Distinguished university teachers

Who are you, and where do you mainly teach?

I am a Senior Consultant in orthopaedics and am responsible for teaching orthopaedics in semester 6 of the Medicine Programme. I am also semester coordinator and examiner for semester 6 of the Medicine Programme.

Do you have any particular pedagogical interests?

My pedagogical focus is on supporting students’ progression from theory to practice by promoting engaging teaching and active participation.

What has being appointed a Distinguished University Teacher meant to you?

It has given me a mark of quality, both for myself and in relation to others.

What are your hopes for the Pedagogical Academy and the work ahead?

I hope to contribute to a positive and professional community while learning more about pedagogy from other distinguished university teachers.

Who are you, and where do you mainly teach?

My name is Anja Sandström, and I am a Professor of Medicinal Chemistry. I have taught on many different programmes within the Faculty of Pharmacy, primarily on the Master of Science Programme in Pharmacy.

Do you have any particular pedagogical interests?

I love the interaction with students and teaching approaches that actively engage them and foster commitment and dialogue. I am also strongly engaged in development and quality assurance work at a broader level, something I have had the opportunity to work with in my role as Vice-Dean for Education.

What has being appointed a Distinguished University Teacher meant to you?

It has given me legitimacy and trust as a representative of the teaching staff in various contexts, both informal and formal.

What are your hopes for the Pedagogical Academy and the work ahead?

I hope that the combined strength and engagement within the Pedagogical Academy will revitalise pedagogical development and research within our Disciplinary Domain, and not least increase interest in – and the importance of – pedagogy and pedagogical merit.

Who are you, and where do you mainly teach?

I am a licensed pharmacist, Lecturer, and Director of Studies in pharmacotherapy at the Department of Pharmacy. I primarily teach pharmacy students and prescriptionist students, as well as students on the Complementary Programme for Pharmacists with a Foreign Degree.

Do you have any particular pedagogical interests?

Teaching in individualised pharmacotherapy often involves fictional patient cases and problem-based learning (PBL) as a pedagogical approach. I am particularly interested in group processes, and therefore in the supervision of PBL groups and other group-based activities within the programmes.

What has being appointed a Distinguished University Teacher meant to you?

An encouragement of the pedagogical commitment that characterises a large part of my work.

What are your hopes for the Pedagogical Academy and the work ahead?

That pedagogy and collegial discussion around teaching will continue to play an important role and be further developed in response to future challenges.

Who are you, and where do you mainly teach?

I have been retired since December 2024, but during my teaching career, I served as Programme Director for the Biomedical Laboratory Science Programme for 12 years. I have taught biochemistry since the mid‑1980s, in laboratory sessions, seminars and lectures. For the last 20 years, my students have primarily been future biomedical laboratory scientists and medical students, but I have also had veterinary students, students in the natural sciences, chemical engineering students and future engineering students.

Do you have any particular pedagogical interests?

Adapting teaching to the target group is probably my main interest. It is essential to understand how teaching a fundamental subject such as biochemistry will fit into the students’ subsequent studies and future careers, so that one can create interest in the subject.

What has being appointed a Distinguished University Teacher meant to you?

I received a higher salary. Apart from that, there was no noticeable difference. The appointment attracted very little attention at the time.

What are your hopes for the Pedagogical Academy and the work ahead?

I think it is a very important initiative, to recognise distinguished university teachers and to allow them to share their experiences with others. It should have been done a long time ago. Do not forget the emeritus group either. There is certainly something we can contribute as well.

Who are you, and where do you mainly teach?

Although I promised myself as an engineering student that I would not stay in academia, I have been a university lecturer at the Department of Pharmaceutical Chemistry for eight years. I am a teacher who finds it more enjoyable to talk about chemistry than about myself. I teach on the Bachelor of Science Programme in Pharmacy, Master of Science Programme in Pharmacy, Biomedicine Programme, and Master's Programme in Chemical Engineering (which I studied myself). What I enjoy most about my job is learning new things and having fun at work – and when I enjoy myself, it tends to rub off on the students.

Do you have any particular pedagogical interests?

I enjoy making complex concepts understandable and encouraging students to tackle challenging problems independently. My interest lies in aligning teaching with cognitive science and evidence-based didactics – not just theory, but practical methods that work. I also try to connect chemistry to students’ own interests and contexts, so they see its relevance in their daily life and future careers.

What has being appointed a Distinguished University Teacher meant to you?

The title itself does not mean much to me, but I am interested in learning more about the work of the Pedagogical Academy.

What are your hopes for the Pedagogical Academy and the work ahead?

I want to learn from others’ experiences to improve teaching. Society is undergoing significant changes, and we need to develop our teaching thoughtfully. Much work is already underway at the Faculty of Pharmacy to meet these challenges, and I hope to be involved in that.

Who are you, and where do you mainly teach?

My name is Christian Sköld, and I work as a Senior Lecturer in computer-aided drug design. Over the years, I have mainly taught introductory chemistry courses in various programmes within the Disciplinary Domain, courses in medicinal chemistry, and second-cycle courses linked to my research in computer-aided drug design and molecular modelling. At present, it is mainly the latter courses that I have the opportunity to teach, along with supervision of Master’s projects.

Do you have any particular pedagogical interests?

I find active learning approaches to be an interesting area in general. More specifically, I am very interested in the pedagogical challenges associated with computer-based exercises carried out in student pairs. This involves a wide range of interesting aspects to consider, such as small-group dynamics, assessment-related challenges, the appropriate level of instructional detail, leadership, flexible supervision, and much more.

What has being appointed a Distinguished University Teacher meant to you?

Immediately after the appointment, I did not experience any major noticeable change, apart perhaps from being given some additional assignments that I might otherwise not have been considered for. However, with the launch of the Pedagogical Academy, I do feel that there has been a real difference, with new activities, interesting discussions and meetings with other distinguished university teachers within the Disciplinary Domain, as well as an exciting, newly established mentoring programme.

What are your hopes for the Pedagogical Academy and the work ahead?

I feel that the Academy’s work and activities for distinguished university teachers have already had a flying start, along with increased activity at the University level. This has quickly created good opportunities for continued professional development as a university teacher. Looking ahead, I hope that this strong start will develop into sustained engagement and participation within the Academy, even after the initial and exciting start‑up phase.

Who are you and where do you mainly teach?

My name is Elenor Kaminsky, and I teach on the Nursing Programmes as well as in specialist training in general practice at Region Uppsala’s Primary Care and Health Services.

Do you have any particular pedagogical interests?

I am particularly interested in communication, interpersonal interaction, and equal opportunities, which are also themes in my research. I am passionate about student-centred learning and regularly ask students to provide brief written evaluations immediately after my teaching sessions. This provides valuable feedback for the development of my courses.

What has being appointed a Distinguished University Teacher meant to you?

It is an honourable appointment, which made me very happy. It recognises my teaching efforts and is very meaningful in my day-to-day work. Applying for recognition as a distinguished university teacher was both challenging and instructive. It was enriching to pause, reflect, and engage with feedback.

What are your hopes for the Pedagogical Academy and the work ahead?

I hope the Pedagogical Academy will inspire my continued pedagogical development. I look forward to discussing educational issues at the Academy and potentially serving as a mentor, following the mentor training we have been invited to. I had a mentor after completing a pedagogical course in 2012, and I would be glad to ‘give back’ by supporting colleagues in need of mentoring. The Academy’s network has already led to emerging research collaborations, which is very promising.

Who are you, and where do you mainly teach?

I am a Lecturer in pharmacotherapy at the Department of Pharmacy. I started teaching at the university more or less by chance, but unexpectedly found that I enjoyed it very much, and the fact that I have stayed for 27 years may be evidence that I found exactly the right place. Today, my position consists of three parts: one focuses on teaching students on the Bachelor of Science and Master of Science Programmes in Pharmacy at different stages of their studies; another involves working as Programme Coordinator for the Bachelor of Science Programme in Pharmacy; and the final third is devoted to my role as an educational developer at the Unit for Teaching and Learning in Higher Education, where I work at university level with courses, consultations and other activities.

Do you have any particular pedagogical interests?

I have worked extensively with assessment, ranging from grading criteria and alternative forms of assessment to how assessment can best stimulate student learning. Collegial mentoring, as well as course and programme development, are other areas of interest.

What does this appointment mean to you?

A confirmation that I take a scholarly approach to the teaching I carry out.

What are your hopes for the Pedagogical Academy and the work ahead?

I hope that the Pedagogical Academy will continue to promote development in which the importance of good pedagogy is strengthened within our disciplinary domain.

Who are you, and where do you mainly teach?
Emma Pontén. Senior Consultant in paediatric anaesthesia and intensive care, as well as aeromedical intensive care. Holds a doctoral degree. Director of Studies for physicians in specialist training in AnOpIVA.

Primarily teaches medical students, physicians in specialist training, and nurses at Uppsala University Hospital.

Do you have any particular pedagogical interests?
Simulation-based education, preferably interprofessional. Development and use of assessment tools. Development of the professional role and non-technical skills, both in calm situations and under severe stress. Internationalisation.

What has being appointed a Distinguished University Teacher meant to you?

I was very pleased, but in practice it has not led to any changes.

What are your hopes for the Pedagogical Academy and the work ahead?
That teaching and pedagogy are given the recognition they deserve, and that opportunities for delivering high-quality education are supported and facilitated.

Who are you, and where do you mainly teach?

I am an Associate Consultant in nephrology at Uppsala University Hospital. Most of my teaching is linked to the Medicine Programme. I am responsible for teaching nephrology in semester 6 and for the course Professional development in semester 10. I also serve as course coordinator for an external continuing professional development course in nephrology for physicians in specialist training.

Do you have any particular pedagogical interests?

I am particularly interested in teaching approaches that stimulate active student participation, understanding and clinical reasoning. Seminar-based teaching provides good opportunities for dialogue and for integrating previous knowledge with new perspectives. I also value interdisciplinary teaching together with colleagues from related disciplines. Clinical supervision in student-led clinics is a form of teaching I value highly, as it allows for individual feedback and a close connection between theory and clinical practice.

What has being appointed a Distinguished University Teacher meant to you?

The appointment has given me access to a valuable network and the opportunity to take part in pedagogical activities and discussions that offer new perspectives on teaching and learning. It provides ongoing inspiration and supports my continued development in my pedagogical role.

What are your hopes for the Pedagogical Academy and the work ahead?

I hope that the Pedagogical Academy will continue to serve as an arena for pedagogical development, exchange of experience and inspiration. It is particularly important to create good conditions for clinically active teachers to develop their pedagogical role and, in doing so, to contribute to strengthening educational quality over time.

Who are you, and where do you mainly teach?

I work as a Senior Consultant at Uppsala University Hospital (the endocrinology section), and I am also Programme Director of Studies for the entire Medicine Programme at Uppsala University. A more general role, in other words. An intensive phase at the moment, as we are shaping a new Medicine Programme with a full twelve semesters and licensure. I am also responsible for teaching in diabetes and endocrinology within the Medicine Programme, which, taken together, makes for a very interesting and engaging role in education. A large part of my working time revolves around pedagogy, although I also, of course, work clinically with patients, with particular responsibility for diabetes care at Uppsala University Hospital and within Region Uppsala.

Do you have any particular pedagogical interests?

I am interested in most aspects of pedagogy, and particularly in the development of new tools and methods. Currently, for example, we are working on a completely new IT tool for creating interactive digital patient cases within the Medicine Programme.

What has being appointed a Distinguished University Teacher meant to you?

I have, happily enough, been a Distinguished University Teacher for quite some time and belong to the small group of people who were the very first at Uppsala University to receive this new title, back in 2013. As I was involved from the very beginning, it has meant a great deal to me in many ways. I am incredibly proud, actually.

What are your hopes for the Pedagogical Academy and the work ahead?

Above all, I hope this can help strengthen and further develop pedagogy, and that it also can contribute to increasing the merit value for all those heroes who are truly passionate about teaching...

Who are you, and where do you mainly teach?

I am a pharmacist and a Lecturer in pharmacokinetics. I mainly teach on the Bachelor of Science and Master of Science Programmes in Pharmacy, but am also involved in our Master’s programmes. I am the Programme Director for the Master of Science Programme in Pharmacy, where I work on the development and quality assurance of the programme. Since summer 2025, I have also been affiliated with the Unit for Teaching and Learning in Higher Education as AI Coordinator for Education, with a focus on AI literacy and on how generative AI can contribute to the development of teaching and assessment.

Do you have any particular pedagogical interests?

My pedagogical interests centre on student engagement and on how teaching can be designed to encourage students to take an active part in the learning process. I try to work from the idea of “seeing each student” and supporting their reflection on their own learning. At the same time, employability is an important perspective – that students, after graduation, should have both subject knowledge and skills that are relevant to working life. I see particular potential in seminars and workshops where students can discuss and challenge their own reasoning.

What has being appointed a Distinguished University Teacher meant to you?

Being appointed a Distinguished University Teacher is an important recognition of the pedagogical work and development initiatives I have been involved in. It shows that the ideas and projects pursued together with students and colleagues are perceived as meaningful for the development of education. At the same time, the distinction has meant that I am more frequently involved in pedagogical discussions and development work. This has created opportunities to work more systematically with pedagogical issues at the programme and faculty level as well.

What are your hopes for the Pedagogical Academy and the work ahead?

I hope that the Pedagogical Academy can become a meeting place where teachers can discuss shared pedagogical issues that extend beyond individual courses and programmes. Many challenges – for example, those related to assessment, digitalisation and AI – are shared across programmes. By exchanging experiences and working more collegially, we can develop solutions that strengthen the educational environment. In the longer term, this may also help to highlight pedagogical development work as a central part of the university’s activities.

Who are you, and where do you mainly teach?

I am a Lecturer in migration and health, with a particular focus on public health in disaster settings. My appointment was at the Department of Women’s and Children’s Health. I am now formally retired, but continue to teach on the international Master’s programmes Global Health and International Humanitarian Action (NOHA).

Do you have any particular pedagogical interests?

I always relate my teaching to real-world events, sometimes through case studies. This is appreciated by students, as it helps them better understand how research findings and guidelines are applied in practice. I base my teaching on two questions that consistently engage students: Why should we focus on women, children and other so-called vulnerable groups? And what does it mean to work as a humanitarian aid worker?

What does this appointment mean to you?

It is a confirmation that I have worked in the right way and succeeded in reaching my students. It has also opened doors to opportunities such as acting as a mentor for junior colleagues and offering advice on pedagogical strategies, among other things. These opportunities have motivated me to continue working and contributing as a teacher at Uppsala University for 40 years.

What are your hopes for the Pedagogical Academy and the work ahead?

It is always valuable to meet others with an interest in pedagogy, in order to exchange experiences and learn from one another.

Who are you, and where do you mainly teach?
In my role as a Senior Lecturer, I find energy in contributing to the development of colleagues (both teachers and students) and of educational activities more broadly. I mainly teach on the Biomedicine Programme, but I am also involved in teaching on the Physiotherapy Programme, the Specialist Nursing Programme, and the Medicine Programme. Most of my teaching is within my research field, preclinical pain research.

Do you have any particular pedagogical interests?
As I am genuinely interested in processes and holistic perspectives, I particularly enjoy work that involves developing and ensuring progression in skills-related learning outcomes, such as scientific writing, or building and further developing mentorship networks.

What has being appointed a Distinguished University Teacher meant to you?

The appointment gave me the opportunity to take part in the working group that developed the proposal which later became the Pedagogical Academy. This work was highly stimulating. How can we increase incentives to invest in teaching and learning? Which incentives are most meaningful for teachers? How can the disciplinary domain demonstrate, both internally and externally, that excellence in teaching is a clear priority? Several of these questions are also central to the development of assessment criteria for peer review of pedagogical merits in promotion and recruitment processes, another area that currently interests me greatly.

What are your hopes for the Pedagogical Academy and the work ahead?
My hope is that the Pedagogical Academy will become a forum for rewarding discussions, a springboard to national and international networks in higher education pedagogy, and a consultative body that supports pedagogical development within the disciplinary domain and the university as a whole.

Who are you, and where do you mainly teach?

I have my roots in Skellefteå and previously worked as a clinical pharmacist here at Uppsala University Hospital. I am based in the Department of Pharmacy and teach in clinical pharmacy and pharmacotherapy, primarily in the Master’s Programme in Clinical Pharmacy, but also in the Master of Science and Bachelor of Science Programmes in Pharmacy.

Do you have any particular pedagogical interests?

I find the meeting between theory and clinical practice particularly engaging. Supporting students in developing their initially black‑and‑white theoretical understanding into a more nuanced, grey‑scale perspective when faced with real‑world practice, and providing them with tools to recognise when clinical practice would benefit from a stronger theoretical foundation.

What has being appointed a Distinguished University Teacher meant to you?

It is an acknowledgement that long‑term engagement in education and pedagogy is valued at the University.

What are your hopes for the Pedagogical Academy and the work ahead?

It is positive to have a platform for learning from one another across disciplinary boundaries. I hope that the engagement within the Academy will be evident at the departments, and that all distinguished university teachers are seen as valuable sounding boards in their home environments.

Who are you, and where do you mainly teach?
I am a Lecturer and teach within professional development, mainly on the Medicine Programme. This is a broad subject area that includes teaching in communication and consultation skills, physical examination skills, public health, ethics and law, professional identity formation, leadership, medical humanities, and scientific thinking.

Do you have any particular pedagogical interests?
I have a strong interest in experiential learning. One example from the Medicine Programme is the use of exercises drawn from improvisational theatre to develop skills that are relevant for physicians. By downplaying the clinical context in these exercises, we are able to focus more clearly on the specific skills being practised, without students worrying about whether what is being said is medically correct or not. We then reintroduce the clinical context through subsequent reflections, which are often very deep and insightful.

What has being appointed a Distinguished University Teacher meant to you?

The appointment was very gratifying and has led me to take on greater responsibility for the development of other teachers – something I very much enjoy.

What are your hopes for the Pedagogical Academy and the work ahead?
I hope it will serve as a forum for dialogue and pedagogical development, as well as a way of ensuring that pedagogical perspectives are included and emphasised in other contexts, such as recruitment processes.

Who are you, and where do you mainly teach?

A teacher who seeks to create good conditions for lasting learning about everything from anatomy to molecular medicine. I am primarily responsible for courses in which we teach programme students from all three of the university’s disciplinary domains about the structure and function of the human body.

Do you have any particular pedagogical interests?

Guiding and encouraging students to use effective learning strategies, even when these go against their intuitive sense of how learning works. This may include strategies such as interleaving, retrieval practice and spaced repetition, which we have introduced in our courses with very positive results.

What has being appointed a Distinguished University Teacher meant to you?

It is difficult to point to any single concrete effect, but I see the appointment as a valuable recognition of the pedagogical development work that my department has given me scope to pursue over a long period of time.

What are your hopes for the Pedagogical Academy and the work ahead?

That it will establish a platform for regular exchange of experiences and ideas about learning, something that may previously not have fully existed across the entire spectrum of the disciplinary domain’s different parts.

Who are you and where do you mainly teach?

I grew up in Denmark but have lived and worked in Sweden for over 25 years. I am a Senior Consultant in gastroenterology at Uppsala University Hospital and a Professor in the field at the Department of Medical Sciences.

I teach on the Medicine Programme, supervise doctoral students, and provide training on continuing education courses in endoscopic examinations of the gastrointestinal tract.

Do you have any particular pedagogical interests?

Supervision and feedback in various contexts – for medical students, doctoral students, and during continuing education. I have also worked extensively with simulation courses and interprofessional learning.

What has being appointed a Distinguished University Teacher meant to you?

I am both pleased and proud of the appointment. It feels very positive that the University recognises and values the development of teaching. I also look forward to being part of the Pedagogical Academy at the Disciplinary Domain of Medicine and Pharmacy and contributing to its ongoing educational work.

What are your hopes for the Pedagogical Academy and the work ahead?

I hope the Pedagogical Academy can help create new and inspiring teaching activities. I also hope we can engage even more physicians and healthcare professionals, both in hospitals and primary care, in the work of developing and improving teaching.

Who are you and where do you mainly teach?

I am a Professor in cell physiology at the Department of Medical Cell Biology, with research interests in hormone secretion and diabetes. In education, I am responsible for approximately 60 doctoral courses at Medfarm and lead a large cell biology course in the first term of the Medicine Programme. I primarily teach cell biology and endocrinology and supervise doctoral students.

Do you have any particular pedagogical interests?

Doctoral studies.

What has being appointed a Distinguished University Teacher meant to you?

It represents recognition for my commitment to undergraduate and doctoral education, both personally and for my department.

What are your hopes for the Pedagogical Academy and the work ahead?

The Academy is new to me, but I have collaborated with PRåM. I hope it becomes a resource that is relevant and accessible for our teachers, especially the younger ones. Beyond that, I look forward to inspiration and pedagogical exchange across disciplinary boundaries.

Who are you, and where do you mainly teach?

The paediatrics course on the Medicine Programme.

Do you have any particular pedagogical interests?

Absolutely. These days, primarily how to address the problem that students study for the exam, while we want them to study in a way that ensures knowledge is retained over time.

What has being appointed a Distinguished University Teacher meant to you?

A bit more recognition, a bit more money, a few more assignments.

What are your hopes for the Pedagogical Academy and the work ahead?

A sounding board. Good invited teachers. Good seminars.

Who are you and where do you mainly teach?

I am a Senior Lecturer in organic pharmaceutical chemistry and also hold a docent title in pharmaceutical chemistry. I work at the Department of Medicinal Chemistry and currently teach mainly on the Master of Science Programme in Pharmacy, but I am also involved in courses on the Bachelor of Science Programme in Pharmacy and Biomedicine Programme.

Do you have any particular pedagogical interests?

Not a single specific area, but I enjoy teaching and am passionate about my subject. I work to engage students and create conditions for their learning at various levels.

What has being appointed a Distinguished University Teacher meant to you?

It is a confirmation that my teaching methods are effective and that I reach students, doctoral students, and colleagues alike.

What are your hopes for the Pedagogical Academy and the work ahead?

Personally, I look forward to participating in pedagogical discussions and contexts. It is through interaction with other educators that I find inspiration, affirmation, and the courage to try new approaches. On a broader level, I believe the Pedagogical Academy can play a role in highlighting the importance of pedagogy, promoting innovation, and supporting university teachers.