scholarly journals Integrating Wikipedia editing into health professions education: a curricular inventory and review of the literature

2020 ◽  
Vol 9 (6) ◽  
pp. 333-342
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 ◽  
Health Professions ◽  
Educational Interventions ◽  
Health Professions Education ◽  
Teaching Resources ◽  
Course Content ◽  
Assessment Of Student Learning ◽  
Curricular Materials

Abstract Introduction Wikipedia 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 literature review and curricular inventory of Wikipedia educational initiatives provides an overview of current approaches and identifies directions for future initiatives and research. Methods Five databases were searched for articles describing educational interventions to train health professional students to edit Wikipedia. Course dashboards, maintained by Wiki Education (Wiki Edu), 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. Results Six articles and 27 dashboards reported courses offered between 2015 and 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 on assessment of student learning were available. Discussion A small but growing number of schools are training health professions education students to improve Wikipedia’s medical content. Course details are available on Wiki Edu dashboards and, to a lesser extent, in peer-reviewed publications. While more needs to be done in conducting and sharing assessment of student learning, 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 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 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.

scholarly journals Using Indirect vs. Direct Measures in the Summative Assessment of Student Learning in Higher Education

2016 ◽  
Vol 16 (4) ◽  
pp. 75-91 ◽  
Author(s):  
Christine Luce ◽  
Jean P Kirnan
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Undergraduate Students ◽  
Indirect Method ◽  
Direct Method ◽  
Perceived Knowledge ◽  
Indirect Measure ◽  
Course Content ◽  
Course Grades ◽  
Assessment Of Student Learning

Contradictory results have been reported regarding the accuracy of various methods used to assess student learning in higher education. The current study examined student learning outcomes across a multi-section and multi-instructor psychology research course with both indirect and direct assessments in a sample of 67 undergraduate students. The indirect method measured student perceived knowledge and abilities on course topics, while the direct method measured actual knowledge where students answered test questions or solved problems reflecting course content. Both measures independently demonstrated increases from pretest to posttest; however the indirect measure did not correlate with final course grades. Results also showed respondents scoring lower on the direct measure were overconfident (as measured by indirect score) in their perceived knowledge and ability, the Dunning-Kruger Effect. Based on our findings, we concluded that the indirect method was not an accurate measure of student learning, but may have benefits as an instructional tool.

scholarly journals Strategies for Flipped Learning in the Health Professions Education in South Korea and Their Effects: A Systematic Review

2020 ◽  
Vol 11 (1) ◽  
pp. 9
Author(s):  
Jung Hee Park ◽  
Woo Sok Han ◽  
Jinkyung Kim ◽  
Hyunjung Lee
Keyword(s):  
Nursing Students ◽  
Information Service ◽  
Health Professions ◽  
Health Professions Education ◽  
Flipped Learning ◽  
Inclusion Criteria ◽  
Learning Abilities ◽  
Post Class ◽  
Overall Evaluation ◽  
Thinking Disposition

This study aims to identify and synthesize recent literature on the effect and strategies of flipped learning in the health professions education. Participant–intervention-comparator-outcome (PICO) strategies were used to identify articles from published peer-reviewed papers from January 2017 to March 2020 in Korea Med, Korean Citation Index, National Digital Science Library, and Korean Studies Information Service System. Of the 83 screened articles, 10 published articles met all the inclusion criteria. Most of articles targeted nursing students and focused on practicum classes. The effects of flipped learning were measured based on satisfaction, self-motivated learning, information literacy, and critical thinking disposition. Further, pre-class, in-class, and post-class activities were analyzed. The findings revealed that flipped learning improved class performance, overall evaluation, self-motivated learning, self-efficacy, and problem-solving abilities. The study suggests implementing a tailored flipped learning design based on class characteristics and appropriate post-class activities for enhancing students’ learning abilities.

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 Shared Curricula and Competencies in One Health and Health Professions Education

2020 ◽  
Author(s):  
Roxanne J. Larsen
Keyword(s):  
One Health ◽  
Core Competencies ◽  
Gross Anatomy ◽  
Health Professions ◽  
Zoonotic Diseases ◽  
Health Professions Education ◽  
Course Content ◽  
Professional Programs ◽  
Interdisciplinary Practice ◽  
Practice Of Medicine

Abstract Globally, health professions education programs have similar course content and expectations for learners. One Health core competencies are shared by many health professions accreditation bodies. These competencies provide a framework which can guide professional programs in a world with emerging zoonotic diseases, a growing interface between humans and animals, and ongoing impacts from climate change. By focusing on shared outcomes, we can better prepare our learners for a more interdisciplinary practice of medicine and science. Fundamental courses, like gross anatomy, can be a uniting thread. A general overview of anatomy courses in medical and veterinary programs is provided.

A Multifaceted Systems Approach to Addressing Stress Within Health Professions Education and Beyond

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Darla Spence Coffey ◽  
◽  
Kathrin Elliot ◽  
Elizabeth Goldblatt ◽  
Catherine Grus ◽  
...  
Keyword(s):  
Systems Approach ◽  
Health Professions ◽  
Health Professions Education
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