Authentic learning in healthcare education: A systematic review

Campbell, Suzanne; Choi, Moon Han; Bae, Juyeon

doi:10.1016/j.nedt.2022.105596

Cited by 12 publications

(6 citation statements)

References 45 publications

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“…It is well known that problem-based learning methodology can enable students to develop superior professional skills and effective learning strategies compared with those instructed using traditional approaches such as lectures [28,29]. However, the discrepancy between most of the overall characteristics of the cases discussed within this PBL curriculum and the context in which graduates will be practicing in our study seems to attest to the lack of authenticity in utilizing a more realistic health educational environment for the students regardless of the teaching pedagogy employed, as reported by Lee and colleagues when discussing health-related training [30]. Although there is evidence that fresh graduates may feel relatively unprepared [31] to perform certain clinical procedures after they graduate [32,33,34,35,36], more realistic cases are still needed to better represent patients, regardless of clinical procedures to be performed.…”

Section: Discussionmentioning

confidence: 69%

Problem-based Learning Curriculum Disconnect on Diversity, Equity, and Inclusion

Brondani,

Barlow,

Liu

et al. 2024

Preprint

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Background: Diversity, equity, and inclusion (DEI) mission statements continue to be adopted by academic institutions in general, and by dental schools around the globe in particular. But DEI content seems to be under-developed in dental education. Objectives: The objectives of this study were two-fold: to extract information from all the PBL cases at University of British Columbia’s Faculty of Dentistry curriculum in terms of the diversity, equity, and inclusion of patient and provider characteristics, context, and treatment outcomes; and; to compare these findings with the composition of the British Columbia census population, dental practice contextual factors, and the evidence on treatment outcomes within patient care. Methods: Information from all the 58 PBL cases was extracted focusing on patient and provider characteristics (e.g., age, gender, ethnicity), context (e.g., type of insurance), and treatment outcomes (e.g., successful/unsuccessful). This information was compared with the available literature. Results: From all the 58 PBL cases, 0.4% included non-straight patients, while at least 4% of BC residents self-identify as non-straight; there were no cases involving First Nations patients although they make up 6% of the British Columbia population. Less than 10% of the cases involved older adults who make up almost 20% of the population. Only Treatments involving patients without a disability were 5.74 times more likely to be successful compared to those involving patients with a disability (p<0.05). Conclusions: The characteristics of the patients, practice context, and treatment outcomes portrayed in the existing PBL cases seem to differ from what is known about the composition of the British Columbia population, treatment outcome success, and practice context; a curriculum disconnect seems to exist. The PBL cases should be revised to better represent the population within which most students will practice.

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Section: Discussionmentioning

confidence: 69%

Problem-based Learning Curriculum Disconnect on Diversity, Equity, and Inclusion

Brondani,

Barlow,

Liu

et al. 2024

Preprint

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show abstract

Section: Discussionmentioning

confidence: 99%

Problem-based learning curriculum disconnect on diversity, equitable representation, and inclusion

Brondani,

Barlow,

Liu

et al. 2024

PLoS ONE

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Diversity, equity, and inclusion (DEI) mission statements continue to be adopted by academic institutions in general, and by dental schools around the globe in particular. But DEI content seems to be under-developed in dental education. The objectives of this study were two-fold: to extract information from all the PBL cases at University of British Columbia’s Faculty of Dentistry curriculum in terms of the diversity, equitable representation, and inclusion of patient and provider characteristics, context, and treatment outcomes; and; to compare these findings with the composition of the British Columbia census population, dental practice contextual factors, and the evidence on treatment outcomes within patient care. Information from all the 58 PBL cases was extracted between January and March 2023, focusing on patient and provider characteristics (e.g., age, gender, ethnicity), context (e.g., type of insurance), and treatment outcomes (e.g., successful/unsuccessful). This information was compared with the available literature. From all the 58 PBL cases, 0.4% included non-straight patients, while at least 4% of BC residents self-identify as non-straight; there were no cases involving First Nations patients although they make up 6% of the British Columbia population. Less than 10% of the cases involved older adults who make up almost 20% of the population. Only Treatments involving patients without a disability were 5.74 times more likely to be successful compared to those involving patients with a disability (p<0.05). The characteristics of the patients, practice context, and treatment outcomes portrayed in the existing PBL cases seem to differ from what is known about the composition of the British Columbia population, treatment outcome success, and practice context; a curriculum disconnect seems to exist. The PBL cases should be revised to better represent the population within which most students will practice.

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“…Published literature has established authentic learning in healthcare education as an approach that bridges the theory-practice gap and prepares graduates for the increasing complexity of modern health and social care systems (Lee et al, 2022). With its roots embedded in situated learning theory, authentic learning, defined as "a pedagogical approach that situates learning tasks in the context of real-world situations" (Herrington et al, 2014), highlights real-world relevance to students and contributes to their readiness for practice (Swartz, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Research has shown that authentic learning fosters the development of higher-order thinking skills, leading to competent, independent practitioners and lifelong learners (Chabeli et al, 2021). A systematic review of the effectiveness of authentic learning methods in undergraduate healthcare education reported that authentic learning strengthens student performance skills, communication skills, knowledge, motivation, cognitive load, confidence, perception, and critical thinking (Lee et al, 2022). A framework intended to guide the design of student-centred learning approaches identifies nine elements considered to be essential characteristics of an authentic learning environment (Herrington & Oliver, 2000).…”

Section: Introductionmentioning

confidence: 99%

“…These include authentic context, authentic activities, expert performances, multiple roles and perspectives, collaborative construction of knowledge, reflection, articulation, scaffolding, and authentic assessment. Various educational methods, such as simulation-based, case-based, and problem-based learning, are used to create authentic learning environments in undergraduate healthcare curricula (Herrington et al, 2014;Lee et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Bridging the theory-practice gap in pharmacy education using an authentic learning approach: A cross-sectional study

Depasquale,

Gray

2024

Pharm Educ

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Background: Authentic learning environments highlight real-world relevance to students, contributing to readiness for practice. This study evaluated the impact of an educational activity on student pharmacist learning and personal/professional development. Methods: An activity similar to that used by practising pharmacy professionals to record errors during dispensing was included in simulated community pharmacy workshops delivered to Year-2 students as part of a Professional Practice Module. Students were instructed to complete entries when academic staff identified errors during final accuracy checks. Student evaluation surveys were analysed at the end of terms one and two of the academic year. Descriptive statistics were used for closed questions, and thematic analysis for open-ended responses. Results: Of the 75 student pharmacists who completed both evaluation surveys, 64% (n=48) recorded fewer errors in term two. Respondents considered the exercise helpful in highlighting the need for more attention to detail and identifying negative trends in their dispensing process. A positive response to personal/professional development was noted, with student pharmacists commenting that the activity facilitated reflection. Conclusion: This activity has allowed students to experience real-world working situations, extending their learning experience, facilitating personal/professional development, and encouraging best practices.

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Authentic learning in healthcare education: A systematic review

Cited by 12 publications

References 45 publications

Problem-based Learning Curriculum Disconnect on Diversity, Equity, and Inclusion

Problem-based Learning Curriculum Disconnect on Diversity, Equity, and Inclusion

Problem-based learning curriculum disconnect on diversity, equitable representation, and inclusion

Bridging the theory-practice gap in pharmacy education using an authentic learning approach: A cross-sectional study

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