scholarly journals Health Humanities curriculum and evaluation in health professions education: a scoping review

2021 ◽  
Vol 21 (1) ◽  
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 8621 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.

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.

scholarly journals Beyond empathy: a qualitative exploration of arts and humanities in pre-professional (baccalaureate) health education

2020 ◽  
Vol 25 (5) ◽  
pp. 1203-1226
Author(s):  
Marcela Costa ◽  
Emilia Kangasjarvi ◽  
Andrea Charise
Keyword(s):  
Health Education ◽  
Narrative Analysis ◽  
Teaching And Learning ◽  
Health Professions ◽  
Health Professions Education ◽  
Structured Interviews ◽  
Health Humanities ◽  
Health Curriculum ◽  
Arts And Humanities ◽  
Health Related

AbstractFor nearly four decades, researchers have explored the integration of arts and humanities content into health professions education (HPE). However, enduring controversies regarding the purpose, efficacy, and implementation of humanities initiatives suggest that the timing and context of trainees’ exposure to such content is a key, but seldom considered, factor. To better understand the affordances of introducing humanities-based health curriculum prior to the HPE admissions gateway, we conducted a qualitative instrumental case study with participants from Canada’s first Health Humanities baccalaureate program. Fully anonymized transcripts from semi-structured interviews (n = 11) and focus groups (n = 14) underwent an open-coding procedure for thematic narrative analysis to reveal three major temporal domains of described experience (i.e., prior to, during, and following their participation in a 12-week semester-long “Introduction to Health Humanities” course). Our findings demonstrate that perceptions of arts- and humanities content in health education are generated well in advance of HPE admission. Among other findings, we define a new concept—epistemological multicompetence—to describe participants’ emergent capability to toggle between (and advocate for the role of) multiple disciplines, arts and humanities particularly, in health-related teaching and learning at the pre-professional level. Improved coordination of baccalaureate and HPE curricula may therefore enhance the development of capabilities associated with arts and humanities, including: epistemological multicompetence, aesthetic sensibility, and other sought-after qualities in HPE candidates. In conclusion, attending to the pre-professional admissions gateway presents a new, capabilities-driven approach to enhancing both the implementation and critical understanding of arts and humanities’ purpose, role, and effects across the “life course” of 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 Problems In HOTS Application: A Study of Teacher’s Reflection and Decision Making

JET ADI BUANA ◽  
2021 ◽  
Vol 6 (02) ◽  
pp. 163-170
Author(s):  
Intan Riza Aprilya ◽  
Muhammad Saifuddin
Keyword(s):  
Decision Making ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skill ◽  
Teaching Activities ◽  
Self Reflection ◽  
Qualitative Research Design ◽  
Critical Problems

Higher Order Thinking Skill (HOTS) is a demanded strategy to be applied in any teaching activities, including English teaching and learning process. This HOTS application offers attainable learning outcomes to the teachers when conducting teaching activities. Teachers are able to see how far students can learn based on cognitive, affective, and psychomotor aspect. However, there were problems which teachers found and challenged them to encounter the problems to keep the implementation of HOTS successful. This research was carried out to figure out teacher’s self-reflection on problems found and to determine decisions how to encounter them. In line to the research purpose, a qualitative research design was applied within interview and questionnaire. Furthermore, based on teacher’s reflection, it was revealed that during learning activities the students acted unmotivated and lack of confidence; they lacked English interest; and HOTs was not applied properly based on its stages. Then, decision making was established in terms of teaching strategies and lesson planning. In conclusion, despite the importance of creating HOTS to invite students to be creative and critical, problems still remained. Thus, self-reflection did assist teacher to analyze and figure out what teaching weaknesses are and imply to the HOTS application to improve teaching and learning process.

scholarly journals An Instructor Learning Analytics Implementation Model

2017 ◽  
Vol 21 (3) ◽  
Author(s):  
Holly McKee
Keyword(s):  
Learning Outcomes ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Research Problem ◽  
Self Reflection ◽  
Implementation Model ◽  
Design And Development Research ◽  
Pedagogical Intent ◽  
And Performance ◽  
Support Students

With the widespread use of learning analytics tools, there is a need to explore how these technologies can be used to enhance teaching and learning. Little research has been conducted on what human processes are necessary to facilitate meaningful adoption of learning analytics. The research problem is that there is a lack of evidence-based guidance on how instructors can effectively implement learning analytics to support students with the purpose of improving learning outcomes. The goal was to develop and validate a model to guide instructors in the implementation of learning analytics tools. Using design and development research methods, an implementation model was constructed and validated internally. Themes emerged falling into the categories of adoption and caution with six themes falling under adoption including: LA as evidence, reaching out, frequency, early identification/intervention, self-reflection, and align LA with pedagogical intent and three themes falling under the category of caution including: skepticism, fear of overdependence, and question of usefulness.  The model should enhance instructors’ use of learning analytics by enabling them to better take advantage of available technologies to support teaching and learning in online and blended learning environments. Researchers can further validate the model by studying its usability (i.e., usefulness, effectiveness, efficiency, and learnability), as well as, how instructors’ use of this model to implement learning analytics in their courses affects retention, persistence, and performance.

scholarly journals Leveraging Machine Learning to Understand how Emotions Influence Equity Related Education (Preprint)

2021 ◽  
Author(s):  
Javeed Sukhera ◽  
Syed Hasan Ahmed
Keyword(s):  
Machine Learning ◽  
Social Media ◽  
General Population ◽  
Language Processing ◽  
Health Professionals ◽  
Teaching And Learning ◽  
Social Issues ◽  
Health Professions ◽  
Health Professions Education ◽  
Media Discourse

BACKGROUND Teaching and learning about topics such as bias is challenging due to the emotional nature of bias-related discourse. However, emotions can be challenging to study in health professions education for numerous reasons. With the emergence of Machine Learning (ML) and Natural Language Processing (NLP), sentiment analysis (SA) has potential to bridge the gap. OBJECTIVE To improve our understanding of the role of emotions in bias related discourse, we developed and conducted a SA of bias related discourse among health professionals. METHODS We conducted a 2-stage quasi experimental study. First, we developed a SA (algorithm) within an existing archive of interviews with health professionals about bias. SA refers to a mechanism of analysis that evaluates the sentiment of textual data by assigning scores to textual components and calculating and assigning a sentiment value to the text. Next, we applied our SA algorithm to an archive of social media discourse on Twitter that contained equity related hashtags to compare sentiment among health professionals and the general population. RESULTS When tested on the initial archive, our SA algorithm was highly accurate compared to human scoring of sentiment. An analysis of bias-related social media discourse demonstrated that health professionals were less neutral than the general population when discussing social issues on professionally associated accounts, suggesting that health professionals attach more sentiment to their posts on Twitter than seen in the general population. CONCLUSIONS The finding that health professionals are more likely to show and convey emotions regarding equity related issues on social media has implications for teaching and learning about sensitive topics related in health professions education. Such emotions must therefore be considered in the design, delivery, and evaluation of equity and bias related education. CLINICALTRIAL Not applicable

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

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