Imperial College London
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DrLorainneTudor Car

Faculty of Medicine, School of Public Health

Honorary Senior Research Fellow
 
 
 
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Contact

 

l.tudor.car

 
 
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Location

 

Reynolds BuildingCharing Cross Campus

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Summary

 

Publications

Citation

BibTex format

@article{Tudor:2022:10.2196/31977,
author = {Tudor, Car L and Poon, S and Kyaw, BM and Cook, DA and Ward, V and Atun, R and Majeed, A and Johnston, J and Kleij, RVD and Molokhia, M and Florian, W and Lupton, M and Chavannes, N and Ajuebor, O and Prober, CG and Car, J},
doi = {10.2196/31977},
journal = {Journal of Medical Internet Research},
pages = {1--21},
title = {An evidence map, a conceptual framework and a research agenda for health professions digital education (Preprint)},
url = {http://dx.doi.org/10.2196/31977},
volume = {24},
year = {2022}
}
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RIS format (EndNote, RefMan)

TY  - JOUR
AB  - BackgroundHealth professions education has undergone major changes with the advent and adoption of digital technologies worldwide. To enable robust and relevant research in digital health professions education, it is essential to map the existing evidence, identify gaps and research priorities.MethodsWe searched for systematic reviews on digital education of practicing and student healthcare professionals. We searched Medline, Embase, Cochrane Library, ERIC, CINAHL, and grey literature sources from January 2014 to July 2020. Two authors independently screened the studies, extracted the data, and synthesized the findings. We outlined the key characteristics of the included reviews, the quality of the evidence they synthesized, and recommendations for future research. We mapped the empiric findings and research recommendations against a newly developed conceptual framework. ResultsWe identified 77 eligible systematic reviews. All included experimental studies and evaluated the effectiveness of digital education interventions in different healthcare disciplines or of different digital education modalities. Most reviews included studies on various digital education modalities (N=22), virtual reality (N=19) and online education (N=10). Most reviews focused on health professions education in general (N=36), surgery (N=13) and nursing (N=11). The reviews mainly assessed participants’ skills (N=51) and knowledge (N=49) and included data from high-income countries (N=53). Our novel conceptual framework of digital health professions education comprises six key domains (context, infrastructure, education, learners, research, and quality improvement) and 16 subdomains. Finally, we identified in these reviews 61 unique questions for future research; these mapped to framework domains of education (29 recommendations), context (17), infrastructure (9), learners (3), and research (3). Conclusions We have identified a large number of research questions regarding digital educat
AU  - Tudor,Car L
AU  - Poon,S
AU  - Kyaw,BM
AU  - Cook,DA
AU  - Ward,V
AU  - Atun,R
AU  - Majeed,A
AU  - Johnston,J
AU  - Kleij,RVD
AU  - Molokhia,M
AU  - Florian,W
AU  - Lupton,M
AU  - Chavannes,N
AU  - Ajuebor,O
AU  - Prober,CG
AU  - Car,J
DO  - 10.2196/31977
EP  - 21
PY  - 2022///
SN  - 1438-8871
SP  - 1
TI  - An evidence map, a conceptual framework and a research agenda for health professions digital education (Preprint)
T2  - Journal of Medical Internet Research
UR  - http://dx.doi.org/10.2196/31977
UR  - https://www.jmir.org/2022/3/e31977/
UR  - http://hdl.handle.net/10044/1/93149
VL  - 24
ER  -
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