Se min profil i Cristin og ORCID. 

Jeg holder foredrag for ulike fora der utdanning av leger er sentralt. 

 

Kronikker: 

2025: Blind flekk i Nokuts rapport om medisin­utdanningen. 

2024: Hjerneflukt, bærekraft og medisinsk pedagogisk forskning. 

2024: Et høringsforslag som skroter utdanningsfaglig kompetanse?

2017: På tide å snakke om utdanningskvaliteten.

Jeg underviser i medisinsk pedagogikk, veiledning og forskning. Se mer på Enhet for læring sine nettsider. 

 

Vitenskapelig artikkel

• Anna Kleppe Moe; Helene Dahl; Monika Kvernenes et al. (2025). Validating an assessment and feedback instrument for use in dietetics education: construct validity of the mini clinical evaluation exercise (Mini-CEX). (ekstern lenke)
• Peter Musaeus; Christopher Neil Prilop; Kenan Dikilitas et al. (2025). Teacher feedback literacy in higher education: navigating enablers and constraints. (ekstern lenke)
• Cecilie Normann Birkeli; Karin Elisabet Isaksson Rø; Monika Kvernenes (2025). Scheduled, cancelled, rescheduled: navigating educational supervision in residency training. (ekstern lenke)
• Andjelka Cvijic; Monika Kvernenes; Anne-Kristine N Åstrøm et al. (2025). Approaches to Continuing Professional Development in Dental Traumatology—A Qualitative Study of General Dentists' Experiences. (ekstern lenke)
• Jon Andsnes Berg; Øyvind Repstad; Trond Trætteberg Serkland et al. (2025). Student perspectives on AI‐supported formative assessment in pharmacology. (ekstern lenke)
• Monika Kvernenes; Hilde Grimstad; Edvin Schei et al. (2025). Knowing Me Knowing You—Mentorship in Hospital Placement. (ekstern lenke)
• Monika Kvernenes; Arne Tjølsen; Simon Gilbertson et al. (2025). Tracing affective trajectories and triggers in university teachers – a mixed methods study. (ekstern lenke)
• Turkan Istencioglu; Berit Lassesen; Annika Büchert Lindberg et al. (2025). Do well-regarded university teachers exhibit feedback literacy? Examining the validity of a competency framework. (ekstern lenke)
• Sofie Fagervoll Heltne; Sigrid Hovdenakk; Monika Kvernenes et al. (2024). Study preferences and exam outcomes in medical education: insights from renal physiology. (ekstern lenke)
• Cecilie Normann Birkeli; Karin Elisabet Isaksson Rø; Lisbeth Rustad et al. (2023). Educational supervisor's perceptions of their role in supporting residents' learning: a qualitative study. (ekstern lenke)
• Andjelka Cvijic; Anne-Kristine N Åstrøm; Monika Kvernenes et al. (2024). Traumatic dental injuries: Knowledge assessment of dentists in the Norwegian Public Dental Service of Vestland. (ekstern lenke)
• Monika Kvernenes; Caroline Susanne Armitage; Stian Kreken Almeland et al. (2023). Medisinsk pedagogikk som forskningsfelt i Norge – en bibliometrisk studie. (ekstern lenke)
• Anine Madsgaard; Kari Røykenes; Hilde Smith-Strøm et al. (2022). The affective component of learning in simulation-based education – facilitators’ strategies to establish psychological safety and accommodate nursing students’ emotions. (ekstern lenke)
• Eivind Alexander Valestrand; Leif Martin Hokstad; Edvin Schei et al. (2023). The liminal landscape of mentoring—Stories of physicians becoming mentors. (ekstern lenke)
• Eivind Alexander Valestrand; Monika Kvernenes; Elizabeth Anne Kinsella et al. (2024). Transforming self-experienced vulnerability into professional strength: a dialogical narrative analysis of medical students’ reflective writing. (ekstern lenke)
• Bjørn Stensaker; Peter Maassen; Monika Borgan et al. (2007). Use, updating and intergration of ICT in higher education: Linking prupose, people and pedagogy. (ekstern lenke)
• Monika Kvernenes; Erik Zakariassen; Une Elisabeth Stømer et al. (2024). Fit for purpose? Evaluating multiple-choice question quality in E-learning for emergency primary healthcare. (ekstern lenke)
• Idun Grimstad Skjærseth; Thomas Mildestvedt; Anna Bonnevier et al. (2025). Learning Outputs for Peer Teachers in Undergraduate Medical Education. (ekstern lenke)
• Gunnar Tschudi Bondevik; Eivind Alexander Valestrand; Monika Kvernenes (2025). “What Did You Learn?” - An Alternative Narrative Approach to Student Evaluations of Teaching. (ekstern lenke)
• Andjelka Cvijic; Knut Helge Jensen; Anne-Kristine N Åstrøm et al. (2025). The Effect of an Educational Intervention in Dental Traumatology on General Dentists' Knowledge: A Study in the Public Dental Service of Western Norway. (ekstern lenke)
• Andjelka Cvijic; Monika Kvernenes; Anne-Kristine N Åstrøm et al. (2024). Treatment of Traumatic Dental Injuries in the Public Dental Services—A Qualitative Exploration of Perceived Challenges and Needs. (ekstern lenke)
• Cecilie Normann Birkeli; Camilla Jacqueline Hansine Normand; Karin Isaksson Rø et al. (2023). Educational supervision in internal medicine residency training – a scoping review. (ekstern lenke)
• Kari Røykenes; Monika Kvernenes; Tove Giske (2023). Endeavouring interplay: a grounded theory study of how nurse educators’ work with simulation-based learning. (ekstern lenke)
• Monika Kvernenes; Eivind Alexander Valestrand; Edvin Schei et al. (2021). Threshold concepts in group-based mentoring and implications for faculty development: A qualitative analysis. (ekstern lenke)
• Ole Farestvedt Raaheim; Dag Farestvedt Raaheim; Håkon Reikvam et al. (2022). Eksamensformer i de norske medisinstudiene. (ekstern lenke)
• Elise Pauline Paulsen Skjevik; Edvin Schei; Donald Boudreau et al. (2024). What makes mentors thrive? An exploratory study of their satisfaction in undergraduate medical education. (ekstern lenke)
• Henriette Kronstad Helland; Thorkild Tylleskär; Monika Kvernenes et al. (2022). An Abrupt Transition to Digital Teaching—Norwegian Medical Students and Their Experiences of Learning Output during the Initial Phase of the COVID-19 Lockdown. (ekstern lenke)

Fagartikkel

• Knut Eirik Ringheim Eliassen; Kristin Heggen; Monika Kvernenes et al. (2025). Medisinstudenter må lære å håndtere usikkerhet. (ekstern lenke)
• Monika Kvernenes (2023). Hvilke ord bør vi bruke om utdanning?. (ekstern lenke)

Leserbrev

• Karin Isaksson Rø; Monika Kvernenes; Cecilie Normann Birkeli (2025). Store variasjoner i LIS-veiledning. (ekstern lenke)

Konferanseforedrag

• Monika Borgan (2010). Changes in Conception of Bedside Teaching – Two Examples of Workplace Learning. (ekstern lenke)
• Leif Martin Hokstad; Monika Kvernenes (2019). The Dual Development of Professional Identity as Physician and Mentors. (ekstern lenke)
• Arne Tjølsen; Monika Kvernenes; Eirik Hugaas Ofstad et al. (2020). Group mentoring of medical students in Canada and Norway - influence of mentors' age and gender. (ekstern lenke)
• Monika Kvernenes; Arne Tjølsen; Donald Boudreau et al. (2020). Group mentoring for undergraduate medical students - What factors decide mentors' satisfaction?. (ekstern lenke)
• Monika Kvernenes; Tove Giske (2023). Endeavouring interplay. How nurse educators’ work with simulation-based learning. A Grounded theory study. (ekstern lenke)
• Edvin Schei; J. Donald Boudreau; Christian Gullaksen Brinch et al. (2018). Mentors for medical students in Canada and Norway need training and pedagogical support. (ekstern lenke)
• Edvin Schei; Monika Kvernenes; Julie Solberg Knutsen et al. (2018). Video i mentorgruppe: Medisinsk pedagogikk på tre nivåer. (ekstern lenke)
• Monika Kvernenes; Leif Martin Hokstad; Edvin Schei (2019). The role model of medical educators.. (ekstern lenke)

Fremhevet artikkel i media

• Monika Kvernenes; Lucas Matias Jeno; Robert Kordts et al. (2024). Et høringsforslag som skroter utdanningsfaglig kompetanse?. (ekstern lenke)
• Monika Kvernenes; Øilo Marit (2023). Hjerneflukt, bærekraft og medisinsk pedagogisk forskning. (ekstern lenke)

Konferanseposter

• Monika Kvernenes (2019). Is writing assignments an effective faculty development strategy?. (ekstern lenke)

Forelesning

• Monika Kvernenes; Stuart Lubarsky (2019). Educating future educators: Designing and implementing elective courses in health professions education.. (ekstern lenke)
• Monika Kvernenes; Robert Kordts (2022). Nervøs og spent eller glad og begeistret? Om undervisning og følelser. The comfort zones of teaching [Nervous and or happy and excited? About teaching and feelings].. (ekstern lenke)
• Monika Kvernenes (2023). Kvalitet i spesialistutdanningen - hva betyr det egetlig og går det an å måle?. (ekstern lenke)
• Monika Kvernenes (2024). Usikkerhet i utdanning - pedagogiske og relasjonelle perspektiver. (ekstern lenke)
• Heming H. Gujord; Monika Kvernenes; Øyvind Fiksen et al. (2019). Meritteringsordning for fremragende undervisere - hva har vi erfart og hvor er vi. Paneldebatt.. (ekstern lenke)

Forskningsrapport

• Lise Vislie; Monika Borgan; Cecilie Jensen (2004). Doktorgraden som karrierevei i de pedagogiske fag. Rapport fra en etterundersøkelse i 2003 blant registrerte doktorgradskandidater i pedagogikk/spesialpedagogikk våren 1990 ved universitetene i Oslo og Trondheim. (ekstern lenke)

Doktorgradsavhandling

• Anine Madsgaard; Kari Røykenes; Hilde Smith-Strøm et al. (2022). Mellom trigging og trygging. Det affektive læringsdomenet i simuleringsbasert utdanning.. (ekstern lenke)

Populærvitenskapelig artikkel

• Monika Kvernenes (2023). Hvilke ord bør vi bruke om utdanning?. (ekstern lenke)

Vitenskapelig bokkapittel

• Monika Kvernenes; Leif Martin Hokstad; Stian Kreken Almeland (2024). Universitetspedagogikk på fagets premisser – eksempler fra det medisinsk-pedagogiske feltet. (ekstern lenke)

Fagbok

• Monika Kvernenes; Schei Edvin (2022). Legers læring. Veileder i medisinsk pedagogikk. (ekstern lenke)

Vitenskapelig litteraturgjennomgang

• Mohammed Anass Tanveer; Thomas Mildestvedt; Idun Grimstad Skjærseth et al. (2023). Peer Teaching in Undergraduate Medical Education: What are the Learning Outputs for the Student-Teachers? A Systematic Review. (ekstern lenke)
• Elise Skjevik; J. Donald Boudreau; Unni Ringberg et al. (2020). Group mentorship for undergraduate medical students—a systematic review. (ekstern lenke)

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