Leveraging E-Learning and Community Assets to “TEACH” Residents to Address Child Poverty

Falusi, Olanrewaju; Weisz, Jessica; Clarence, Iana; Lichtenstein, Cara; Coddington, Dale A.; Avent, Gail; Beers, Lee Savio; Ottolini, Mary

doi:10.1016/j.acap.2022.02.009

Cited by 3 publications

(2 citation statements)

References 11 publications

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“…The next popular term used to operationalize performance is effectiveness. Twenty-seven authors operationalized performance by evaluating the effectiveness of e-learning in improving students' knowledge and application of key concepts or skills (Afonso, Kelekar and Alangaden, 2020, Alfieri et al, 2023, Burnette et al, 2009, Chang Chan et al, 2019, Chua et al, 2022, Corrigan et al, 2012, Darici et al, 2021, Falusi et al, 2022, Felder, Fauler and Geiler, 2013, Fuji and Galt, 2015, Helms et al, 2009, Kukolja-Taradi et al, 2008, Nomura et al, 2021, Onyeka et al, 2020, Puljak and Sapunar, 2011, Saiboon et al, 2021, Schilling et al, 2006, Schneider, Albers and Muller-Mattheis, 2015, Sichani, Mobarakeh and Omid, 2018, Sikkens et al, 2018, Smolle, Prause and Smolle-Jüttner, 2007, Viteri Jusué et al, 2020, Waugh et al, 2022, Webb and Choi, 2014, Yilmaz et al, 2021. Terms such as module effectiveness, learning effect, and simply effectiveness were clustered together regardless of their terminology.…”

Section: Rq1 -How Is Performance Operationalized In Literature In E-l...mentioning

confidence: 99%

An Explorative Review of the Constructs, Metrics, Models, and Methods for Evaluating e-Learning Performance in Medical Education

Oluwadele,

Singh,

Adeliyi

2023

EJEL

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The performance evaluation of e-learning in medical education has been the subject of much research lately. Researchers are yet to achieve a consensus on the definition of performance or the suitable constructs, metrics, models, and methods to help understand student performance. Through a systematic review, this study put forward a working definition of what constitutes performance evaluation to reduce the ambiguity, arbitrariness, and multiplicity surrounding performance evaluation of e-learning in medical education. A systematic review of published articles on performance evaluation of e-learning in medical education was performed on the SCOPUS, Web of Science, PubMed, and EBSCOHost databases using search terms deduced from the PICOS model. Following the PRISMA guidelines relevant published papers were searched and exported to Endnote. Screening and quality appraisal were done on Rayyan. Three thousand four hundred and thirty-nine published studies were retrieved and screened using predetermined inclusion and exclusion criteria. One hundred and three studies passed all the criteria and were reviewed. The reviewed literature used 30 constructs to operationalize performance. The leading constructs are knowledge and effectiveness. Both constructs were used by 60% of the authors of the reviewed literature to define student performance. Knowledge gain, satisfaction, and learning outcome are the most common metrics used by 81%, 26%, and 15% of the reviewed literature to measure student performance. The study discovered that most researchers forget to evaluate the “e” or electronic component of e-learning when evaluating performance. The constructs operationalized and metrics measured were primarily focused on learning outcomes with minimal focus on technology-related metrics or the influence of the electronic mode of delivery on the learning process or evaluation outcome. Only 6% of the reviewed literature applied evaluation models to guide their evaluation process - mostly the Kirkpatrick evaluation model. Also, most of the included studies used randomization as an experimental control method, mainly using pre-and post-test surveys. Modern evaluation methods were rarely used. Only 1% of the reviewed literature used Google Analytics, and 2% used data from a learning management system. This study increments the existing body of knowledge in performance evaluation of e-learning in medical education by providing a convergence of constructs, metrics, models, and methods and proposing a roadmap to guide students’ performance evaluation process from the synthesis of findings and the gaps identified through the systematic review of existing literature in the domain. This roadmap will assist in informing researchers of grey areas to consider when evaluating performance to ensure more quality research outputs in the domain.

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Section: Rq1 -How Is Performance Operationalized In Literature In E-l...mentioning

confidence: 99%

An Explorative Review of the Constructs, Metrics, Models, and Methods for Evaluating e-Learning Performance in Medical Education

Oluwadele,

Singh,

Adeliyi

2023

EJEL

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“…In order to meet students' needs for digital learning modes, blended learning, mobile learning, ubiquitous learning, WeChat public platform, VR/AR-assisted teaching, multi-platform convergence and other learning modes have become hot research topics [5][6]. The development of digital information technology has brought new ideas and methods for the learning mode of multi-platform fusion, and the flexible application of the advantages of multiple digital teaching platforms and the fusion to produce a learning mode adapted to the digital society have gained the attention of educators [7]. At present, the related research on multi-platform integration is developing rapidly, but the optimal collocation of multiple platforms, the close cooperation between platforms, and the effective support for personalized learning paths and learning outputs need further research.…”

Section: Introductionmentioning

confidence: 99%

Digital Learning Models in Macro-Educational Reform

Guo

2023

Applied Mathematics and Nonlinear Sciences

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This paper explores the digital learning model from the 4 paths of macro education reform. The four paths of macro education reform include improving the education system, changing the education model, updating education content, and establishing a comprehensive evaluation system. The construction of a learning port is based on the aspects of the learning environment and learning service, as well as research on the characteristics of digital learning modes. Based on BP neural networks, an evaluation model for community education digital resources has been established. The defects of the BP neural network are optimized by using an artificial fish school-frog jump hybrid algorithm, and 19 index factors are selected to construct the evaluation system of digital learning resources. Students’ digital learning abilities and the degree of innovation of digital learning resources in community education were separately analyzed using pre-and post-tests. The average performance of students in the experimental class improved by 9.89 points, and the score interval improved to [85,98], which was significantly better than the control class. The most obvious effect is the improvement of resource use performance, from 7.596 to 9.161. Improved learning ability and innovation of learning resources can be achieved through the use of digital learning modes.

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Implementation of Educational Opportunities for Social Determinants of Health in Health Professions Education: A Scoping Review

Picha,

Jones,

Garcia

et al. 2024

Athletic Training Education Journal

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Objective Health professions programs have recently increased their efforts to educate health care professionals about the social determinants of health (SDH); however, there seems to be a disconnect between graduate medical education and its applicability to other peer health professions. The current scoping review aims to map the literature that explores the implementation of educational opportunities focused on SDH in health professions education programs. Data Sources PubMed, CINAHL, ERIC, Education Source, and the Health Policy Reference Center were searched to identify relevant articles. Study Selection To be included in our review, articles had to have been published in the last 5 years and describe how material related to SDH was implemented into a graduate health professions education program. Outcomes were analyzed by thematic categories by type of curricular delivery (didactic, clinical education, service-learning experience, or reflection), timing of the implementation in the program, methods of implementation, and assessment after implementation. Data Extraction Our search identified 2006 articles that were reviewed by study authors; 36 were included in our full-text review. Information extracted included the study design, type of graduate education, aims of the studies, description of technique, timing of implementation, type of curricular delivery, and outcomes. Data Synthesis The majority (23, 63.9%) of studies used an observational design and used 2 or more (27, 75.0%) types of curricular delivery presented to medical students. Didactic (19, 52.8%) and small-group discussion (14, 38.9%) methods were used most often. Assessments were mostly student reflections or self-report items. Overall, students reported increased knowledge and satisfaction with activities. Conclusions Results of our scoping review indicated that various education opportunities related to SDH exist in graduate health professions education but are likely insufficient. More studies are necessary to investigate the purposeful implementation of SDH and the best methods to assess student knowledge of SDH. Future research should also investigate how to objectively assess student learning of SDH.

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Leveraging E-Learning and Community Assets to “TEACH” Residents to Address Child Poverty

Cited by 3 publications

References 11 publications

An Explorative Review of the Constructs, Metrics, Models, and Methods for Evaluating e-Learning Performance in Medical Education

An Explorative Review of the Constructs, Metrics, Models, and Methods for Evaluating e-Learning Performance in Medical Education

Digital Learning Models in Macro-Educational Reform

Implementation of Educational Opportunities for Social Determinants of Health in Health Professions Education: A Scoping Review

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