scholarly journals Gamification of health professions education: a systematic review

2020 ◽  
Author(s):  
A. E. J. van Gaalen ◽  
J. Brouwer ◽  
J. Schönrock-Adema ◽  
T. Bouwkamp-Timmer ◽  
A. D. C. Jaarsma ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Empirical Studies ◽  
Health Professions ◽  
Educational Interventions ◽  
Health Professions Education ◽  
Future Research ◽  
Learning Material ◽  
Control Groups ◽  
Improved Learning ◽  
The Right

Abstract Gamification refers to using game attributes in a non-gaming context. Health professions educators increasingly turn to gamification to optimize students’ learning outcomes. However, little is known about the concept of gamification and its possible working mechanisms. This review focused on empirical evidence for the effectiveness of gamification approaches and theoretical rationales for applying the chosen game attributes. We systematically searched multiple databases, and included all empirical studies evaluating the use of game attributes in health professions education. Of 5044 articles initially identified, 44 met the inclusion criteria. Negative outcomes for using gamification were not reported. Almost all studies included assessment attributes (n = 40), mostly in combination with conflict/challenge attributes (n = 27). Eight studies revealed that this specific combination had increased the use of the learning material, sometimes leading to improved learning outcomes. A relatively small number of studies was performed to explain mechanisms underlying the use of game attributes (n = 7). Our findings suggest that it is possible to improve learning outcomes in health professions education by using gamification, especially when employing game attributes that improve learning behaviours and attitudes towards learning. However, most studies lacked well-defined control groups and did not apply and/or report theory to understand underlying processes. Future research should clarify mechanisms underlying gamified educational interventions and explore theories that could explain the effects of these interventions on learning outcomes, using well-defined control groups, in a longitudinal way. In doing so, we can build on existing theories and gain a practical and comprehensive understanding of how to select the right game elements for the right educational context and the right type of student.

scholarly journals IMPROVED LEARNING OUTCOMES OF MY FAMILY THEME WITH DEMONSTRATION LEARNING METHOD AT ELEMENTARY SCHOOL

2020 ◽  
Vol 1 (2) ◽  
pp. 146-155
Author(s):  
Sri Suwartini
Keyword(s):  
Learning Outcomes ◽  
Research Method ◽  
Learning Objectives ◽  
Learning Activities ◽  
Learning Material ◽  
Learning Achievement ◽  
Teachers And Students ◽  
Grade Ii ◽  
Improved Learning ◽  
The Right

This research is motivated by learning activities that occur in individuals who are complex behavior, because it is not only related to interactions between teachers and students, but also related to other learning components that support each other. To achieve the learning objectives, then the right method is needed in delivering learning material. The method applied by the teacher must be able to stimulate students to be active in learning activities. The problem examined in this study is how to improve learning achievement on the theme "My Family" with the Demonstarsi method in class II students of SDN 2 Ngandong ,gantiwarno, Klaten The discussion of the description of this research is how the teacher increases the students' ability to carry out demonstrations. The research method used was action research by determining the steps: planning, implementing, collecting data, and reflecting on each step using two cycles. The results of the study from the first cycle only 81.57% or 16 students who scored above the KKM while 18.43% or 5 students got grades below the KKM. Because it has not yet reached the KKM, the researchers proceed to cycle II. In cycle 2 there was a significant increase in which 89.47% of students had mastered the competencies that had been set. Out of the 21 students, 19 students have met the specified KKM. From the results of the implementation of the first cycle and second cycle, it can be concluded that using the demonstration method can improve the learning achievement of the theme "My Family" grade II students at SDN 2 Ngandong ,Gantiwarno, Klaten.

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.

Online And Offline Learning ComparisonIn The New Normal Era

2021 ◽  
Vol 2 (2) ◽  
pp. 449-455
Author(s):  
V.H. Valentino ◽  
Heri Satria Setiawan ◽  
Muhammad Tri Habibie ◽  
Retna Ningsih ◽  
Dona Katrina ◽  
...  
Keyword(s):  
Literature Review ◽  
Future Research ◽  
Online Media ◽  
Learning Material ◽  
New Normal ◽  
Offline Learning ◽  
Normal Period ◽  
Common Interests ◽  
The Right

There are many learning media during the Covid 19 pandemic, some use online media and offline media, online media are also of many kinds, some are in the form of videos, pictures or writing, but there are also many learning media that combine all learning media, examples are online media youtube, with youtube media students will be able to view learning material repeatedly because videos can be downloaded. The method used in research is to use the literature review method, a method that can help in this study because it can find new problems in future research. The problem raised in this research is wanting to know the right media and making comparisons of online and offline media during the new normal period after the COVID-19 pandemic. This research produces data that can prove that the right media is in the new normal period, this is done to common interests and the nation.

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 Integrating Wikipedia editing into health professions education: A curricular inventory and review of the literature

2020 ◽  
Author(s):  
Lauren A. Maggio ◽  
John M. Willinsky ◽  
Joseph A. Costello ◽  
Nadine A. Skinner ◽  
Paolo C. Martin ◽  
...  
Keyword(s):  
Nursing Students ◽  
Student Learning ◽  
Medical Information ◽  
Student Evaluation ◽  
Health Professions ◽  
Educational Interventions ◽  
Health Professions Education ◽  
Teaching Resources ◽  
Course Content ◽  
Assessment Of Student Learning

AbstractIntroductionWikipedia is an online encyclopedia read by millions seeking medical information. To provide health professions students with skills to critically assess, edit, and improve Wikipedia’s medical content, a skillset aligned with evidence-based medicine (EBM), Wikipedia courses have been integrated into health professions schools’ curriculum. This study describes a literature review and curricular inventory of Wikipedia educational initiatives to provide an overview of current approaches and identify directions for future initiatives and research.MethodsFive databases were searched for articles describing educational interventions to train health professional students to edit Wikipedia. Course dashboards, maintained by Wiki Education (WikiEdu), were searched for curricular materials. From these sources, key details were extracted and synthesized, including student and instructor type, course content, educational methods, and student outcomes.ResultsSix articles and 27 dashboards reported on courses offered between 2015-2019. Courses were predominantly offered to medical and nursing students. Instructors delivered content via videos, live lectures, and online interactive modules. Course content included logistics of Wikipedia editing, EBM skills, and health literacy. All courses included assignments requiring students to edit Wikipedia independently or in groups. Limited details of student evaluation were available.DiscussionA small but growing number of schools are training HPE students to improve Wikipedia’s medical content. Course details are available on WikiEdu dashboards and, to a lesser extent, in peer-reviewed publications. There is limited evidence of the initiatives’ impacts on student learning, however, integrating Wikipedia into health professions education has potential to facilitate learning of EBM and communication skills, improve Wikipedia’s online content, and engage students with an autonomous environment while learning. Future considerations should include a thorough assessment of student learning and practices, a final review of student edits to ensure they follow Wikipedia’s Guidelines and are written in clear language, and improved sharing of teaching resources by instructors.

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.

scholarly journals The effectiveness of the Peyton’s 4-step teaching approach on skill acquisition of procedures in health professions education: A systematic review and meta-analysis with integrated meta-regression

PeerJ ◽  
2020 ◽  
Vol 8 ◽  
pp. e10129
Author(s):  
Katia Giacomino ◽  
Rahel Caliesch ◽  
Karl Martin Sattelmayer
Keyword(s):  
Skill Acquisition ◽  
Meta Analysis ◽  
Health Professions ◽  
Educational Interventions ◽  
Health Professions Education ◽  
Teaching Approach ◽  
Procedural Skills ◽  
Moderator Variable ◽  
Meta Regression ◽  
And Performance

Background Acquisition of procedures is an important element in health professions education. Traditionally procedures are taught using a “see one - do one” approach. That is a teacher demonstrates and describes a procedure and afterwards the students practice the procedure. A more recent teaching approach for the acquisition of procedural skills was presented by Walker and Peyton. Peyton’s teaching approach is a stepwise teaching approach and consists of the following four steps: demonstration, deconstruction, comprehension and performance. The aims of this study were (i) to systematically evaluate the effectiveness of Peyton’s 4–step teaching approach on the acquisition of procedural skills in health professions education and (ii) to evaluate whether studies with fewer students per teacher showed a larger between group difference than studies with more students per teacher. Methods We searched in Medline, PsycInfo, Embase and ERIC for eligible studies. Records were screened by two independent reviewers. A random effects meta-analysis was performed to evaluate skill acquisition and time needed to perform the procedures at post-acquisition and retention tests. A meta-regression was used to explore the effect of the number of students per teacher on the estimated effect of the educational interventions. Results An effect size of 0.45 SMD (95% CI [0.15; 0.75]) at post-acquisition and 0.7 SMD (95% CI [−0.09; 1.49]) at retention testing were in favour of Peyton’s teaching approach for skill acquisition. The groups using Peyton’s teaching approach needed considerably less time to perform the procedure at post-acquisition (SMD: −0.8; 95% [CI −2.13 to 1.62]) and retention (SMD: −2.65; 95% CI [−7.77 to 2.47]) testing. The effectiveness of Peyton’s teaching approach was less clear in subgroup analyses using peer teachers. Meta-regression showed that the number of students per teacher was an important moderator variable. Conclusion Peyton’s teaching approach is an effective teaching approach for skill acquisition of procedural skills in health professions education. When peer students or student tutors are used as teachers the effectiveness of Peyton’s teaching approach is less clear. Peyton’s teaching approach is more effective when small groups with few students per teacher are used.

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