Design Bioinformatics Curriculum Guidelines: Perspectives

Baker, Qanita Bani; Nuser, Maryam

doi:10.1007/978-981-15-9544-8_10

Cited by 1 publication

(1 citation statement)

References 36 publications

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“…Nonetheless, these and other studies [12,14,17,19,27,28] have also acknowledged that students in each field of study, specific to the nature of the discipline, might exhibit some preferences regarding course materials and activities, and the way in which they approach these materials and activities [12,14,17,19,27]. As mentioned in a previous study, while the concept of stable learning styles for students is considered a myth [27], there are preferences that students exhibit within each field that informs the strategies they undertake to support their learning, which can in turn support personalised learning [13,17,19,21,27,[29][30][31][32].…”

Section: Introductionmentioning

confidence: 94%

Identifying Learning Preferences and Strategies in Health Data Science Courses: Systematic Review

Rohani,

Sowa,

Manataki

2024

JMIR Med Educ

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Background: Teaching and learning interdisciplinary Health Informatics (HI) courses is challenging, and despite the growing interest in HI education, little is known about the learning experiences and preferences of HI students. Objective:We conducted a systematic review to identify the learning preferences and strategies in the HI discipline. Methods:We searched ten bibliographic databases (PUBMED, ACM, WEB of Science, Cochrane Library, Wiley, Science Direct, Springer, EBSCOhost, ERiC, and IEEE) from date of inception until June 2023. We followed the Systematic Reviews and Meta-Analyses (PRISMA) guidelines and included all types of studies that investigated the learning preferences or strategies of students in HI-related courses at any academic level. Results:After abstract screening and full-text reviewing of the 861 papers retrieved from the databases, eight studies were selected for narrative synthesis. The majority of these papers investigated learning styles, while only one paper studied learning strategies in HI. The systematic review revealed that most HI learners prefer visual presentations as their preferred learning input. In terms of learning process and organisation, they mostly tend to follow logical, linear, and sequential steps. Moreover, they focus more on abstract information, rather than detailed and concrete information. Regarding collaboration, HI students sometimes prefer teamwork and sometimes they prefer to work alone.Conclusions: Overall, the number of studies in this area is small. Therefore, more research needs to be done to provide insight into HI education. We provide some suggestions for conducting future research to address gaps in the literature. We also discuss implications for HI educators, and we make recommendations for HI course design.

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