Where and How to Search for Evidence in the Education Literature: The WHEEL

Poirier, Therese I.; Behnen, Erin M.

doi:10.5688/ajpe78470

Cited by 13 publications

(12 citation statements)

References 11 publications

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“…These search strings were combined with the "AND" and "OR" Boolean operators (see Chaka, 2019). Moreover, ancestry or snowball searching was conducted based on the titles and references provided by the returned articles (see Booth, 2016;Nurse Key, 2017;Poirier & Behnen, 2014;Whittemore & Kna , 2005). The rst search, yielded among other things, lists of the names of U.S. and South African universities, and articles containing a classi cation of U.S. universities.…”

Section: Search Strategymentioning

confidence: 99%

“…The scoping review process was conducted following some of the steps and aspects recommended by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guide (Beller et al, 2013;Hutton et al, 2015), and following the where and how to search for evidence in the education literature (WHEEL) (Poirier & Behnen, 2014). For instance, one of the objectives of PRISMA is to ensure clarity and transparency of the search process (see Beller et al, 2013;Hutton et al, 2015).…”

Section: Search Strategymentioning

confidence: 99%

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Higher education institutions and the use of online instruction and online tools and resources during the COVID-19 outbreak - An online review of selected U.S. and SA's universities

Chaka

2020

Preprint

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This online quasi-scoping review set out to review how 64 U.S. and 21 South African universities pivoted to online course delivery and used online tools and resources as one of their collective responses to continue their teaching and learning activities during the COVID-19 pandemic. The review was conducted on five online search engines, six online databases and two online social networking sites. Generally, all of the U.S and South African universities investigated transitioned to online classes and temporarily relinquished their in-person, campus-based classes. Additionally, all of these universities transiently opted for a strong form of social distancing and embraced emergency remote online pedagogy. Moreover, four online delivery typologies, with their attendant multiple permutations, emerged from these two sets of universities. Furthermore, when both U.S. and South African universities temporarily pivoted their classes to online delivery during the COVID-19 pandemic outbreak, they embraced and adopted certain online tools and resources more than the others. For instance, pertaining to 64 U.S. universities, Zoom was the most preferred tool, with video conferencing and LMS platforms emerging as the two dominant platforms. As regards the 21 South African universities, Blackboard (Collaborate) emerged as the most preferred tool, with both LMS and video conferencing platforms emerging as the two dominant platforms. Overall, Zoom, Blackboard (Collaborate) and institutional LMSes were the three common tools to which both sets of universities pivoted during the pandemic. Finally, the two sets of universities only embraced low-tech versions of the 4IR technologies such as video-conferencing, social media technologies, and cloud computing.

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Section: Search Strategymentioning

confidence: 99%

Section: Search Strategymentioning

confidence: 99%

Higher education institutions and the use of online instruction and online tools and resources during the COVID-19 outbreak - An online review of selected U.S. and SA's universities

Chaka

2020

Preprint

View full text Add to dashboard Cite

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“…Scopus was selected for its more comprehensive coverage of education-related journals as compared to PubMed, CINAHL, Embase, and ERIC (an educational research database). 10 Google Scholar was selected in order to utilize a different search methodology and capture any grey literature. The search was limited to the period of the meeting year through June 2017.…”

Section: Abstracts Were Obtained From Published Abstracts In the Amermentioning

confidence: 99%

Predictors of Publication Rates for Abstracts Presented at the American Association of Colleges of Pharmacy Annual Meetings

Spencer

Majkowski

Suda

2018

American Journal of Pharmaceutical Education

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Objectives. Pharmacy education is rapidly changing with an expansion in the number and size of colleges/schools of pharmacy (COP) and increasing expectations for scholarship. However, manuscript publication rates of AACP abstracts is not known. The aim of this study was to examine trends in manuscript publication rates for abstracts presented at the 2000, 2005, 2010, and 2015 AACP annual meetings.Methods. Manuscript publication of AACP abstracts was determined through a systematic search of PubMed, Scopus, and Google Scholar. 'New' COPs were defined as receiving accreditation after 1996.Contingency tables and t-tests were applied; p value<0.05 was considered significant.Results. 1382 abstracts were evaluated. The overall publication rate was 20% and there was no difference in publication rates over 15 years. Conclusions. The publication rate of AACP abstracts has remained steady, despite the increase in COPs and faculty. Collaboration amongst institutions was the strongest predictor for publication, highlighting its importance. The low publication rate observed may be attributed to a lack of training for junior faculty, insufficient forums to publish work, or misaligned motivations for scholarship among faculty. These barriers should be examined further.

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“…The final databases used were selected to encompass major teaching and learning journals in the health professions. 7 In addition, the table of contents of the journal Innovations in Pharmacy was reviewed since it was not indexed in any of the available search engines.…”

Section: Methodsmentioning

confidence: 99%

Pharmacy Student Learning During Advanced Pharmacy Practice Experiences in Relation to the CAPE 2013 Outcomes

Dennis

May

Kanmaz

et al. 2016

American Journal of Pharmaceutical Education

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Outcomes from The Center for Advancement of Pharmacy Education (CAPE) are intended to represent the terminal knowledge, skills, and attitudes pharmacy students should possess and have guided delivery of pharmacy education for more than two decades. Advanced pharmacy practice experiences (APPEs) are the endpoint of pharmacy curricula where demonstration and assessment of terminal learning occurs. This review examines published literature in relation to the most recent CAPE outcomes to determine the extent to which they have been addressed during APPEs since 1996. Details related to the APPE focus, intervention(s)/learning setting(s), and assessments are summarized according to the 15 CAPE outcomes. Further, the assessments are categorized according to the level of learning achieved using an available method. Common CAPE outcomes are highlighted, as well as those for which published reports are lacking for APPEs. The range and quality of assessments are discussed and emphasize the need for continuous improvement of scholarly design and assessment.

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Where and How to Search for Evidence in the Education Literature: The WHEEL

Cited by 13 publications

References 11 publications

Higher education institutions and the use of online instruction and online tools and resources during the COVID-19 outbreak - An online review of selected U.S. and SA's universities

Higher education institutions and the use of online instruction and online tools and resources during the COVID-19 outbreak - An online review of selected U.S. and SA's universities

Predictors of Publication Rates for Abstracts Presented at the American Association of Colleges of Pharmacy Annual Meetings

Pharmacy Student Learning During Advanced Pharmacy Practice Experiences in Relation to the CAPE 2013 Outcomes

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