A Line of Defence: Using Stories in Healthcare Education

2017 ◽  
Vol 27 (4) ◽  
pp. 805-814 ◽  
Author(s):  
Nancy El-Farargy ◽  
Gill Walker
Keyword(s):  
Healthcare Education

Building pathways to healthcare education with Indigenous youth: An integrative approach

2021 ◽  
Author(s):  
Natalie Sloof ◽  
Tyler Blue ◽  
Brenna Hansen ◽  
Layla Amer Ali ◽  
George Kim
Keyword(s):  
Integrative Approach ◽  
Healthcare Education ◽  
Indigenous Youth

scholarly journals Formative peer assessment in higher healthcare education programmes: a scoping review

BMJ Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. e045345
Author(s):  
Marie Stenberg ◽  
Elisabeth Mangrio ◽  
Mariette Bengtsson ◽  
Elisabeth Carlson
Keyword(s):  
Education Research ◽  
Scoping Review ◽  
Critical Appraisal ◽  
Peer Assessment ◽  
Grey Literature ◽  
Research Centre ◽  
Healthcare Education ◽  
Eligibility Criteria ◽  
Constructive Feedback ◽  
Pertinent Data

ObjectivesFormative peer assessment focuses on learning and development of the student learning process. This implies that students are taking responsibility for assessing the work of their peers by giving and receiving feedback to each other. The aim was to compile research about formative peer assessment presented in higher healthcare education, focusing on the rationale, the interventions, the experiences of students and teachers and the outcomes of formative assessment interventions.DesignA scoping review.Data sourcesSearches were conducted until May 2019 in PubMed, Cumulative Index to Nursing and Allied Health Literature, Education Research Complete and Education Research Centre. Grey literature was searched in Library Search, Google Scholar and Science Direct.Eligibility criteriaStudies addressing formative peer assessment in higher education, focusing on medicine, nursing, midwifery, dentistry, physical or occupational therapy and radiology published in peer-reviewed articles or in grey literature.Data extractions and synthesisOut of 1452 studies, 37 met the inclusion criteria and were critically appraised using relevant Critical Appraisal Skills Programme, Joanna Briggs Institute and Mixed Methods Appraisal Tool tools. The pertinent data were analysed using thematic analysis.ResultThe critical appraisal resulted in 18 included studies with high and moderate quality. The rationale for using formative peer assessment relates to giving and receiving constructive feedback as a means to promote learning. The experience and outcome of formative peer assessment interventions from the perspective of students and teachers are presented within three themes: (1) organisation and structure of the formative peer assessment activities, (2) personal attributes and consequences for oneself and relationships and (3) experience and outcome of feedback and learning.ConclusionHealthcare education must consider preparing and introducing students to collaborative learning, and thus develop well-designed learning activities aligned with the learning outcomes. Since peer collaboration seems to affect students’ and teachers’ experiences of formative peer assessment, empirical investigations exploring collaboration between students are of utmost importance.

Rethinking healthcare education and training

2009 ◽  
Vol 40 (11) ◽  
pp. 11-14 ◽  
Author(s):  
Theresa A. Wurmser ◽  
Jane Bliss-Holtz ◽  
Christine Hedges
Keyword(s):  
Education And Training ◽  
Healthcare Education ◽  
And Training

Curtains up! Using forum theatre to rehearse the art of communication in healthcare education

2012 ◽  
Vol 12 (3) ◽  
pp. 139-142 ◽  
Author(s):  
Yvonne Middlewick ◽  
Trevor J. Kettle ◽  
James J. Wilson
Keyword(s):  
Healthcare Education ◽  
Forum Theatre

scholarly journals Arts-based interventions in healthcare education

2017 ◽  
Vol 44 (1) ◽  
pp. 28-33 ◽  
Author(s):  
Magda Osman ◽  
Bella Eacott ◽  
Suzy Willson
Keyword(s):  
Evaluation Methods ◽  
Healthcare Education ◽  
Physical Methods ◽  
The Arts ◽  
Close Observation ◽  
Arts Educators ◽  
The Moment

Healthcare education institutions are increasingly including arts-based interventions in their programmes. We analysed 62 studies of arts-based interventions to understand how these interventions may be beneficial, and why providing evidence continues to be a challenge for the field.Our analysis highlighted two issues. We found that 79% of the included studies reported that their interventions were successful, but without always defining this success or how it was measured. This lack of clarity was apparent in descriptions of both what arts-based interventions aimed to do, and in descriptions of how they might do this. We also found that only 34% of studies involved a collaboration with artists or arts educators, raising questions over who had the necessary experience and specialism in the arts to design and deliver such interventions.Our analysis revealed that arts-based interventions are failing to acknowledge, and subsequently capture through assessment, the process of learning in the moment. This is particularly important because arts-based pedagogies typically use embodied, practical, physical methods, in which what is being learnt cannot be separated from the process of learning. Involving artists and arts educators throughout the process of designing and delivering these interventions may help to bring clarity over what arts-based interventions are aiming to do and how they may do this, and ensure that appropriate evaluation methods are used. We suggest that close observation with feedback, and the use of reflective portfolios are two ways of assessing the process of learning in arts-based interventions.

scholarly journals Beyond xMOOCs in Healthcare Education: Study of the Feasibility in Integrating Virtual Patient Systems and MOOC platforms

2014 ◽  
Author(s):  
Natalia Stathakarou ◽  
Nabil Zary ◽  
Andrzej A. Kononowicz
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Healthcare Education ◽  
Single Sign On ◽  
Domain Specific ◽  
Learning Standards ◽  
Technical Requirements ◽  
E Learning ◽  
Fundamental Requirement

Background: Massive Open Online Courses (MOOCs) are an emerging method of online teaching. However in the field of healthcare education their technology is not adopted yet. Reaching beyond the xMOOC type of courses in order to foster interactivity in the healthcare education requires domain specific software. Virtual Patients (VPs) have been integrated in the past with Virtual Learning Environments (VLEs) but extending MOOCs with VPs has not yet been discussed. Objective: To investigate the technical possibilities of integrating VPs with MOOCs for the purpose of discovering a pragmatic basis were the potential pedagogical benefits can be later studied. Methods: We selected OpenEdx and Open Labyrinth as examples of a MOOC platform and of a VP system. We conducted a literature review to identify technical requirements and e-learning standards apt for the integration. One fundamental requirement was prototyped and verified by use cases. Results: A Single–Sign on mechanism connecting Open Labyrinth with OpenEdx, employing the IMS LTI standard, has been successfully implemented and verified. Conclusion: We investigated the technical perspective of integrating VPs in MOOCs, aiming to set a base for future investigation on the topic. The results point out new opportunities arising from the infrastructure of MOOCs for integrating specialized software aiming to support the healthcare education.

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