scholarly journals The case for plural PBL: an analysis of dominant and marginalized perspectives in the globalization of problem-based learning

2019 ◽  
Vol 24 (5) ◽  
pp. 931-942 ◽  
Author(s):  
Janneke M. Frambach ◽  
Wagdy Talaat ◽  
Stella Wasenitz ◽  
Maria Athina Martimianakis
Keyword(s):  
Cultural Diversity ◽  
Literature Search ◽  
Problem Based Learning ◽  
Health Professions ◽  
Health Professions Education ◽  
Future Research ◽  
Political Factors ◽  
Educational Activities ◽  
The World ◽  
Global And Local

Abstract The globalization of problem-based learning (PBL) in health professions education has been both celebrated and criticized. Using a critical narrative review approach, underpinned by our archive of global PBL literature and a targeted literature search, we analyze these dominant global discourses of PBL in health professions education. More precisely, we explore what is missed when the globalization of PBL is theorized either as a positive consequence of standardization, or a problematic spread of Western educational ideals and values around the world. We make visible how two dominant global discourses, a universalist and culturalist discourse, have emerged in the global proliferation of PBL. We also discuss the limitations of the two discourses by demonstrating how they either ignore contextual and cultural diversity or see it as problematic. We then turn to a perspective that has been marginalized in the PBL literature that emphasizes the global origins of PBL, transcending the dichotomy between West and non-West. We make a case for relating to PBL as a plural construct in order to learn from the cultural and situational nuances of educational activities labeled PBL around the world. We argue that PBL as a singular and universal concept has no global future, yet versions of PBL may continue to thrive locally. Finally, we propose avenues for future research that may help elucidate the global and local values that underpin our curricula, as well as the socio-political factors that perpetuate neo-colonialist views and practices in the uptake and implementation of PBL approaches across the globe.

The application of virtual reality in health professions� digital education: a narrative review (Preprint)

2018 ◽  
Author(s):  
Lorraine Tudor Car ◽  
Bhone Myint Kyaw ◽  
Josip Car
Keyword(s):  
Virtual Reality ◽  
Professional Education ◽  
Health Professions ◽  
Health Professions Education ◽  
Narrative Review ◽  
Current Evidence ◽  
Future Research ◽  
Educational Content ◽  
Potential Applications

BACKGROUND Digital technology called Virtual Reality (VR) is increasingly employed in health professions’ education. Yet, based on the current evidence, its use is narrowed around a few most applications and disciplines. There is a lack of an overview that would capture the diversity of different VR applications in health professions’ education and inform its use and research. OBJECTIVE This narrative review aims to explore different potential applications of VR in health professions’ education. METHODS The narrative synthesis approach to literature review was used to analyse the existing evidence. RESULTS We outline the role of VR features such as immersion, interactivity and feedback and explain the role of VR devices. Based on the type and scope of educational content VR can represent space, individuals, objects, structures or their combination. Application of VR in medical education encompasses environmental, organ and micro level. Environmental VR focuses on training in relation to health professionals’ environment and human interactions. Organ VR educational content targets primarily human body anatomy; and micro VR microscopic structures at the level of cells, molecules and atoms. We examine how different VR features and health professional education areas match these three VR types. CONCLUSIONS We conclude by highlighting the gaps in the literature and providing suggestions for future research.

scholarly journals Creative leaps in theory: the might of abduction

2021 ◽  
Author(s):  
Mario Veen
Keyword(s):  
Health Professions ◽  
Central Place ◽  
Health Professions Education ◽  
Abductive Reasoning ◽  
The Poor ◽  
The World

AbstractThis paper argues that abductive reasoning has a central place in theorizing Health Professions Education. At the root of abduction lies a fundamental debate: How do we connect practice, which is always singular and unique, with theory, which describes the world in terms of rules, generalizations, and universals? While abduction was initially seen as the ‘poor cousin’ of deduction and induction, ultimately it has something important to tell us about the role of imagination and humility in theorizing Health Professions Education. It is that which makes theory possible, because it allows us to ask what might be the case and calls attention to the role of creative leaps in theory. Becoming aware of the abductive reasoning we already perform in our research allows us to take the role of imagination—something rarely associated with theory—seriously.

Mobile Learning in Health Professions Education

2013 ◽  
pp. 193-205 ◽  
Author(s):  
Zarrin Seema Siddiqui ◽  
Diana Renee D. Jonas-Dwyer
Keyword(s):  
Professional Development ◽  
Health Care ◽  
Mobile Learning ◽  
Health Professions ◽  
Theoretical Framework ◽  
Continuous Professional Development ◽  
Health Professions Education ◽  
Implementation Framework ◽  
Technological Advances ◽  
The World

Recent technological advances have led to the adoption of mobile learning devices throughout the world and this is reflected in the articles that were reviewed in health professions education. Several criteria were used to review the selected articles, including the target group, phase of learning (undergraduate, postgraduate, or continuous professional development), the theoretical framework used, and the reported outcomes. The majority of the studies fit into Kirkpatrick’s first level of evaluation and report learners’ views of learning experiences. A smaller number of articles incorporated changes in learners’ behaviour, but only one reported benefits to the delivery of health care. To assist educators in using mobile learning as part of their teaching, an implementation framework including infrastructure, training, and ethical elements based on the literature reviewed is provided.

A Systematic Review of Competency-Based Education Effort in the Health Professions

2017 ◽  
pp. 352-378 ◽  
Author(s):  
Wenxia Wu ◽  
Brian C. Martin ◽  
Chen Ni
Keyword(s):  
Health Professionals ◽  
Health Professions ◽  
Health Professions Education ◽  
Future Research ◽  
Quality Healthcare ◽  
Competency Based Education ◽  
Emerging Trends ◽  
Competency Based ◽  
Future Research Directions ◽  
Educational Delivery

Quality healthcare cannot be achieved without competent health professionals. Competency-based education (CBE) is an educational delivery option that may prove to be effective in meeting that need. Through a systematic literature review using content analysis techniques, this chapter explores the conceptual complexity and operational challenges of using CBE in health professions education. Drawing a picture of how competencies are defined and developed in the context of health professions education, this chapter summarizes current practices of integration, delivery, and assessment of competencies. Challenges, emerging trends, and future research directions are also identified. This review found that, unlike in medical education, there are different sets of competencies for most various healthcare disciplines and sub-disciplines and this review suggests that CBE can be a viable model that will enable health professions education to address the diverse needs of health professionals.

scholarly journals Medical students’ perceptions of play and learning: A qualitative study (Preprint)

2020 ◽  
Author(s):  
A E J Van Gaalen ◽  
A.D.C. Jaarsma ◽  
J.R. Georgiadis
Keyword(s):  
Leisure Time ◽  
Common Ground ◽  
Practical Implication ◽  
Group Discussion ◽  
Health Professions ◽  
Health Professions Education ◽  
Future Research ◽  
Game Based Learning ◽  
Health Profession Student ◽  
Profession Student

BACKGROUND In times where distance learning is becoming the norm, game-based learning (GBL) is increasingly applied to health professions education. Yet, decisions for if, when, how and for whom GBL should be designed cannot be made on a solid empirical basis. Though the act of play seems to be intertwined with GBL, it is generally ignored in current scientific literature. OBJECTIVE The objective of our study was to explore students’ perceptions of play in leisure time, and of GBL, as part of a mechanistic, bottom-up approach towards evidence-informed design and implementation of GBL in health professions education. METHODS We conducted six focus group discussion in medical and dentistry students, which were analysed using thematic analysis. RESULTS A total of 58 students participated. We identified four major themes based on the students’ perception of play in leisure time and on the combination of play and learning. Our results indicate that while play preferences were highly various in our health profession student cohort, pleasure was the common ground reported for playing. Crucially, play and the serious act of learning seemed paradoxical, indicating that the value and meaning of play is strongly context-dependent for students. CONCLUSIONS Four key points can be constructed from our study: (1) Students play for pleasure. Perceptions of pleasure vary considerably among students; (2) Students consider play as inefficient. Inefficiency will only be justified when it increases learning; (3) Play should be balanced with the serious and only be used for difficult or tedious courses; (4) Game-based learning activities should not be made compulsory for students. We provide practical implication and directions for future research. CLINICALTRIAL Ethical approval was obtained via the Netherlands Association for Medical Education (NVMO, 2019.1.11)

scholarly journals Bibliometrics: Methods for studying academic publishing

2021 ◽  
Author(s):  
Anton Ninkov ◽  
Jason R. Frank ◽  
Lauren A. Maggio
Keyword(s):  
Health Professions ◽  
Patient Data ◽  
Health Professions Education ◽  
Academic Publishing ◽  
Future Research ◽  
Research Directions ◽  
Future Studies ◽  
Future Research Directions

AbstractBibliometrics is the study of academic publishing that uses statistics to describe publishing trends and to highlight relationships between published works. Likened to epidemiology, researchers seek to answer questions about a field based on data about publications (e.g., authors, topics, funding) in the same way that an epidemiologist queries patient data to understand the health of a population. In this Eye Opener, the authors introduce bibliometrics and define its key terminology and concepts, including relational and evaluative bibliometrics. Readers are introduced to common bibliometric methods and their related strengths and weaknesses. The authors provide examples of bibliometrics applied in health professions education and propose potential future research directions. Health professions educators are consumers of bibliometric reports and can adopt its methodologies for future studies.

scholarly journals The challenge of understanding, evaluating and providing feedback on regulation during group learning

2021 ◽  
Vol 31 (1) ◽  
pp. e39294
Author(s):  
John Sandars ◽  
Dario Cecilio-Fernandes ◽  
Roghayeh Gandomkar ◽  
Rakesh Patel
Keyword(s):  
Group Learning ◽  
Health Professions ◽  
Learning Task ◽  
Health Professions Education ◽  
Practical Approach ◽  
Future Research ◽  
Practical Implementation ◽  
Individual Learner ◽  
The Individual

Learning in groups is commonly used in academic and clinical health professions education (HPE). There is growing recognition that regulation during learning is essential for both the individual learner and group learning. The authors in this article propose a practical approach for understanding, evaluating and providing feedback on regulation during group learning. The approach is informed by previous studies conducted in other areas of education. Three varieties of regulation during group learning are discussed: individual, co-regulation and shared regulation. Each variety of regulation has a focus on three essential activities during group learning: task, social and motivation. Illustrative scenarios are presented to describe how the approach can be practically used in HPE. The specific and additional focus on regulation can enhance current approaches for providing feedback on group learning and the authors discuss recommendations for practical implementation and future research.

A Systematic Review of Competency-Based Education Effort in the Health Professions

2019 ◽  
pp. 1410-1436 ◽  
Author(s):  
Wenxia Wu ◽  
Brian C. Martin ◽  
Chen Ni
Keyword(s):  
Health Professionals ◽  
Health Professions ◽  
Health Professions Education ◽  
Future Research ◽  
Quality Healthcare ◽  
Competency Based Education ◽  
Emerging Trends ◽  
Competency Based ◽  
Future Research Directions ◽  
Educational Delivery

Quality healthcare cannot be achieved without competent health professionals. Competency-based education (CBE) is an educational delivery option that may prove to be effective in meeting that need. Through a systematic literature review using content analysis techniques, this chapter explores the conceptual complexity and operational challenges of using CBE in health professions education. Drawing a picture of how competencies are defined and developed in the context of health professions education, this chapter summarizes current practices of integration, delivery, and assessment of competencies. Challenges, emerging trends, and future research directions are also identified. This review found that, unlike in medical education, there are different sets of competencies for most various healthcare disciplines and sub-disciplines and this review suggests that CBE can be a viable model that will enable health professions education to address the diverse needs of health professionals.

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