scholarly journals Use of neuroimaging to measure neurocognitive engagement in health professions education: a scoping review

2022 ◽  
Vol 27 (1) ◽  
Author(s):  
Serkan Toy ◽  
Dana D Huh ◽  
Joshua Materi ◽  
Julie Nanavati ◽  
Deborah A. Schwengel
Keyword(s):  
Scoping Review ◽  
Health Professions ◽  
Health Professions Education

scholarly journals Exploring the cost of eLearning within the field of health professions education: key findings from a Systematic Scoping Review (Preprint)

2019 ◽  
Author(s):  
Edward Meinert ◽  
Scott Reeves ◽  
Jesse Eerens ◽  
Christina Banks ◽  
Stephen Maloney ◽  
...  
Keyword(s):  
Scoping Review ◽  
Health Professions ◽  
Health Professions Education ◽  
Sufficient Evidence ◽  
Cost Calculation ◽  
Publication Date ◽  
Face To Face ◽  
Mesh Terms ◽  
Face To Face Instruction ◽  
The Impact

BACKGROUND Existing research on the costs of delivering courses online courses is limited. The way in which these learning platforms compare in cost to face-to-face learning is also poorly understood. This lack of data has made it difficult to evaluate whether the investments spent by organisations on online learning are effective in comparison to face-to-face instruction. OBJECTIVE The key aim of this scoping literature review is to better understand the state of evidence about whether eLearning demonstrates cost advantages over face-to-face instruction and report the results of a research question centred on: What data exists to define cost calculations related to eLearning? Specifically, we investigate the extent to which the literature can provide details for calculation of the costs for eLearning design, development, and delivery. METHODS Scoping review using a search strategy of MeSH terms and related keywords centred on eLearning and cost calculation with a population scope of health professionals in all countries. The search was limited to English language studies. No restriction was placed on literature publication date. RESULTS In total, 7344 articles were returned from the original search of the literature. Of these, 232 were relevant to associated keywords or abstract references to cost following screening. Full-text review resulted in 168 studies being excluded, with 42 studies providing data and analysis of the impact of cost and value in health professions education. A further 22 studies provided details of costing approaches for the production and delivery of eLearning. CONCLUSIONS There is an emerging body of studies capturing costs in eLearning. However, costs in these studies were collected inconsistently and in relation to a wide variety of factors or had an alternate study-related focus. Although there is a perception that eLearning is more cost-effective than face-to-face instruction, there is not yet sufficient evidence to assert this conclusively. A rigorous, repeatable and data capture method is needed, in addition to a means to leverage existing economic evaluation methods that can then test whether eLearning cost-effectiveness and how to implement with cost benefits and advantages over traditional instruction. CLINICALTRIAL N/A

scholarly journals Microlearning in Health Professions Education: Scoping Review

10.2196/13997 ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. e13997 ◽  
Author(s):  
Jennie Chang De Gagne ◽  
Hyeyoung Kate Park ◽  
Katherine Hall ◽  
Amanda Woodward ◽  
Sandra Yamane ◽  
...  
Keyword(s):  
Scoping Review ◽  
Health Professions ◽  
Health Professions Education

scholarly journals The ubiquity of uncertainty: a scoping review on how undergraduate health professions’ students engage with uncertainty

2021 ◽  
Author(s):  
Jenny Moffett ◽  
Jennifer Hammond ◽  
Paul Murphy ◽  
Teresa Pawlikowska
Keyword(s):  
Scoping Review ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Social Research ◽  
Health Professions ◽  
Evidence Base ◽  
Health Professions Education ◽  
Learning Approaches ◽  
Related Factors ◽  
Case Presentations

AbstractAlthough the evidence base around uncertainty and education has expanded in recent years, a lack of clarity around conceptual terms and a heterogeneity of study designs means that this landscape remains indistinct. This scoping review explores how undergraduate health professions' students learn to engage with uncertainty related to their academic practice. To our knowledge, this is the first scoping review which examines teaching and learning related to uncertainty across multiple health professions. The scoping review is underpinned by the five-stage framework of (Arksey and O'Malley in Scoping studies: Towards a methodological framework International Journal of Social Research Methodology 8(1) 19-32, 2005). We searched MEDLINE, Embase, PsychINFO, ISI Web of Science, and CINAHL and hand-searched selected health professions’ education journals. The search strategy yielded a total of 5,017 articles, of which 97 were included in the final review. Four major themes were identified: “Learners’ interactions with uncertainty”; “Factors that influence learner experiences”; “Educational outcomes”; and, “Teaching and learning approaches”. Our findings highlight that uncertainty is a ubiquitous concern in health professions’ education, with students experiencing different forms of uncertainty at many stages of their training. These experiences are influenced by both individual and system-related factors. Formal teaching strategies that directly support learning around uncertainty were infrequent, and included arts-based teaching, and clinical case presentations. Students also met with uncertainty indirectly through problem-based learning, clinical teaching, humanities teaching, simulation, team-based learning, small group learning, tactical games, online discussion of anatomy topics, and virtual patients. Reflection and reflective practice are also mentioned as strategies within the literature.

scholarly journals Virtue and Care Ethics & Humanism in Medical Education: A Scoping Review

2021 ◽  
Author(s):  
David J. Doukas ◽  
David T. Ozar ◽  
Martina Darragh ◽  
Janet M. de Groot ◽  
Brian S. Carter ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Virtue Ethics ◽  
Scoping Review ◽  
Care Ethics ◽  
Health Professions ◽  
Health Professions Education ◽  
Exclusion Criteria ◽  
Health Ethics ◽  
English Articles

Abstract PURPOSE:This scoping review explores how virtue and care ethics are incorporated into health professions education and how these factors may relate to the development of humanistic patient care.METHOD:Our team identified citations in the literature emphasizing virtue ethics and care ethics (in PubMed, NLM Catalog, WorldCat, EthicsShare, EthxWeb, Globethics.net, Philosopher’s Index, and ProQuest Central) lending themselves to constructs of humanism curricula. Our exclusion criteria consisted of non-English articles, those not addressing virtue and care ethics and humanism in medical pedagogy, and those not addressing aspects of character in health ethics. We examined in a stepwise fashion whether citations: 1) Contained definitions of virtue and care ethics; 2) Implemented virtue and care ethics in health care curricula; and 3) Evidenced patient-directed caregiver humanism.RESULTS: 811 citations were identified, 88 intensively reviewed, and the final 25 analyzed in-depth. We identified multiple key themes with relevant metaphors associated with virtue/care ethics, curricula, and humanism education.CONCLUSIONS:This research sought to better understand how virtue and care ethics can potentially promote humanism and identified themes that facilitate and impede this mission.

scholarly journals Exploring the cost of eLearning within the field of health professions education: Scoping Review (Preprint)

10.2196/13681 ◽  
2019 ◽  
Author(s):  
Edward Meinert ◽  
Scott Reeves ◽  
Jesse Eerens ◽  
Christina Banks ◽  
Stephen Maloney ◽  
...  
Keyword(s):  
Scoping Review ◽  
Health Professions ◽  
Health Professions Education ◽  
The Cost

scholarly journals Evaluating Usability in Blended Learning Programs Within Health Professions Education: a Scoping Review

2021 ◽  
Author(s):  
Anish K. Arora ◽  
Charo Rodriguez ◽  
Tamara Carver ◽  
Matthew Hacker Teper ◽  
Laura Rojas-Rozo ◽  
...  
Keyword(s):  
Blended Learning ◽  
Scoping Review ◽  
Health Professions ◽  
Health Professions Education ◽  
Learning Programs

scholarly journals Health Humanities Curriculum and Evaluation in Health Professions Education: A Scoping Review

2021 ◽  
Author(s):  
Sandra E Carr ◽  
Farah Noya ◽  
Brid Phillips ◽  
Anna Harris ◽  
Karen Scott ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Scoping Review ◽  
Teaching And Learning ◽  
Ad Hoc ◽  
Health Professions ◽  
Health Professions Education ◽  
Evaluation Framework ◽  
Learning Goals ◽  
Health Humanities ◽  
Self Reflection

Abstract Background:The articulation of learning goals, processes and outcomes related to health humanities teaching currently lacks comparability of curricula and outcomes, and requires synthesis to provide a basis for developing a curriculum and evaluation framework for health humanities teaching and learning. This scoping review sought to answer, how, and why the health humanities are used in health professions education. It also sought to explore how health humanities curricula are evaluated and whether the programme evaluation aligns with the desired learning outcomes. Methods:A focused scoping review of qualitative and mixed-methods studies that included the influence of integrated health humanities curricula in pre-registration health professions education with programme evaluate of outcomes was completed. Studies of students not enrolled in a pre-registration course, with only ad-hoc health humanities learning experiences that were not assessed or evaluated were excluded. Four databases were searched (CINAHL), (ERIC), PubMed, and Medline.Results:The search over a 5 year period, identified 8,621 publications. Title and abstract screening, followed by full-text screening, resulted in 24 articles selected for inclusion. Learning outcomes, learning activities and evaluation data were extracted from each included publication. Discussion:Reported health humanities curricula focused on developing students’ capacity for perspective, reflexivity, self- reflection and person-centred approaches to communication. However the learning outcomes were not consistently described, identifying a limited capacity to compare health humanities curricula across programmes. A set of clearly stated generic capabilities or outcomes from learning in health humanities would be a helpful next step for benchmarking, clarification and comparison of evaluation strategy.

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