Karl Henrik Storhaug Reinås

• Reinås, Karl Henrik Storhaug; Pedersen, Tuva Emilie Orheim; Aasland, Sigrun; Malthe-Sørenssen, Anders; Grande, Trine Skei & Blikstad-Balas, Marte [Vis alle 10 forfattere av denne artikkelen] (2026). Hvor er pensum? doi: https:/www.youtube.com/watch?v=exd7Z9267II. Fulltekst i vitenarkiv Vis sammendrag

  Hvor får vi kunnskapen fra i 2026 og hvordan? Fra YouTube, i en app, i en bok, via KI – eller helt andre steder? Må man lese pensum for å bestå eksamen, og må man lese mange bøker for å ta doktorgrad? Hvor er pensum? Må man gå på forelesninger, og hvordan skal studenter lære? Må man være god til å lese for å lære? Hvordan påvirker kunstig intelligens læring, og er det mye hjelp å få i sammendragene? Forleggerforeningen rapporterte i 2024 at norske studenter i snitt kjøper 1,9 nye pensumbøker i året. Salget av lærebøker er i fritt fall. Er boka blitt overflødig? Program: Introduksjon/utspørring: Hvor finner dere kunnskapen? Hvor mye leser dere? Trenger man å lese pensum? Holder det med sammendrag? Karl Henrik Reinås, leder av Stipendiatorganisasjonene i Norge Tuva Orheim Pedersen, masterstudent ved Oslomet Paneldebatt: Sigrun Aasland, forsknings- og høyere utdanningsminister Anders Malthe-Sørenssen, professor og leder av KI-utvalget, UiO Trine Skei Grande, direktør i Forleggerforeningen Marte Blikstad-Balas, professor og leseforsker ved Institutt for lærerutdanning og skoleforskning, UiO Duell: Kan en læringsapp erstatte pensum? Sykepleierforbundet samarbeider med læringsappen MedEasy i pensumdrilling av studentene. De lover "100 prosent faglig innhold blandet med rare ablegøyer". Og studentene møter opp mot betaling. Henriette Karlsen Brenna, leder i Sykepleierforbundet student Marit Kirkevold, dekan ved Fakultet for helsevitenskap ved OsloMet Debattledere er Tove Lie, redaktør i Khrono, og Hilde Kristin Strand, journalist i Khrono. Arrangementet er i regi av Kunnskapsavisen Khrono og Forleggerforeningen.

• Reinås, Karl Henrik Storhaug; Rootwelt-Revheim, Mona-Elisabeth; Fretheim, Håvard Halland; Johnsrud, Kjersti; Midtvedt, Øyvind & Sherwani, Alexander Gul [Vis alle 8 forfattere av denne artikkelen] (2026). Time is crucial: An Interaction analysis study of dilemmas between patients with inflammatory rheumatic diseases and health care professionals at a PET-CT facility. Annals of Rheumatic diseases. 34(2-4), s. 2387–2387. doi: https:/eular.sharepoint.com/sites/AbstractBookletPublication/Shared%20Documents/Forms/AllItems.aspx?id=%2Fsites%2FAbstractBookletPublication%2FShared%20Documents%2FEULAR%202026%20Abstract%20Book%20%28pre-Congress%29.pdf&parent=%2Fsites%2FAbstractBookletPublication%2FShared%20Documents&p=true&ga=1. Fulltekst i vitenarkiv Vis sammendrag

  Background: Communication between health care professionals (HCP) and patients is essential in how to learn coping strategies for how to live satisfactorily with Inflammatory rheumatic diseases (IRDs). Communication act as a key resource for knowledge-sharing. It also supports a process of meaning-making, enabling both HCP and persons with IRDs to gain insights into the patients’ condition when the communication can occur in a safe, secure and trustful manner within the context of the health care sector. Person-centred care (PCC) emphasises that the relation between the HCP and patient should be in the form of a partnership, where the patients’ experiences are necessary to merge with the HCP’s professional training (evidence-based education) and clinical experience, to lay the best foundation for a fruitful collaboration that could benefit the tailor-made diagnosis and treatment trajectory. To facilitate an increase in health literacy (HL) for patients through communication, PCC could be useful, as one of several available intervention approaches. Even though PCC is implemented and known to various degrees, the principles are often used implicitly by showing empathy and concern for the patient’s condition and well-being. Oftentimes HCPs are facing communicative dilemmas for what to say and how to say it, to make their message as understandable and acceptable for the patient as possible, while avoiding misunderstandings that could prevent the communication to work properly. Preparation sessions for positron emission tomography and computer tomography (PET-CT), using fluorodeoxyglucose (FDG), are a health care setting that could make visible the challenges in implementing PCC for IRD patients under time-pressure. Time constraints are often present in the health care sector. As a result, time is crucial in shaping how HCPs are abled or constrained to help the patients to increase their HL. Objectives: Communicative dilemmas need to be resolved to ensure that patients receive the health care they need and get the knowledge required for conducting the PET-CT procedure. Such knowledge, combined with the rationale behind the procedure, also helps lay the foundation for the patients to understand on which conditions the image-taking and diagnostic information is based. To understand how HL could be increased in IRD-patients undergoing a preparation session for PET-CT, we asked: 1) In what way does the use of time in the health care encounter restrict or afford possibilities for learning? and 2) What communicative dilemmas do preparation sessions for PET-CT procedures entail? Methods: Fourteen patients (57.9±11.7 years, 9 women) with indications of IRDs (diagnosis=IgG4-related disease, sarcoidosis, spondyloarthritis, Kawasaki, unknown) and ten HCPs (31.2±5.5 years, 6 women) (7 radiographers and 3 biomedical scientists) taking part in a preparation session for a PET-CT scan at a large Norwegian hospital were videorecorded in November 2024-September 2025. A rheumatologist referred the IRD-patients to the study, whereupon they were called to confirm their interest in taking part in the study and later signed a written consent form before undergoing the procedure, as did the HCPs. Video recordings of the sessions were transcribed and analysed with interaction analysis (1), where the standardised structure of the interactional pattern was described and themes were identified through parts of the transcripts that thematized similar interaction sequences. Communicative dilemmas were used as an analytic lens, to investigate how the interaction sequences of interest were built up. Results: The interaction analysis identified four communicative dilemmas. 1) Informing about the time vs. overemphasising the duration, 2) Informing about the radioactive substance vs. provoking concerns, 3) Informing about the venous cannula insertion vs. making the venous cannula insertion too invasive and into focus, and 4) Timing the procedure accurately, adequately and correct vs. not be able to open for the experiences, concerns and small talk in the interaction. Balancing the emphasis between carrying out the medical procedure and explicitly recognizing the patient as an autonomous and capable individual was a significant challenge for HCPs, particularly when compounded by the constraints of limited time. The agency of the patient was shown through their initiation of asking questions and in how they followed up and responded to questions from the HCPs, while the HCPs differed in the degree to how much they deviated from the procedure’s checklist and added other kinds of information through their communication than they were required to from the standardised procedure and practice. Conclusions: Overall, we see that how to give precise, correct and enough information without worrying the patient unnecessary is a continuous challenge, that needs to be solved satisfactorily to help the patient cope with the situation and provide meaningful learning opportunities that could increase the HL for both patients and HCPs. The necessity to time the procedure, due to the radioactive substance and queue of patients, is a constraining factor in the context that limit the options for communication approaches that can be chosen and could sometimes make it harder to find satisfactory solutions for the communicative dilemmas the situation entails. However, it seems possible to provide information to patients that could improve the patients understanding of the procedure and the foundation for the diagnostic information through the images taken, despite time pressure, adapted to the needs and interests of the patients. Longitudinal studies could shed light on what IRD-patients have learned through the communication with HCPs in preparation sessions for PET-CT scans and how this could help living well and cope with the chronic disease. REFERENCES: [1] Jordan B, Henderson A. Interaction Analysis: Foundations and Practice. The Journal of the learning sciences. 1995;4(1):39–103. Acknowledgments: NIL. Disclosure of Interests: None declared. DOI: 10.1136/annrheumdis-2026-eular.C.29

• Mathiesen, Liv; Wøien, Hilde & Reinås, Karl Henrik Storhaug (2025). Fasilitatorutdanning - et pedagogisk tilbud for å styrke studentenes læringsutbytte for tverrprofesjonell samarbeidslæring i praksis. Fulltekst i vitenarkiv Vis sammendrag

  Innledning: SamPraks, UiOs modell for tverrprofesjonell samarbeidslæring (TPS), oppskaleres kraftig for å møte RETHOS’ føringer. For å sikre kvaliteten på studentenes læringsutbytte må flere kompetente fasilitatorer utdannes. Studentene har i flere år verdsatt fasilitering av praksisen i sine evalueringer. Faglærerne har på sin side etterstrebet å øke egen fasilitatorkompetanse og etablere et pedagogisk grunnlag for fasilitering av SamPraks. Betydningen av en solid og konsistent pedagogikk for TPS er forankret gjennom mange år i en rekke forskningsstudier. I 2023 bestemte vi oss derfor for å etablere et pedagogisk tilbud for å gi nye og eksisterende fasilitatorer i SamPraks en omfattende opplæring til denne funksjonen. Metode: Gjennom samarbeid med pedagoger ved Det utdanningsvitenskapelige fakultet ved UiO utviklet vi et fasilitatorkurs for vitenskapelige ansatte, som gir en uttelling på 15 timers universitetspedagogisk basiskompetanse. Som forberedelse før kursstart må deltakerne gjennomføre SamPraks’ digitale introduksjonskurs, og skrive et refleksjonsnotat. Deretter kommer to samlinger med teori om gruppedynamikk og TPS. Avslutningsvis får deltakerne praktisk opplæring i å fasilitere tverrprofesjonelle grupper; først som observatører av en erfaren fasilitator, og dernest som aktive fasiliatatorer med en erfaren pedagog som støtte. Det er utviklet en manual som bidrar til å gi retning og veiledning i hvordan man kan skape god fasilitering og gi studentene et godt læringsutbytte. Resultater: Vi har nå gjennomført to fasilitatorkurs og utdannet tilsammen 17 nye SamPraksfasilitatorer. Etter gjennomført fasilitatorkurs er deltagerne selvstendige, og de utgjør allerede en avgjørende ressurs for gjennomføringen av SamPraks og kvaliteten på den TPS-en. Oppsummering: Fasilitatorene er avgjørende i å sikre kvaliteten på læringsutbyttet for studentene i TPS. Gjennom aktiv støtte til å fremme læringsprosesser bidrar fasilitatorene til at studentene i større grad kan utnytte læringspotensialet som ligger i å lære av, med og om hverandre i praksis. 'Stiftelsen til fremme for norsk apotekfarmasi' har bidratt til finansiering av kursene.

• Reinås, Karl Henrik Storhaug (2025). Pedagogiske helter i helsevesenet. Fulltekst i vitenarkiv
• Reinås, Karl Henrik Storhaug (2025). Phd candidates psychological wellbeing. Fulltekst i vitenarkiv
• Reinås, Karl Henrik Storhaug (2024). Utdanning er en investering i helse og livskvalitet. Fulltekst i vitenarkiv
• Reinås, Karl Henrik Storhaug (2023). Psykologprofesjonens evinnelige elitejag. [Journal]. Psykologisk.no. Fulltekst i vitenarkiv

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