Emergency medicine residents' beliefs about contributing to a
Google DocsTM presentation: a survey protocol

Archambault, Patrick; Blouin, Danielle; Poitras, Julien; Fountain, R. B.; Fleet, Richard; Bilodeau, A

doi:10.14236/jhi.v19i4.815

Cited by 12 publications

(13 citation statements)

References 41 publications

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“…Study populations varied widely including health care professionals (n=12), students (n=9), consumers (n=4), teachers/educators (n=2), scholars (n=1), and librarians (n=1). Most recurrent reasons for use were for academic purposes (case-based learning, e-learning, use of Web 2.0 tools for teaching) [110-115,264], for clinical purposes (to support patient care, to obtain drug information, to stay updated) [53,111,116-118], for personal use (by health care professionals and students) [42,118-121] and for seeking health information [122-127] or about specific diseases [128,129]. Other reasons were to update a scoping review [130] and to seek multiple stakeholder input [100,105].…”

Section: Resultsmentioning

confidence: 99%

Wikis and Collaborative Writing Applications in Health Care: A Scoping Review

et al. 2013

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BackgroundCollaborative writing applications (eg, wikis and Google Documents) hold the potential to improve the use of evidence in both public health and health care. The rapid rise in their use has created the need for a systematic synthesis of the evidence of their impact as knowledge translation (KT) tools in the health care sector and for an inventory of the factors that affect their use.ObjectiveThrough the Levac six-stage methodology, a scoping review was undertaken to explore the depth and breadth of evidence about the effective, safe, and ethical use of wikis and collaborative writing applications (CWAs) in health care.MethodsMultiple strategies were used to locate studies. Seven scientific databases and 6 grey literature sources were queried for articles on wikis and CWAs published between 2001 and September 16, 2011. In total, 4436 citations and 1921 grey literature items were screened. Two reviewers independently reviewed citations, selected eligible studies, and extracted data using a standardized form. We included any paper presenting qualitative or quantitative empirical evidence concerning health care and CWAs. We defined a CWA as any technology that enables the joint and simultaneous editing of a webpage or an online document by many end users. We performed qualitative content analysis to identify the factors that affect the use of CWAs using the Gagnon framework and their effects on health care using the Donabedian framework.ResultsOf the 111 studies included, 4 were experimental, 5 quasi-experimental, 5 observational, 52 case studies, 23 surveys about wiki use, and 22 descriptive studies about the quality of information in wikis. We classified them by theme: patterns of use of CWAs (n=26), quality of information in existing CWAs (n=25), and CWAs as KT tools (n=73). A high prevalence of CWA use (ie, more than 50%) is reported in 58% (7/12) of surveys conducted with health care professionals and students. However, we found only one longitudinal study showing that CWA use is increasing in health care. Moreover, contribution rates remain low and the quality of information contained in different CWAs needs improvement. We identified 48 barriers and 91 facilitators in 4 major themes (factors related to the CWA, users’ knowledge and attitude towards CWAs, human environment, and organizational environment). We also found 57 positive and 23 negative effects that we classified into processes and outcomes.ConclusionsAlthough we found some experimental and quasi-experimental studies of the effectiveness and safety of CWAs as educational and KT interventions, the vast majority of included studies were observational case studies about CWAs being used by health professionals and patients. More primary research is needed to find ways to address the different barriers to their use and to make these applications more useful for different stakeholders.

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Section: Resultsmentioning

confidence: 99%

Wikis and Collaborative Writing Applications in Health Care: A Scoping Review

et al. 2013

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“…The protocol for this study has been published elsewhere 35 and was approved by the Ethics Review Board at Centre de santé et services sociaux AlphonseDesjardins.…”

Section: Methodsmentioning

confidence: 99%

“…However, the contribution rate for article summaries has remained under 2%. 12,35 The purpose of this study was to identify residents' beliefs about contributing summaries of landmark articles to an online national collaborative writing project using the Google Docs slideshow application, with the overall goal of designing strategies to improve contribution rates.…”

Section: Introductionmentioning

confidence: 99%

Emergency medicine residents’ beliefs about contributing to an online collaborative slideshow

Archambault

Thanh

Blouin

et al. 2015

CJEM

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Objective: Collaborative writing applications (CWAs), such as the Google Docs TM platform, can improve skill acquisition, knowledge retention, and collaboration in medical education. Using CWAs to support the training of residents offers many advantages, but stimulating them to contribute remains challenging. The purpose of this study was to identify emergency medicine (EM) residents' beliefs about their intention to contribute summaries of landmark articles to a Google Docs TM slideshow while studying for their RoyalCollege of Physicians and Surgeons of Canada (RCPSC) certification exam. Method: Using the Theory of Planned Behavior, the authors interviewed graduating RCPSC EM residents about contributing to a slideshow. Residents were asked about behavioral beliefs (advantages/disadvantages), normative beliefs (positive/negative referents), and control beliefs (barriers/facilitators). Two reviewers independently performed qualitative content analysis of interview transcripts to identify salient beliefs in relation to the defined behaviors.Results: Of 150 eligible EM residents, 25 participated. The main reported advantage of contributing to the online slideshow was learning consolidation (n = 15); the main reported disadvantage was information overload (n = 3). The most frequently reported favorable referents were graduating EM residents writing the certification exam (n = 16). Few participants (n = 3) perceived any negative referents. The most frequently reported facilitator was peerreviewed high-quality scientific information (n = 9); and the most frequently reported barrier was time constraints (n = 22). Conclusion: Salient beliefs exist regarding EM residents' intention to contribute content to an online collaborative writing project using a Google Docs TM slideshow. Overall, participants perceived more advantages than disadvantages to contributing and believed that this initiative would receive wide support. However, participants reported several barriers that need to be addressed to increase contributions. Our intention is for the beliefs identified in this study to contribute to the design of a theory-based questionnaire to explore determinants of residents' intentions to contribute to an online collaborative writing project. This will help develop implementation strategies for increasing contributions to other CWAs in medical education. RÉSUMÉObjectif: Les applications d'écriture collective (AEC), telles que la plateforme Google Docs TM , peuvent améliorer l'acquisition des compétences, la conservation du savoir et la collaboration en formation médicale. Ainsi, les AEC utilisées à l'appui de la formation donnée aux résidents offrent de nombreux avantages, mais la contribution au contenu relève du défi. L'étude décrite ici avait pour but de recueillir l'opinion des résidents en médecine d'urgence (MU) sur leur intention de présenter des résumés d'article novateur dans un diaporama Google Docs pendant qu'ils se préparaient à leur examen de certification du Collège royal des médecins et chirurgiens ...

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“…One recently proposed study protocol explores CWA use for final-year emergency medicine residents, but the results have yet to be published. 11 Even with millennial learners, there was a substantial technology-related barrier to the uptake of this format. 12 This unease with the technology is consistent with recent literature, 12 implying that teachers should not assume technological comfort due to age.…”

Section: Discussionmentioning

confidence: 99%

Studying with the cloud: the use of online Web-based resources to augment a traditional study group format

Chan

Sennik

Zaki

et al. 2015

CJEM

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Cloud-based applications such as Google Docs, Skype, Dropbox, and SugarSync are revolutionizing the way that we interact with the world. Members of the millennial generation (those born after 1980) are now becoming senior residents and junior attending physicians. We describe a novel technique combining Internet-and cloud-based methods to digitally augment the classic study group used by final-year residents studying for the Royal College of Physicians and Surgeons of Canada examination. This material was developed by residents and improved over the course of 18 months. This is an innovation report about a process for enhanced communication and collaboration as there has been little research to date regarding the augmentation of learner-driven initiatives with virtual resources. RÉ SUMÉLes applications fondé es sur l'informatique en nuage, telles que Google Docs, Skype, Dropbox et SugarSync, ré volutionnent la maniè re dont les gens interagissent avec le monde. Les membres de la géné ration Y (ceux qui sont né s aprè s 1980) deviennent maintenant résidents séniors ou médecins traitants juniors. Sera dé crite ici une nouvelle technique associant Internet et l'infonuagique, en vue d'enrichir, par des ressources é lectroniques, le traditionnel groupe d'é tude, une formule de ré vision utilisé e par les ré sidents sortants afin de se pré parer aux examens du Collè ge royal des mé decins et chirurgiens du Canada. Le maté riel a été conçu par des ré sidents et amélioré sur une pé riode de 18 mois. Il s'agit d'un rapport sur l'innovation à propos d'un processus visant à amé liorer les communications et la collaboration puisqu'il s'est fait peu de recherche jusqu'à maintenant sur l'enrichissement des initiatives amorcées par les apprenants, à l'aide de ressources virtuelles.

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Emergency medicine residents' beliefs about contributing to a Google DocsTM presentation: a survey protocol

Cited by 12 publications

References 41 publications

Wikis and Collaborative Writing Applications in Health Care: A Scoping Review

Wikis and Collaborative Writing Applications in Health Care: A Scoping Review

Emergency medicine residents’ beliefs about contributing to an online collaborative slideshow

Studying with the cloud: the use of online Web-based resources to augment a traditional study group format

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