Medical student storytelling on an institutional blog: A case study analysis

Becker, Katherine; Freberg, Karen

doi:10.3109/0142159x.2014.891007

Cited by 4 publications

(2 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The framework of traditional macrolearning, based on learning objectives, is usually organized in a hierarchical and sequential fashion, whereas the structure of microlearning is dynamic and fluid, based on the user’s self-directed learning through aggregation and modification [19]. One example is the use of microblogging, which allows learners to write and edit structured and strategic responses, thus generating perceptions of credibility and trust [46]. In our review, only 5 studies (29%, 5/17) espoused the concept of nonsequential learning using microblogging.…”

Section: Resultsmentioning

confidence: 99%

Microlearning in Health Professions Education: Scoping Review

et al. 2019

View full text Add to dashboard Cite

Background Microlearning, the acquisition of knowledge or skills in the form of small units, is endorsed by health professions educators as a means of facilitating student learning, training, and continuing education, but it is difficult to define in terms of its features and outcomes. Objective This review aimed to conduct a systematic search of the literature on microlearning in health professions education to identify key concepts, characterize microlearning as an educational strategy, and evaluate pedagogical outcomes experienced by health professions students. Methods A scoping review was performed using the bibliographic databases PubMed (MEDLINE), CINAHL, Education Resources Information Center, EMBASE, PsycINFO, Education Full Text (HW Wilson), and ProQuest Dissertations and Theses Global. A combination of keywords and subject headings related to microlearning, electronic learning, or just-in-time learning combined with health professions education was used. No date limits were placed on the search, but inclusion was limited to materials published in English. Pedagogical outcomes were evaluated according to the 4-level Kirkpatrick model. Results A total of 3096 references were retrieved, of which 17 articles were selected after applying the inclusion and exclusion criteria. Articles that met the criteria were published between 2011 and 2018, and their authors were from a range of countries, including the United States, China, India, Australia, Canada, Iran, Netherlands, Taiwan, and the United Kingdom. The 17 studies reviewed included various health-related disciplines, such as medicine, nursing, pharmacy, dentistry, and allied health. Although microlearning appeared in a variety of subject areas, different technologies, such as podcast, short messaging service, microblogging, and social networking service, were also used. On the basis of Buchem and Hamelmann’s 10 microlearning concepts, each study satisfied at least 40% of the characteristics, whereas all studies featured concepts of maximum time spent less than 15 min as well as content aggregation. According to our assessment of each article using the Kirkpatrick model, 94% (16/17) assessed student reactions to the microlearning (level 1), 82% (14/17) evaluated knowledge or skill acquisition (level 2), 29% (5/17) measured the effect of the microlearning on student behavior (level 3), and no studies were found at the highest level. Conclusions Microlearning as an educational strategy has demonstrated a positive effect on the knowledge and confidence of health professions students in performing procedures, retaining knowledge, studying, and engaging in collaborative learning. However, downsides to microlearning include pedagogical discomfort, technology inequalities, and privacy concerns. Future research should look at higher-level outcomes, including benefits to patients or practice changes. The findings of this scoping revi...

show abstract

Section: Resultsmentioning

confidence: 99%

Microlearning in Health Professions Education: Scoping Review

et al. 2019

View full text Add to dashboard Cite

show abstract

“…This is reflected in the current growth of what some authors have referred to as the "medical blogosphere" (Kovic, Lulic, & Brumini, 2008): a large collection of blogs dealing with all kinds of health-related issues, from general aspects to such specific issues as Palliative Care (Ngwenya & Mills, 2014) or Diabetes (Kaufman, 2010). Blogs are even used in training biomedical students, frequently to engage learners and enhance education, because students may still achieve benefits by engaging in emotional disclosure and personal reflection (Becker & Freberg, 2014;Garrity, Jones, VanderZwan, de la Rocha, & Epstein, 2014;Sterling, Leung, Wright, & Bishop, 2017). For all these reasons, the boom in the use of blogs in university training programmes in Health Sciences seems to be just starting, especially as more and more teachers recognise that if this is to be a commonly-used tool in the future, its management must be standardised during the years of university learning.…”

Section: Introductionmentioning

confidence: 99%

Blogging as a tool for the acquisition and dissemination of knowledge in health sciences: a preliminary evaluation

Caballero

Castillo

Ballesteros-Yáñez

et al. 2019

Int J Educ Technol High Educ

View full text Add to dashboard Cite

Tools for online collaboration are becoming increasingly prevalent in recent years. Certain characteristics of these tools encourage this proliferation: they are easy to use, always available, allow knowledge to be built collaboratively and disseminated quickly through social networks, and are usually free of charge. In this context, blogs are becoming increasingly important in the field of health as digital newspapers and magazines that support a large number of multimedia formats. The possibility to subscribe to blogs and their availability in formats adaptable to mobile devices mean their content can be taken anywhere. Although the use of blogs is well-established among Health Science professionals, their use among university professors as a component of the teaching strategies in these disciplines is much less common, and thus the benefits, risks and limitations of using blogging as a pedagogical tool are poorly understood. In this preliminary evaluation of a pedagogy, a public WordPress-based blog was developed for the Nutrition and Dietetics module of the undergraduate course in Nursing at the University of Castilla-La Mancha (Spain). This was primarily intended as way to use ICT to increase the level of student engagement and interest in learning the subject, but also as a way to introduce future health professionals to the world of blogging. This paper describes our experiences with this pedagogical project and discusses the advantages and disadvantages of the use of blogs in university Health Sciences teaching. Incorporating this tool into teaching methodologies takes advantages of the theoretical possibilities it offers, which include crucial aspects such as developing critical thinking, acquiring knowledge, answering questions from students, and enabling new mechanisms to develop the skills that must be acquired. However, the challenges and inconveniences are also highlighted; these are principally the lack of motivation and the low participation of the students. By analysing the outcomes of this preliminary evaluation of a pedagogy, it is concluded that blogs are a very useful tool, although it is suggested that the literature shows a certain bias toward the publication of successful trials.

show abstract

#AbortionChangesYou: A Case Study to Understand the Communicative Tensions in Women’s Medication Abortion Narratives

Rafferty

Longbons²

2020

Health Communication

View full text Add to dashboard Cite

Medical student storytelling on an institutional blog: A case study analysis

Cited by 4 publications

References 20 publications

Microlearning in Health Professions Education: Scoping Review

Microlearning in Health Professions Education: Scoping Review

Blogging as a tool for the acquisition and dissemination of knowledge in health sciences: a preliminary evaluation

#AbortionChangesYou: A Case Study to Understand the Communicative Tensions in Women’s Medication Abortion Narratives

Contact Info

Product

Resources

About