Web-based social media for professional medical education: Perspectives of senior stakeholders in the nursing home sector

Kitching, Fiona Ann; Winbolt, Margaret; MacPhail, Aleece; Ibrahim, Joseph E.

doi:10.1016/j.nedt.2015.05.013

Cited by 26 publications

(30 citation statements)

References 27 publications

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“…Several studies further showed that e-learning is the most effective approach for transferring clinical skills and knowledge, using virtual clinical case studies adopting a mixed learning approach, combining different styles and modes not only to facilitate learning but also to bring positive change in practice [47,[53][54][55]. Therefore, the integration of theoretical learning into practice using el-HSE is evident [44,47,53,56].…”

Section: Theme 2: Learning In Practicementioning

confidence: 99%

“…As e-learning involves multidisciplinary uses, creativity, motivation, quality and accessibility, it provides an alternative education approach or opportunity for lifelong learning, addressing both the long-term and shortterm healthcare and education goals of learners [3,43,44,50,55,56]. It has also been reported that the effectiveness of e-learning would be determined by the extent to which learners' short-term and long-term personal and professional educational needs are met [3,49,55].…”

Section: Theme 3: Systematic Approach To Learningmentioning

confidence: 99%

“…Six out of 24 studies reported some pedagogic issue associated with learning methods and styles [44,47,50,55,56,64]. Curriculum and pedagogy are interlinked by two different approaches (models), e.g.…”

Section: Theme 4: Integration Of E-learning Into Curriculamentioning

confidence: 99%

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A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education

2020

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Background: Recently, much attention has been given to e-learning in higher education as it provides better access to learning resources online, utilising technologyregardless of learners' geographical locations and timescaleto enhance learning. It has now become part of the mainstream in education in the health sciences, including medical, dental, public health, nursing, and other allied health professionals. Despite growing evidence claiming that e-learning is as effective as traditional means of learning, there is very limited evidence available about what works, and when and how e-learning enhances teaching and learning. This systematic review aimed to identify and synthesise the factorsenablers and barriersaffecting e-learning in health sciences education (el-HSE) that have been reported in the medical literature. Methods: A systemic review of articles published on e-learning in health sciences education (el-HSE) was performed in MEDLINE, EMBASE, Allied & Complementary Medicine, DH-DATA, PsycINFO, CINAHL, and Global Health, from 1980 through 2019, using 'Textword' and 'Thesaurus' search terms. All original articles fulfilling the following criteria were included: (1) e-learning was implemented in health sciences education, and (2) the investigation of the factorsenablers and barriersabout el-HSE related to learning performance or outcomes. Following the PRISMA guidelines, both relevant published and unpublished papers were searched. Data were extracted and quality appraised using QualSyst tools, and synthesised performing thematic analysis. Results: Out of 985 records identified, a total of 162 citations were screened, of which 57 were found to be of relevance to this study. The primary evidence base comprises 24 papers, with two broad categories identified, enablers and barriers, under eight separate themes: facilitate learning; learning in practice; systematic approach to learning; integration of e-learning into curricula; poor motivation and expectation; resource-intensive; not suitable for all disciplines or contents, and lack of IT skills. Conclusions: This study has identified the factors which impact on e-learning: interaction and collaboration between learners and facilitators; considering learners' motivation and expectations; utilising user-friendly technology; and putting learners at the centre of pedagogy. There is significant scope for better understanding of the issues related to enablers and facilitators associated with e-learning, and developing appropriate policies and initiatives to establish when, how and where they fit best, creating a broader framework for making e-learning effective.

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Section: Theme 2: Learning In Practicementioning

confidence: 99%

Section: Theme 3: Systematic Approach To Learningmentioning

confidence: 99%

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A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education

2020

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“…Unfortunately, a considerable number of the already working colleges are confronted with lack in the number of Faculty members, even with a staff-to-student ratio far away from what is ideal. The problem is complicated by an unsatisfactory Faculty compensation scale as matched up with other international universities and private health care centres, a similar circumstance to Malaysia (Lim, 2008) Many authors wrote about the shift in public attitude as secondary stakeholders, (MacLellan, 1998, Jadad, 1999, Zoeller, 1999, Bloom, 1999, Larkin, 1999, Dennis, 2014, Kitching, 2015and Shi, 2016. They claimed that the challenges due to the shift in the public attitude Hassanien M MedEdPublish https://doi.org/10.15694/mep.2018.0000023.1 are mainly due to two main reasons.…”

Section: Discussionmentioning

confidence: 99%

Faculty members’ perception towards changes in Medical Education in Saudi Arabia

Hassanien¹

2018

MedEdPublish

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Introduction and aim: Medical Education journey in Saudi Arabia started from about 50 years ago, however, it witnessed a lot of changes and rapid development in the last 10 years especially with the increase the number of medical colleges. Medical Education in Saudi Arabia seems to follow the same international pattern regarding the change process. There is a great need for a rigorous approach for evaluating the effectiveness of this changes and the process of its management. The aim of this study is to evaluate medical education change in Saudi Arabia from Faculty Staff Members' point of view.

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“…To date, numerous descriptive articles have been published outlining a large array of social media technology and educational practices in relation to nursing and midwifery (Ashton, 2016;Clifton & Mann, 2011;Schmitt, Sims-Giddens, & Booth, 2012;Stewart, Sidebotham, & Davis, 2012), including more robust studies examining the use of social media in this literature (Booth, 2015;Kitching, Winbolt, MacPhail, & Ibrahim, 2015;Richardson, Grose, Nelmes, Parra, & Linares, 2016;Uppal, Davies, Nuttall, & Knowles, 2016). There has also been some past review efforts completed to synthesize how social media technology has been used to support mentorship activities between nursing faculty (Bassell, 2010); for health professional education in university settings (Smith & Lambert, 2014); and, in nursing education in general (Arrigoni, Alvaro, Vellone, & Vanzetta, 2016).…”

Section: Introductionmentioning

confidence: 99%

A mixed study systematic review of social media in nursing and midwifery education: Protocol

O’Connor

Jolliffe

Stanmore

et al. 2017

Journal of Advanced Nursing

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Web-based social media for professional medical education: Perspectives of senior stakeholders in the nursing home sector

Cited by 26 publications

References 27 publications

A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education

A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education

Faculty members’ perception towards changes in Medical Education in Saudi Arabia

A mixed study systematic review of social media in nursing and midwifery education: Protocol

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