Two key figures in medical teaching

Torben Bæk Hansen and Kristina Bacher Svendsen each play central roles at the department. Although their responsibilities differ, they are both dedicated to educating the doctors of tomorrow.

Emphasizing clinical integration

Torben is a professor and course leader for the final semester of the master’s programme. With extensive experience in clinical teaching, he emphasizes the integration of theory closely with everyday hospital reality:

”Our teaching is essentially divided into two parts: purely theoretical instruction, such as lectures and classroom teaching without patients and the clinical teaching, where students actively participate in patient care. In the clinical settings, teaching is deeply embedded in actual patient treatment. Students engage actively, receiving short theoretical sessions closely linked to practice,” he explains.

Realistic conditions are essential for good teaching

Torben also stresses the importance of realistic practical environments – both for students and teachers.

”We can devise ambitious plans, but if teachers lack the appropriate conditions to deliver these, the outcome will be frustrating among both students and educators, For me, robustness and realism are key. Good teaching must be deliverable in everyday practice.”

Ensuring coherence and improvement

Christina coordinates the administration of the master’s programme’s tenths semester, which covers neurology and psychiatry. She ensures the semester’s coherence, the relevance of the curriculum, and continuous improvement of courses in close dialogue with teachers and students:

“My main task is to ensure effective collaboration among all courses and educators, so the semester runs smoothly. We actively utilize student feedback, and their inputs are essential for refining our teaching. It also helps us focus the curriculum, ensuring we prioritize what’s genuinely important,” she explains.

Teaching as a meaningful responsibility

Christina emphasizes how rewarding teaching is for the clinical educators, despite them often having to juggle multiple responsibilities.

“Teaching can feel like an extra burden at times, but once the educators get started, they usually find it extremely rewarding. They get a clear sense of who their future colleagues will be and how they can shape them as doctors.”

Inspired by student independence

Christina finds inspiration in student’s independence, particularly when arranging their own international clinical placements.

“I ses how independent and motivated our students are. They organize their own trips to places like Africa, Greenland, and England. It’s impressive to witness their drive and willingness to take charge of their own education.