Pedagogical foundations of cybercivility in health professions education: a scoping review

Abstract

Background Teaching cybercivility requires thoughtful attention to curriculum development and content delivery. Theories, models, and conceptual and theoretical frameworks (hereafter “tools”) provide useful foundations for integrating new knowledge and skills into existing professional practice and education. We conducted this scoping review to identify tools used for teaching cybercivility in health professions education. Methods Using Arksey and O’Malley’s scoping review framework, we searched six biomedical and educational databases and three grey literature databases for articles available in English published between January 1, 2000 and March 31, 2020. Following the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews), we screened and extracted relevant data, and reported the results of the search. Results The search resulted in 2272 articles, with 8 articles included in this review after inclusion criteria were applied. Four articles (50%) were peer-reviewed journal papers while the other 4 (50%) were dissertations. Eleven unique tools were identified by this review: (1) Transpersonal Caring Theory, (2) Theory of Workplace Incivility, (3) Conceptualization of Incivility, (4) Media Ecology Theory, (5) Principlism, (6) Salmon’s Five Stage Model of Online Learning, (7) Learner-Centered Educational Theory, (8) Gallant and Drinan’s 4-Stage Model of Institutionalization of Academic Integrity, (9) Theory of Planned Behavior, (10) Communication Privacy Management Theory, and (11) Moral Development Theory. Based on the tools analyzed in our scoping review, we determined three features of cybercivility pedagogy to which the tools provided a guide: (1) behavioral manifestations, (2) academic integrity, and (3) digital professionalism. Conclusions The reviewed tools provide a pedagogical foundation and guidance for teaching various properties of cybercivility. Future studies should be expanded to include a broader literature body and non-English literature to provide the global perspective and global skills needed by a diverse population of learners.

Academic dishonesty and trustworthy assessment in online learning: A systematic literature review

“…However, the findings from the research on AD and TA have not shown conclusive results. In addition, they discussed more about AD issues and proposed possible solutions to address the problem (Adzima, 2020; De Gagne et al, 2021). Meanwhile, the solutions to increase TA in online assessment have not been widely reported.…”

“…Meanwhile, TA is an effort to avoid the emergence of AD from students. Given the limited comprehensive systematic review of AD and TA in the context of online assessment, most current studies focus on addressing AD problems, and issues about developing strategies to increase TA are not widely reported (e.g., Adzima, 2020; De Gagne et al, 2021). In this study, the comprehensive results from related studies in the last 5 years are expected to contribute to educators and researchers to minimize AD behaviour and improve TA practices in online assessments.…”

“…A number of researchers have carried out review studies on online assessment in online learning context (Adzima, 2020; Benjamin et al, 2006; Dadey et al, 2018; De Gagne et al, 2021; Leeson, 2006; Wei et al, 2021). The first review study by Leeson (2006) indicated that in computer‐technology‐based tests, test results may differ for the same subject and question type.…”

“…Furthermore, the following two articles provide some association of AD and TA and are considered in this study. First, a review from De Gagne et al (2021) who examined conceptual and theoretical models relevant to the pedagogical aspects of teaching cyber civility to students in the health sector. They reported three features related to the foundation of cyber civility pedagogy: behavioural manifestations, academic integrity, and digital professionalism.…”

Social Media Tools for the Development of Pre-Service Health Sciences Researchers during COVID-19 in Pakistan

“…According to a recent estimate, social media is becoming increasingly popular globally; more than 2.65 billion people were SM users, whereas this figure is expected to reach 3 billion by 2021 [ 10 ]. Such rapid growth in SM users indicates that SM has vast potential for knowledge sharing and networking [ 11 ]. SM use in health sciences is also extensive; customers of the health sector may use it to get better information about health services, get reviews on some therapeutic methods, or share their personal experiences about a health service [ 12 ].…”