Barriers and solutions to online learning in medical education - an integrative review.
Barriers and solutions to online learning in medical education - an integrative review.
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DOI：
10.1186/s12909-018-1240-0
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发表时间：
2018-06-07
影响因子：
3.6
通讯作者：
McGrath D
中科院分区：
文献类型：
--
作者：
O'Doherty D;Dromey M;Lougheed J;Hannigan A;Last J;McGrath D
本研究的目的是回顾文献上已知的障碍和解决方案，面对教育工作者开发和实施在线学习计划的医学生和研究生学员。一个机构间研究小组进行了为期三个月的综合审查。检索包括ScienceDirect、Scopus、BioMedical、PubMed、Medline（EBSCO &奥维德）、ERIC、丽莎、EBSCO、Google Scholar、ProQuest A&I、ProQuest UK &爱尔兰、UL机构知识库（IR）、UCresource和All Aboard Report。搜索词包括在线学习、医学教育者、发展、障碍、解决方案和数字扫盲。由两名审查员进行检索。独立筛选标题和摘要，并根据入选/排除标准进行审查。就列入哪些条款达成了共识。使用关键评估技能计划（CASP）定性研究检查表和NHMRC评估证据矩阵进行数据评估。使用科克伦数据提取表和改良的提取工具完成数据提取。在检索到的3101篇摘要中，10篇全文论文符合纳入标准。数据提取完成了七个文件的高质量的方法和三个较低质量的文件。研究结果表明，影响医学教育在线学习的发展和实施的主要障碍包括时间限制，技术技能差，基础设施不足，缺乏机构战略和支持以及所有参与者的消极态度。解决这些问题的办法包括提高教育者的技能，对参与开发和提供在线内容的时间给予激励和奖励，改进机构战略，支持参与开发和提供在线内容的所有人，并采取积极态度。这篇综述确定了医学教育者在医学教育中实施在线学习的障碍和解决方案。研究结果可用于通知机构和教育工作者的做法，在进一步的在线学习的发展。本文的在线版本（10.1186/s12909-018-1240-0）包含补充材料，可供授权用户使用。
The aim of this study is to review the literature on known barriers and solutions that face educators when developing and implementing online learning programs for medical students and postgraduate trainees. An integrative review was conducted over a three-month period by an inter-institutional research team. The search included ScienceDirect, Scopus, BioMedical, PubMed, Medline (EBSCO & Ovid), ERIC, LISA, EBSCO, Google Scholar, ProQuest A&I, ProQuest UK & Ireland, UL Institutional Repository (IR), UCDIR and the All Aboard Report. Search terms included online learning, medical educators, development, barriers, solutions and digital literacy. The search was carried out by two reviewers. Titles and abstracts were screened independently and reviewed with inclusion/exclusion criteria. A consensus was drawn on which articles were included. Data appraisal was performed using the Critical Appraisal Skills Programme (CASP) Qualitative Research Checklist and NHMRC Appraisal Evidence Matrix. Data extraction was completed using the Cochrane Data Extraction Form and a modified extraction tool. Of the 3101 abstracts identified from the search, ten full-text papers met the inclusion criteria. Data extraction was completed on seven papers of high methodological quality and on three lower quality papers. Findings suggest that the key barriers which affect the development and implementation of online learning in medical education include time constraints, poor technical skills, inadequate infrastructure, absence of institutional strategies and support and negative attitudes of all involved. Solutions to these include improved educator skills, incentives and reward for the time involved with development and delivery of online content, improved institutional strategies and support and positive attitude amongst all those involved in the development and delivery of online content. This review has identified barriers and solutions amongst medical educators to the implementation of online learning in medical education. Results can be used to inform institutional and educator practice in the development of further online learning. The online version of this article (10.1186/s12909-018-1240-0) contains supplementary material, which is available to authorized users.
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DOI：
10.4103/1357-6283.152186
发表时间：
2014-09-01
期刊：
Education for health (Abingdon, England)
影响因子：
--
作者：
Niebuhr, Virginia;Niebuhr, Bruce;Urbani, Mary Jo
通讯作者：
Urbani, Mary Jo
影响因子：
3.8
作者：
Bury, Rachel;Martin, Lindsey;Roberts, Sue
通讯作者：
Roberts, Sue
影响因子：
--
作者：
Greenhalgh, T
通讯作者：
Greenhalgh, T
影响因子：
7.3
作者：
Attardi, Stefanie M.;Rogers, Kem A.
通讯作者：
Rogers, Kem A.
影响因子：
7.4
作者：
Perlman, Rachel L.;Christner, Jennifer;Lypson, Monica L.
通讯作者：
Lypson, Monica L.