A Best Evidence in Medical Education (BEME) Systematic Review of how technology is used during clinical placements to support the learning experience of undergraduate health-related profession students.

Andrea Jones*, Iseult Wilson, Daniel P. Kerr, Stephen McClean, Cathal Breen, Kelly McCoo

*Corresponding author for this work

Research output: Contribution to journalArticle

Abstract

Background: High quality clinical education is a fundamental component of undergraduate health-related professions programmes. Interventions which support and enhance the student learning experience during clinical placement, i.e. away from the university setting, are therefore of great importance. This review aims to systematically explore, evaluate and summarise the range of technological interventions within the literature regarding enhancement of the student learning experience during clinical placements. This will provide educators with the current best available evidence in order to select which technological intervention(s) may be utilised to support the learning experience of undergraduate health-related profession students during clinical placements.
Methods: A systematic review of the literature will be conducted using defined search terms, educational subject terms and medical subject headings (MeSH). A range of relevant databases will be searched alongside hand searching of citations and grey literature. Experimental studies with technological interventions designed to enhance student learning during clinical placement will be included. A modified version of the BEME coding form will be used for extraction and evaluation of data. MS Excel spreadsheets will be used for administration purposes and to record annotations or comments on the papers. It is anticipated that a mixture of qualitative and quantitative studies will be retrieved. A modified version of Kirkpatrick’s levels will be used to evaluate interventions.
Results: The results of the review are likely to be both qualitative and quantitative studies, and the outcomes will be tabulated. From these results, a list of technological interventions will be produced to support the learning experience of undergraduate students of health-related professions during clinical placement and their potential uses.
Discussion: It is anticipated that the results of this review will be used to inform educational interventions to support the learning experience of undergraduate students of health-related professions during clinical placement.
Original languageEnglish
JournalBest Evidence Medical and Health Professional Education
Publication statusAccepted - 01 May 2020

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