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

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

scholarly journals Improving User Experience of Virtual Health Assistants: Scoping Review

10.2196/31737 ◽  
2021 ◽  
Vol 23 (12) ◽  
pp. e31737
Author(s):  
Rachel G Curtis ◽  
Bethany Bartel ◽  
Ty Ferguson ◽  
Henry T Blake ◽  
Celine Northcott ◽  
...  
Keyword(s):  
User Experience ◽  
Experimental Research ◽  
Scoping Review ◽  
Sufficient Evidence ◽  
Health Domains ◽  
Relational Behavior ◽  
Design Characteristics ◽  
Health Assistant ◽  
The Look ◽  
The Impact

Background Virtual assistants can be used to deliver innovative health programs that provide appealing, personalized, and convenient health advice and support at scale and low cost. Design characteristics that influence the look and feel of the virtual assistant, such as visual appearance or language features, may significantly influence users’ experience and engagement with the assistant. Objective This scoping review aims to provide an overview of the experimental research examining how design characteristics of virtual health assistants affect user experience, summarize research findings of experimental research examining how design characteristics of virtual health assistants affect user experience, and provide recommendations for the design of virtual health assistants if sufficient evidence exists. Methods We searched 5 electronic databases (Web of Science, MEDLINE, Embase, PsycINFO, and ACM Digital Library) to identify the studies that used an experimental design to compare the effects of design characteristics between 2 or more versions of an interactive virtual health assistant on user experience among adults. Data were synthesized descriptively. Health domains, design characteristics, and outcomes were categorized, and descriptive statistics were used to summarize the body of research. Results for each study were categorized as positive, negative, or no effect, and a matrix of the design characteristics and outcome categories was constructed to summarize the findings. Results The database searches identified 6879 articles after the removal of duplicates. We included 48 articles representing 45 unique studies in the review. The most common health domains were mental health and physical activity. Studies most commonly examined design characteristics in the categories of visual design or conversational style and relational behavior and assessed outcomes in the categories of personality, satisfaction, relationship, or use intention. Over half of the design characteristics were examined by only 1 study. Results suggest that empathy and relational behavior and self-disclosure are related to more positive user experience. Results also suggest that if a human-like avatar is used, realistic rendering and medical attire may potentially be related to more positive user experience; however, more research is needed to confirm this. Conclusions There is a growing body of scientific evidence examining the impact of virtual health assistants’ design characteristics on user experience. Taken together, data suggest that the look and feel of a virtual health assistant does affect user experience. Virtual health assistants that show empathy, display nonverbal relational behaviors, and disclose personal information about themselves achieve better user experience. At present, the evidence base is broad, and the studies are typically small in scale and highly heterogeneous. Further research, particularly using longitudinal research designs with repeated user interactions, is needed to inform the optimal design of virtual health assistants.

Bridging didactic, interdisciplinary service learning and practice in health professions education

2014 ◽  
Vol 56 (5) ◽  
pp. 447-466 ◽  
Author(s):  
Halcyon St Hill ◽  
Hulya Julie Yazici
Keyword(s):  
Service Learning ◽  
Interprofessional Education ◽  
Health Professions ◽  
Integrated Model ◽  
Health Professions Education ◽  
Interdisciplinary Education ◽  
Equation Modeling ◽  
Content Type ◽  
Interdisciplinary Course ◽  
The Impact

Purpose – The purpose of this paper is to present an integrated model of didactic, practice and interdisciplinary service learning in healthcare education, and determine the students’ perceptions on the benefits of this integration. Design/methodology/approach – A pre and post survey design was utilized to examine health professions students’ perspectives with respect to learning outcomes relevant to professional benefits of a service learning capstone. The surveys consisted of 36 items for measuring the interdisciplinary course characteristics and perceived benefits of the integrated approach. The required interdisciplinary (used interchangeably with interprofessional) course was constructed as an integrated didactic, practice interdisciplinary service learning model. The sample consisted of undergraduate students (n=53) who completed the interdisciplinary senior seminar capstone course taught by one faculty member in one of three course sections. Structural equation modeling based on partial least squares was used to analyze the significance of constructs. Students’ reflections on interdisciplinary service learning were also collected and summarized. Findings – The study demonstrated the significance of interdisciplinary course and team preparation on perceived professional benefits and positive community service learning experience. Research limitations/implications – Further studies are needed and being pursued to address practitioners’ perceptions of interdisciplinary education. To fully complete the assessment of interdisciplinary education, longitudinal studies must be pursued with graduates and their employers. A larger sample size could be used to repeat this study. Practical implications – The model employed in this study may be utilized as a component of practice education and clinical practice to address accreditation requirements, quality patient-centred care, and engaging students in valuing interprofessionalism and service. Originality/value – This study presents an integrated model of didactic, practice and interdisciplinary service learning in health professions education, and demonstrates the benefits of the model with health profession students’ perceptions of interprofessional education (IPE). This study contributes to professional learning research as the impact of IPE has been questionable due to lack of rigorous evidence.

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

Health literacy education: the impact of synchronous instruction

2016 ◽  
Vol 44 (2) ◽  
pp. 100-121 ◽  
Author(s):  
Tricia Lantzy
Keyword(s):  
Health Literacy ◽  
Literacy Instruction ◽  
Literacy Education ◽  
Literacy Skills ◽  
Content Type ◽  
Face To Face ◽  
Confidence Levels ◽  
Face To Face Instruction ◽  
The Impact ◽  
Synchronous Online

Purpose This paper aims to examine the integration of librarian-led health literacy instruction into an undergraduate course, focusing specifically on how the method of instruction impacts learning outcomes and self-reported confidence levels in completing a course assignment. Undergraduate students struggle to critically evaluate online health information in an increasingly diffuse information landscape. Assessing the success of different instructional techniques aimed at building these abilities can guide pedagogical choices and provide new opportunities to increase health literacy skills in a variety of library user populations. Design/methodology/approach A quasi-experimental research design with pre- and post-tests and a participant survey was used to compare one-shot information literacy instruction techniques in two hybrid sections of a kinesiology course. One class received a traditional, face-to-face librarian-led session and the other a synchronous online instructional session through web conferencing. Findings There were no significant differences in student learning between the in-person and online groups. Students in both conditions demonstrated an extremely significant increase from pre-test to post-test scores, suggesting that librarian-led instruction in either format can lead to substantial learning of online health literacy skills. Survey results showed no significant differences in confidence levels following instruction and suggest that both methods of instruction provide a positive learning experience for students. Originality/value This study provides evidence that synchronous online instruction can be as effective as face-to-face instruction in teaching students to evaluate health-related information resources. These findings are valuable for librarians in a variety of settings who are considering providing health literacy education in an online environment.

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 Mental distress and quality of life following provision of vascular imaging results of the coronary and carotid arteries to asymptomatic adults: a scoping review protocol

F1000Research ◽  
2020 ◽  
Vol 9 ◽  
pp. 1376
Author(s):  
Reindolf Anokye ◽  
Ben Jackson ◽  
James Dimmock ◽  
Joanne M. Dickson ◽  
Lauren C. Blekkenhorst ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Scoping Review ◽  
Carotid Arteries ◽  
Mental Distress ◽  
Included Study ◽  
Vascular Imaging ◽  
Mesh Terms ◽  
Imaging Results ◽  
The Impact

Background: Non-invasive screening for atherosclerosis or asymptomatic cardiovascular disease of the coronary and carotid arteries is commonly undertaken, and research has been focussed on how results from these screenings lead to behaviour change. However, no review has focused on the effects of these results on mental distress and quality of life. This protocol will outline how a scoping review will be conducted to map all available evidence on mental distress or quality of life outcomes following the provision of vascular imaging results of the coronary and carotid arteries. Methods: Arksey and O’Malley’s (2005) framework will guide the scoping review. Databases such as MEDLINE (Clarivate), APA PsychINFO, EMBASE, Social Work Abstracts, Psychology and Behavioural Sciences Collection, and Cumulative Index to Nursing and Allied Health Literature (CINAHL) will be searched using MeSH terms  such as "Coronary stenosis", "Carotid Stenosis", "Psychological Distress" and "Quality of Life" and related terms. Two investigators will screen title and abstract and all articles meeting inclusion criteria will be extracted.  Data on authors, publication year, country of origin, aims/purpose, methodology, intervention, outcome measures as well as key findings that relate to the scoping review questions will be extracted for each included study. The findings will be presented using tables and thematic narrative synthesis. The scoping review will not produce a pooled estimate of the impact of vascular imaging results on mental distress and quality of life but will present information from the included studies related to mental distress and QOL. Conclusion:  The review will highlight and address gaps in knowledge and provide direction for future investigations.

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