دورية أكاديمية
Digital education for health professionals: an evidence map, conceptual framework, and research agenda
| العنوان: | Digital education for health professionals: an evidence map, conceptual framework, and research agenda |
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| المؤلفون: | Car, L.T., Poon, S., Kyaw, B.M., Cook, D.A., Ward, V., Atun, R., Majeed, A., Johnston, J., Kleij, R.M.J.J. van der, Molokhia, M., Wangenheim, F.V., Lupton, M., Chavannes, N., Ajuebor, O., Prober, C.G., Car, J. |
| المصدر: | Journal of Medical Internet Research |
| سنة النشر: | 2022 |
| المجموعة: | Leiden Repository (Leiden University) |
| مصطلحات موضوعية: | digital education, health professions education, evidence map, systematic review, research questions, conceptual framework, mobile phone |
| الوصف: | Background: Health professions education has undergone major changes with the advent and adoption of digital technologies worldwide.Objective: This study aims to map the existing evidence and identify gaps and research priorities to enable robust and relevant research in digital health professions education.Methods: We searched for systematic reviews on the digital education of practicing and student health care professionals. We searched MEDLINE, Embase, Cochrane Library, Educational Research Information Center, CINAHL, and gray literature sources from January 2014 to July 2020. A total of 2 authors independently screened the studies, extracted the data, and synthesized the findings. We outlined the key characteristics of the included reviews, the quality of the evidence they synthesized, and recommendations for future research. We mapped the empirical findings and research recommendations against the newly developed conceptual framework.Results: We identified 77 eligible systematic reviews. All of them included experimental studies and evaluated the effectiveness of digital education interventions in different health care disciplines or different digital education modalities. Most reviews included studies on various digital education modalities (22/77, 29%), virtual reality (19/77, 25%), and online education (10/77,13%). Most reviews focused on health professions education in general (36/77, 47%), surgery (13/77, 17%), and nursing (11/77, 14%). The reviews mainly assessed participants' skills (51/77, 66%) and knowledge (49/77, 64%) and included data from high-income countries (53/77, 69%). Our novel conceptual framework of digital health professions education comprises 6 key domains (context, infrastructure, education, learners, research, and quality improvement) and 16 subdomains. Finally, we identified 61 unique questions for future research in these reviews; these mapped to framework domains of education (29/61, 47% recommendations), context (17/61, 28% recommendations), infrastructure (9/61, 15% ... |
| نوع الوثيقة: | article in journal/newspaper |
| وصف الملف: | application/pdf |
| اللغة: | English |
| العلاقة: | https://www.jmir.org/2022/3/e31977Test; lumc-id: 173168048; https://hdl.handle.net/1887/3303360Test |
| DOI: | 10.2196/31977 |
| الإتاحة: | https://doi.org/10.2196/31977Test https://hdl.handle.net/1887/3303360Test https://www.jmir.org/2022/3/e31977Test |
| رقم الانضمام: | edsbas.1BC25BF6 |
| قاعدة البيانات: | BASE |
| DOI: | 10.2196/31977 |
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