Papers by Jannecke Wiers-Jenssen
Tidsskrift for Den Norske Laegeforening, 2008
Tidsskrift for Den Norske Laegeforening, 2004
Det medisinske fakultet ved Universitetet i Oslo innførte i 1996 en studiemodell, Oslo96, som bla... more Det medisinske fakultet ved Universitetet i Oslo innførte i 1996 en studiemodell, Oslo96, som blant annet innebar tilre elegging for mer aktive laeringsformer og bruk av problembasert laering (PBL) for medisinstudenter. Artikkelen sammenlikner et avgangskull studenter som har gjennomgå studiet e er denne modellen, med et avgangskull som har gjennomgå gammel studieordning på Universitetet i Oslo, og et avgangskull som har gjennomgå studiet ved Universitetet i Bergen.
Studies in Higher Education, 2005
... Dore, R. 1976. The diploma disease: education, qualification and development , London: Allen ... more ... Dore, R. 1976. The diploma disease: education, qualification and development , London: Allen and Urwin. View all references; Collins, 197916. Collins, R. 1979. ... Impacts of study abroad programmes on students and graduates , London: Jessica Kingsley Publishers. ...
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Tidsskrift for den Norske lægeforening : tidsskrift for praktisk medicin, ny række, Jan 20, 1997
This nation-wide study inquiry concerned the intended future careers of medical students at the e... more This nation-wide study inquiry concerned the intended future careers of medical students at the end of their studies and those of a cohort of first-year students. More first-year than final-year students hoped to obtain a position as a hospital physical or surgeon with management responsibility and twice as many men as women wanted such a position in both cohorts. High self esteem, having a doctor as father and successful examinations at medical school were associated with a high level of ambition. Compared with first-year students, more final-year students preferred family medicine and internal medicine, and less preferred surgery, psychiatry and social medicine. Plans for specialisation were influenced by the father's education level, successful examinations at medical school, whether they had children or not, and the university of graduation. More women preferred gynaecology, more men preferred surgery. The interest for surgery among female students is high compared with the ...
Journal of Studies in International Education, 2022
In this paper we consider the experiences of international students studying in Norway, analysing... more In this paper we consider the experiences of international students studying in Norway, analysing data from more than 5,000 survey respondents. Variations according to students’ region of origin and whether they are full degree students or exchange students are the focus. Students report a high level of overall satisfaction, exchange students in particular, and the vast majority of students are content with the quality of teaching. Students from the African continent report being more content than others, despite struggling somewhat more with academic demands and having weaker social networks, something they have in common with Asian students. Multivariate analyses show that type of mobility (full degree cf. exchange), region of origin, coping with academic demands, satisfaction with teaching and interaction with Norwegians are predictors of overall satisfaction with studying in Norway. The patterns observed are assumed to be related to prior experiences and expectations.
Tidsskrift for Den norske legeforening, Aug 23, 2007
The reformation of the University of Oslo's (UiO) medical education in 1996 consisted of inte... more The reformation of the University of Oslo's (UiO) medical education in 1996 consisted of integrating the topics more than previously. The old model had a clear division between pre-clinical and clinical subjects. The last class (of 2001) with the old curriculum (155 of 266) and the second class (of 2003) with the new curriculum (81 of 131) at UiO, and the class of 2003 from the University of Bergen medical school (78 of 114) responded to mailed questionnaires sent to them 2-3 years after graduation. The control group from Bergen was chosen because this medical school has the most traditional curriculum of the four medical schools in Norway. Possible differences between these groups were examined in three areas: how they update themselves professionally, how they perceive their own clinical skills, and how they perceive their own ability to communicate with patients (clinical communication). Median time spent on professional update was 2.5 hours per week for the "traditional...
Tidsskrift for den Norske lægeforening : tidsskrift for praktisk medicin, ny række, Jan 26, 2004
In 1996 the medical school of the University of Oslo introduced a new pedagogical model. The new ... more In 1996 the medical school of the University of Oslo introduced a new pedagogical model. The new scheme was more interactive, and partly based on a problem-based learning approach. We used a questionnaire survey which is part of a broader study of how Norwegian professional education prepares for work. A class of medical students studying under the new scheme is compared to a class studying under the old model, as well as a class from another Norwegian medical school, that of the University of Bergen. Median values on seven-point scales are used in the comparison, as well as factor analysis with variance analysis of the factor scores. The overall response rate was 76%. Students studying under the new Oslo approach were more satisfied and reported more active learning strategies. They were less curriculum-oriented and used the library more often. Some of the goals of the Oslo reform seem to have been reached. It remains to be seen whether this effect will last.
Tidsskrift for Den norske legeforening, 2013
LEFO-Legeforskningsinstituttet og Avdeling for helseledelse og helseadministrasjon Institutt for ... more LEFO-Legeforskningsinstituttet og Avdeling for helseledelse og helseadministrasjon Institutt for helse og samfunn Universitetet i Oslo Jannecke Wiers-Jenssen NIFU-Nordisk institutt for studier av innovasjon, forskning og utdanning HOVEDBUDSKAP 5,5-7 år etter endt utdanning finner vi ingen forskjell i tid brukt på oppdatering mellom Oslo96-leger og leger som er utdannet ved Universitetet i Oslo før reformen eller ved Universitetet i Bergen Det var en signifikant økning i bruk av internett for faglig oppdatering i alle tre gruppene Kurs og konferanser var de foretrukne oppdateringsformene
Higher Education Dynamics
... 5 Career Impacts of Student Mobility 85 are partly derived from results from ... 1 Human Capi... more ... 5 Career Impacts of Student Mobility 85 are partly derived from results from ... 1 Human Capital Theory Human capital theory regards educational choice as investment decisions where ... Examples of country-specific human capital are language skills, cultural skills and professional ...
Tertiary Education and Management, 2011
In this paper, a comparison is made of the background and the early career of graduates with high... more In this paper, a comparison is made of the background and the early career of graduates with higher education from abroad to graduates with all domestic degrees, based on a survey among Norwegian graduates. Results show that those who have studied abroad constitute a selected group regarding social origin and mobility capital (exposure to international experiences). Exchange students have a higher performance score from upper secondary school than others. Regarding labour market outcomes, positive as well as negative effects of education from abroad are seen. Graduates with a diploma from abroad face more challenges entering the labour market, but obtain higher economic rewards compared with other graduates. Exchange students do not seem to encounter any particular difficulties in the transition from higher education to work. Exchange students as well as mobile degree students obtain more international jobs than non-mobile students. The relative success of exchange students is partly explained by selectivity.
Studies in Higher Education, 2003
This article presents results from an exploratory survey into the experiences and viewpoints of N... more This article presents results from an exploratory survey into the experiences and viewpoints of Norwegian students abroad. The students seem highly capable in adapting to new situations, and the vast majority are very satisfied with their sojourn. They find studying abroad academically advantageous, and they put much emphasis on the social, personal, linguistic and cultural rewards they acquire in addition to professional skills. Compared to students in Norway, those studying abroad are more satisfied with their educational institution, and they put more effort into their studies. The high level of satisfaction can be interpreted as a consequence of 'pull' motives for studying abroad, combined with relatively low economic, academic, social, cultural and linguistic barriers.
Journal of Studies in International Education, 2007
This article investigates the early career of graduates who have studied abroad (mobile students)... more This article investigates the early career of graduates who have studied abroad (mobile students) compared to graduates who have undertaken the entire education at domestic higher education institutions (nonmobile students). The main question is to what extent mobile students get jobs with international assignments compared to nonmobile students. Results show that mobile students—particularly those who graduated abroad— more often than nonmobile students search for and gain work experience abroad. The vast majority of mobile students return from abroad after graduation. In the domestic labour market, mobile students hold jobs with more international assignments than nonmobile students.
Quality in Higher Education, 2002
This study examines how overall student satisfaction in Norway can be broken down into component ... more This study examines how overall student satisfaction in Norway can be broken down into component assessments referring to broader aspects of the students' learning experience. The analysis reveals that the academic and pedagogic quality of teaching are crucial determinants of student satisfaction, pointing to a potential overlap between student satisfaction surveys and surveys on student assessment of teaching. However, the analysis also demonstrates that social climate, aesthetic aspects of the physical infrastructure and the quality of services from the administrative staff should not be underestimated when trying to improve student satisfaction and opportunity for learning.
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Papers by Jannecke Wiers-Jenssen