentistry programs. The aim was to examine students' perceptions of how joint biomedical courses with medical students and courses tailored for dental students supported their clinical studies.
    Materials and methods: The target group was clinical phase dental students. Cross-sectional survey data were collected using a questionnaire, which consisted of questions covering biomedical and clinical study content and learning methods.
    Results: A total of 110 (82%) students completed the survey. Students had difficulty recognising the relevance of joint biomedical courses for clinical work, but when the link was clear, their interest in the content increased. The closer the respondents were to graduation, the less relevance they expressed the biomedical sciences had. Almost all students (95%) wanted more dental content for the early study years.
    Discussion: The student perspective provides valuable information for the development of biomedical courses. Students should be offered customised courses that include dental content and perspectives on clinical work, whenever suitable to the didactic content of the basic science course. Our study shows that the dental perspective needs greater integration with the biomedical content. This also supports interprofessional learning and appreciation for the other field's contribution to human health.
    Language English
    Publishing date 2021-08-16
    Publishing country Switzerland
    Document type Journal Article
    ZDB-ID 2681351-8
    ISSN 2304-6767 ; 2304-6767
    ISSN (online) 2304-6767
    ISSN 2304-6767
    DOI 10.3390/dj9080096
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  7. Article ; Online: Psychometric properties and factor structure of the Finnish version of the Health Care Providers' Pain and Impairment Relationship Scale.

    Ehrström, Jolanda / Pöyhiä, Reino / Kettunen, Jyrki / Santavirta, Nina / Pyörälä, Eeva

    Musculoskeletal science & practice

    2021  Volume 57, Page(s) 102471

    Abstract: Background: Health care providers' beliefs influence the outcomes of low back pain patients care.: Objectives: The aim of this study was to translate and cross-culturally adapt the Health Care Providers' Pain and Impairment Relationship Scale into ... ...

    Abstract Background: Health care providers' beliefs influence the outcomes of low back pain patients care.
    Objectives: The aim of this study was to translate and cross-culturally adapt the Health Care Providers' Pain and Impairment Relationship Scale into Finnish (HC-PAIRS-FI) and to evaluate its psychometric properties and factor structure in a sample of Finnish physiotherapists and physiotherapy students.
    Methods: The translation was performed using established guidelines. Participants answered an online survey consisting of HC-PAIRS-FI and the Finnish Tampa Scale of Kinesiophobia adapted for health care providers (TSK-HC-FI). Internal consistency was assessed using Cronbach's alpha. Intraclass correlation coefficient (ICC) was used to determine test-retest reliability. A second round of analysis, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) was performed as the fit indices of the initial CFA were not satisfactory.
    Results: A sample of 202 physiotherapists and 97 physiotherapy students completed the survey. The second round of analysis EFA and CFA, conducted on a randomly split subsample, revealed and confirmed a three-factor, 11-item HC-PAIRS-FI scale with satisfactory model fit indices. Cronbach's alpha 0.79 and ICC = 0.82 (p < 0.001) indicate good internal consistency and test-retest reliability. The standard error of measurement was 2.12. HC-PAIRS-FI scores correlated moderately with TSK-HC-FI (r = 0.69, p < 0.001).
    Conclusions: The 11 items HC-PAIRS-FI appears to be a valid and reliable questionnaire to evaluate Finnish physiotherapists' and physiotherapy students' attitudes and beliefs about the relationship between chronic low back pain and impairment. Future studies are required to validate this scale for other health care providers.
    MeSH term(s) Finland ; Humans ; Low Back Pain/diagnosis ; Low Back Pain/therapy ; Physical Therapists ; Psychometrics ; Reproducibility of Results
    Language English
    Publishing date 2021-10-29
    Publishing country Netherlands
    Document type Journal Article
    ZDB-ID 2888772-4
    ISSN 2468-7812
    ISSN (online) 2468-7812
    DOI 10.1016/j.msksp.2021.102471
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  8. Article: Comparison of voluntary and forced digital leaps in higher education - Teachers' experiences of the added value of using digital tools in teaching and learning.

    Kallunki, Veera / Katajavuori, Nina / Kinnunen, Päivi / Anttila, Henrika / Tuononen, Tarja / Haarala-Muhonen, Anne / Pyörälä, Eeva / Myyry, Liisa

    Education and information technologies

    2023  , Page(s) 1–26

    Abstract: The study examines the benefits of digital tools in teaching and learning as experienced by university teachers in two different time periods: 1) during the controlled digital leap before the Covid-19 pandemic (2017-2019) and 2) during the emergency ... ...

    Abstract The study examines the benefits of digital tools in teaching and learning as experienced by university teachers in two different time periods: 1) during the controlled digital leap before the Covid-19 pandemic (2017-2019) and 2) during the emergency imposition of remote teaching in response to the lockdown aimed at containing the Covid-19 pandemic (2020). Teachers in different academic fields at a large multidisciplinary Finnish university (N1 = 303 and N2 = 265) responded to two open-ended questions as part of a broader questionnaire. The research identified four kinds of benefits related to digital teaching: (1) practical and administrative and (2) independence of time and place, implying practical and technical benefits; as well as (3) enhancing learning and (4) developing teaching, which are primarily pedagogical benefits, related to teaching and learning. Voluntary and forced digital leaps provided different kinds of consequences in teaching and learning. Digital tools generally provided practical and technological benefits for teaching and learning during the controlled digital leap, but they also had positive pedagogical effects. The forced digital leap, in turn, demonstrated the value of time-and-place-independent online teaching and learning. It also exposed differences among academic fields in how teachers experienced the benefits of using digital tools. Support of and training for university teachers should take into account the different needs of faculties and disciplines, and promote dialogue between pedagogical and technological interests.
    Language English
    Publishing date 2023-01-19
    Publishing country Netherlands
    Document type Journal Article
    ZDB-ID 2001930-0
    ISSN 1573-7608 ; 1360-2357
    ISSN (online) 1573-7608
    ISSN 1360-2357
    DOI 10.1007/s10639-022-11559-7
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  9. Article ; Online: Synthesis and perspectives from the Ottawa 2022 conference on the assessment of competence.

    Boursicot, Katharine / Kemp, Sandra / Norcini, John / Nadarajah, Vishna Devi / Humphrey-Murto, Susan / Archer, Elize / Williams, Jen / Pyörälä, Eeva / Möller, Riitta

    Medical teacher

    2023  Volume 45, Issue 9, Page(s) 978–983

    Abstract: Introduction: The Ottawa Conference on the Assessment of Competence in Medicine and the Healthcare Professions was first convened in 1985 in Ottawa. Since then, what has become known as the Ottawa conference has been held in various locations around the ...

    Abstract Introduction: The Ottawa Conference on the Assessment of Competence in Medicine and the Healthcare Professions was first convened in 1985 in Ottawa. Since then, what has become known as the Ottawa conference has been held in various locations around the world every 2 years. It has become an important conference for the community of assessment - including researchers, educators, administrators and leaders - to share contemporary knowledge and develop international standards for assessment in medical and health professions education.
    Methods: The Ottawa 2022 conference was held in Lyon, France, in conjunction with the AMEE 2022 conference. A diverse group of international assessment experts were invited to present a symposium at the AMEE conference to summarise key concepts from the Ottawa conference. This paper was developed from that symposium.
    Results and discussion: This paper summarises key themes and issues that emerged from the Ottawa 2022 conference. It highlights the importance of the consensus statements and discusses challenges for assessment such as issues of equity, diversity, and inclusion, shifts in emphasis to systems of assessment, implications of 'big data' and analytics, and challenges to ensure published research and practice are based on contemporary theories and concepts.
    MeSH term(s) Humans ; Medicine ; Professional Competence
    Language English
    Publishing date 2023-02-14
    Publishing country England
    Document type Journal Article
    ZDB-ID 424426-6
    ISSN 1466-187X ; 0142-159X
    ISSN (online) 1466-187X
    ISSN 0142-159X
    DOI 10.1080/0142159X.2023.2174420
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  10. Article ; Online: Comparison of two different mindfulness interventions among health care students in Finland: a randomised controlled trial.

    Repo, Saara / Elovainio, Marko / Pyörälä, Eeva / Iriarte-Lüttjohann, Mónica / Tuominen, Tiina / Härkönen, Tiina / Gluschkoff, Kia / Paunio, Tiina

    Advances in health sciences education : theory and practice

    2022  Volume 27, Issue 3, Page(s) 709–734

    Abstract: We investigated the short- and long-term effects of two different evidence-based mindfulness training on students' stress and well-being. A randomised controlled trial with three measurement points (baseline, post-intervention, and 4 months post- ... ...

    Abstract We investigated the short- and long-term effects of two different evidence-based mindfulness training on students' stress and well-being. A randomised controlled trial with three measurement points (baseline, post-intervention, and 4 months post-intervention) was conducted among undergraduate students of medicine, dentistry, psychology, and logopaedics at the University of Helsinki. The participants were randomly assigned into three groups: (1) face-to-face mindfulness training based on the Mindfulness Skills for Students course (n = 40), (2) a web-based Student Compass program using Mindfulness and Acceptance and Commitment therapy (n = 22), and (3) a control group that received mental health support as usual (n = 40). The primary outcome was psychological distress measured using the Clinical Outcomes in Routine Evaluation Outcome Measure (CORE-OM). Secondary outcomes included hair cortisol concentrations and a wide range of well-being indicators. Psychological distress increased in all the groups from baseline to post-intervention, but significantly less so in the intervention groups than in the control group. At 4-month follow-up, were found no differences between the primary outcomes of the control and intervention groups, but the participants who continued practising mindfulness at least twice a week were less stressed than the others. Our results suggest that participating in a mindfulness course may mitigate health care students' psychological distress during the academic year, but only if the participants continue practising mindfulness at least twice a week.
    MeSH term(s) Acceptance and Commitment Therapy ; Delivery of Health Care ; Finland ; Humans ; Mindfulness/methods ; Stress, Psychological/psychology ; Stress, Psychological/therapy ; Students/psychology
    Language English
    Publishing date 2022-05-03
    Publishing country Netherlands
    Document type Journal Article ; Randomized Controlled Trial
    ZDB-ID 1352832-4
    ISSN 1573-1677 ; 1382-4996
    ISSN (online) 1573-1677
    ISSN 1382-4996
    DOI 10.1007/s10459-022-10116-8
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