Anne Kveim Lie is one of Norway’s ten most fantastic speakers, according to the accolade from the Morgenbladet daily. She involves substance abusers in her teaching, and fosters critical reflection among the next generation of doctors.
What do a substance abuser, a student and a patient all have in common? Anne Kveim Lie initially thought that they all need her help, but when revising the community medicine curriculum she discovered that they are actually important contributors in the development of effective teaching. Photo: UiO/Øystein Horgmo and Colourbox
Morgenbladet’s working group went through 383 nominations before ending up with a selection of ten (read more in Norwegian), who each held a short presentation at Chateau Neuf. Debate editor Marit K. Slotnæs says that social relevance – where educators look beyond the confines of the classroom – has been one of the criteria for the working group. Over 33 000 votes were submitted online, and the five nominees with the most votes automatically progressed to the next stage.
The jury’s justification
Anne Kveim Lie is a dedicated teacher; she is conscientious, enthusiastic and serious. Her teaching is aimed at getting students to see themselves as doctors in a community as well as individual members of society.
One of the biggest impressions she leaves on her students is her willingness to bring them face to face with health service users as humans and members of society.
Extract from the students’ nominations
Anne Kveim Lie has been an inspiration for many medical students in recent years. Community medicine is an alien and abstract concept for the majority of medical students, who want most aspects of medicine to be clinically relevant. Anne’s dedication and desire to foster critical reflection among the next generation of doctors has boosted the study of community medicine at UiO at a time when it was subject to fierce criticism by the students themselves. She has introduced new interactive teaching methods that allow students of community medicine to learn through real-life scenarios. With originality, humour and the requisite for analysis, she presents her students with contemporary health challenges, and encourages them to think for themselves and to be the best doctors they can be vis-à-vis the patients and community.– Hanne Ochieng Lichtwarck og Marta Bergseng
I am nominating Anne Kveim Lie for this award for her innovative thinking in connection with the dissemination of knowledge on substance abusers to medical students at UiO. She has developed a curriculum in the substance abuse and psychiatric component where groups of students meet a recovering alcoholic. Anne Kveim Lie deserves this award for her willingness to think innovatively about what future doctors need to learn, and for daring to introduce new methods and partners to teach it to them. – Hanne Valeur
Google Earth metaphor for good doctors
Lie often uses the Google Earth metaphor for medical students:
‘To be a good doctor, they must learn to zoom in to the cellular level, back to the body, to the family and the community, and out to global structures – and then back again to the cells. By doing so, they will see the cells in different ways, with a different background, and become a better doctor’, says Lie.
Revision of community medicine
Community medicine received devastating criticism from the medical students in 2012 (read more in Norwegian). Lie took over as head of studies and conducted an extensive revision over a short period. In spring 2013, the revised curriculum was launched with a speech by the Minister of Health and Care Services (more in Norwegian).
‘I want to mention the students who have helped me in the revision of the programme of study and the users we work with in module 5 who generously share their experiences with the students. They are an absolutely invaluable resource’, says Lie. She also appreciates the cooperation with colleagues.
Teacher guidance for knowledge-based group work
The teaching material in medical studies contains a lot of facts. Lie believes that the students are not sufficiently confronted with the notion that medicine is not necessarily black and white. However, the fact that many students find that community medicine entails a large degree of ‘guesswork’ represents a challenge.
‘In order to help students see that what we teach in community medicine is not guesswork, but knowledge-based discussion, we have tried to standardize the curriculum. We have chosen to teach in small groups in order to challenge students to discuss public health issues. The standardization has entailed devising comprehensive teacher guidelines, with the help of former students, which have been quality controlled externally where we have no internal experts’, explains Lie.