scholarly journals A Systematic Review and Qualitative Analysis to Determine Quality Indicators forHealth Professions Education Blogs and Podcasts

2015 ◽  
Vol 7 (4) ◽  
pp. 549-554 ◽  
Author(s):  
Quinten S. Paterson ◽  
Brent Thoma ◽  
W. Kenneth Milne ◽  
Michelle Lin ◽  
Teresa M. Chan
Keyword(s):  
Qualitative Analysis ◽  
Quality Indicators ◽  
Web Of Science ◽  
Low Cost ◽  
Health Professions ◽  
Health Professions Education ◽  
Learning Activities ◽  
Academic Leaders ◽  
Secondary Resources ◽  
Lack Of Information

ABSTRACT Background Historically, trainees in undergraduate and graduate health professions education have relied on secondary resources, such as textbooks and lectures, for core learning activities. Recently, blogs and podcasts have entered into mainstream usage, especially for residents and educators. These low-cost, widely available resources have many characteristics of disruptive innovations and, if they continue to improve in quality, have the potential to reinvigorate health professions education. One potential limitation of further growth in the use of these resources is the lack of information on their quality and effectiveness. Objective To identify quality indicators for secondary resources that are described in the literature, which might be applicable to blogs and podcasts. Methods Using a blended research methodology, we performed a systematic literature review using Google Scholar, MEDLINE, Embase, Web of Science, and ERIC to identify quality indicators for secondary resources. A qualitative analysis of these indicators resulted in the organization of this information into themes and subthemes. Expert focus groups were convened to triangulate these findings and ensure that no relevant quality indicators were missed. Results The literature search identified 4530 abstracts, and quality indicators were extracted from 157 articles. The qualitative analysis produced 3 themes (credibility, content, and design), 13 subthemes, and 151 quality indicators. Conclusions The list of quality indicators resulting from our analysis can be used by stakeholders, including learners, educators, academic leaders, and blog/podcast producers. Further studies are being conducted, which will refine the list into a form that is more structured and stratified for use by these stakeholders.

scholarly journals Serious Games in Health Professions Education: Review of Trends and Learning Efficacy

2019 ◽  
Vol 28 (01) ◽  
pp. 240-248 ◽  
Author(s):  
Gong Haoran ◽  
Eleni Bazakidi ◽  
Nabil Zary
Keyword(s):  
Scoping Review ◽  
Serious Games ◽  
Web Of Science ◽  
Health Professions ◽  
Research Trends ◽  
Health Professions Education ◽  
Short Term ◽  
Post Test ◽  
Learning Efficacy ◽  
Games For Health

Objectives: To provide an overview of research trends and a review regarding the learning efficacy of serious games for health professions education taking into account short-term learning outcomes. Methods: For the review of research trends, we performed the search on Web of Science from 1996 until the present. For the scoping review on learning efficacy, ERIC, Education Source, PsychINFO, Global Health, CINAHL, Web Of Science, and Medline were searched. Results: The publications trend is characterized by three phases: (i) an exploratory phase up to 2006, (ii) an early growth from 2007 to 2012, and (iii) a development phase from 2013 onwards. A total of 25 studies were identified in the scoping review. Sixteen had both pre-test and post-test, all of them showed significant improvement in learning scores after the use of serious games. Eighteen publications conducted controlled experiments, of which 14 indicated that post-test scores after serious games were significantly higher than with conventional teaching methods. The review revealed the lack of integration of affective learning with other competencies, as well as the need for serious games targeting postgraduate education. Conclusion: Serious games research remains emergent. Using serious games for health professions education seems efficacious for short-term learning. Addressing more competencies and health professionals across the education continuum is needed before generalizable definitive statements can be made.

scholarly journals Using Competency-Based Digital Open Learning Activities to Facilitate and Promote Health Professions Education (OLAmeD): A Proposal

2016 ◽  
Vol 5 (3) ◽  
pp. e143 ◽  
Author(s):  
Christos Vaitsis ◽  
Natalia Stathakarou ◽  
Linda Barman ◽  
Nabil Zary ◽  
Cormac McGrath
Keyword(s):  
Health Professions ◽  
Health Professions Education ◽  
Learning Activities ◽  
Open Learning ◽  
Competency Based

scholarly journals Graduate Programs in Health Professions Education: Preparing Academic Leaders for Future Challenges

2018 ◽  
Vol 10 (2) ◽  
pp. 119-122 ◽  
Author(s):  
Anthony R. Artino ◽  
Ronald M. Cervero ◽  
Kent J. DeZee ◽  
Eric Holmboe ◽  
Steven J. Durning
Keyword(s):  
Graduate Programs ◽  
Health Professions ◽  
Health Professions Education ◽  
Academic Leaders ◽  
Future Challenges

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

'I Teach It Because It Is the Biggest Threat to Health': Integrating a Planetary Health Perspective into Health Professions Education

2020 ◽  
Author(s):  
Gabrielle Brand ◽  
Jorja Collins ◽  
Gitanjali Bedi ◽  
James Bonnamy ◽  
Liza Barbour ◽  
...  
Keyword(s):  
Health Professions ◽  
Health Professions Education ◽  
Planetary Health

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.

scholarly journals Creative leaps in theory: the might of abduction

2021 ◽  
Author(s):  
Mario Veen
Keyword(s):  
Health Professions ◽  
Central Place ◽  
Health Professions Education ◽  
Abductive Reasoning ◽  
The Poor ◽  
The World

AbstractThis paper argues that abductive reasoning has a central place in theorizing Health Professions Education. At the root of abduction lies a fundamental debate: How do we connect practice, which is always singular and unique, with theory, which describes the world in terms of rules, generalizations, and universals? While abduction was initially seen as the ‘poor cousin’ of deduction and induction, ultimately it has something important to tell us about the role of imagination and humility in theorizing Health Professions Education. It is that which makes theory possible, because it allows us to ask what might be the case and calls attention to the role of creative leaps in theory. Becoming aware of the abductive reasoning we already perform in our research allows us to take the role of imagination—something rarely associated with theory—seriously.

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