Publikationsaktivitäten im Bereich des digitalen Lehrens und Lernens in der GMS Zeitschrift für Medizinische Ausbildung – eine deskriptive Analyse (1984–2020)
Research output: Journal contributions › Journal articles › Research › peer-review
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Publikationsaktivitäten im Bereich des digitalen Lehrens und Lernens in der GMS Zeitschrift für Medizinische Ausbildung – eine deskriptive Analyse (1984–2020). / Kleinsorgen, Christin; Baumann, Andrea; Braun, Barbara et al.
In: GMS Journal for Medical Education, Vol. 39, No. 5, Doc59, 2022.Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Publikationsaktivitäten im Bereich des digitalen Lehrens und Lernens in der GMS Zeitschrift für Medizinische Ausbildung – eine deskriptive Analyse (1984–2020)
AU - Kleinsorgen, Christin
AU - Baumann, Andrea
AU - Braun, Barbara
AU - Griewatz, Jan
AU - Lang, Johannes
AU - Lenz, Holger
AU - Mink, Johanna
AU - Raupach, Tobias
AU - Romeike, Bernd
AU - Sauter, Thomas Christian
AU - Schneider, Achim
AU - Tolks, Daniel
AU - Hege, Inga
N1 - Funding Information: Diese Open Access Publikation wurde von der Deutsche Forschungsgemeinschaft (DFG, German Research Foundation) - 491094227 „Open Access Publication Funding“ und der Stiftung Tierärztliche Hochschule Hannover ge-fördert. Publisher Copyright: © 2022 Kleinsorgen et al.
PY - 2022
Y1 - 2022
N2 - Aims and objectives: Digital teaching, learning and assessment have been part of medical education and continuing education for decades. The objective of this review paper is to highlight developments and perspectives in these areas in the GMS Journal for Medical Education (GMS JME). Methodology: In the spring of 2020, we conducted a systematic literature search of the Journal for Medical Education (JME) and analysed the articles with regard to different categories such as article type, digital tools used or mode of data collection. Results: Of the 132 articles analysed, 78 were digital interventions (53 of which were exploratory-descriptive), 28 were project descriptions, 16 were surveys of needs or equipment and 10 were concept papers. About one-third of the studies and project reports each dealt with virtual patients or case-based learning, whereas no articles were published on trends such as serious games or virtual reality. Overall, our analysis shows that in many respects, the studies on digital teaching were more broadly based, especially between 2006 and 2010, after which this trend tended to decline again. Conclusions: Our analysis shows that publications in the JME consider some key aspects of digital teaching in medical education and continuing education, such as educational videos or virtual patients. The variability of information and methods of presentation advocate the use of guidelines to optimise the quality of scientific papers. Furthermore, clues for future research topics and experimental study designs are identified.
AB - Aims and objectives: Digital teaching, learning and assessment have been part of medical education and continuing education for decades. The objective of this review paper is to highlight developments and perspectives in these areas in the GMS Journal for Medical Education (GMS JME). Methodology: In the spring of 2020, we conducted a systematic literature search of the Journal for Medical Education (JME) and analysed the articles with regard to different categories such as article type, digital tools used or mode of data collection. Results: Of the 132 articles analysed, 78 were digital interventions (53 of which were exploratory-descriptive), 28 were project descriptions, 16 were surveys of needs or equipment and 10 were concept papers. About one-third of the studies and project reports each dealt with virtual patients or case-based learning, whereas no articles were published on trends such as serious games or virtual reality. Overall, our analysis shows that in many respects, the studies on digital teaching were more broadly based, especially between 2006 and 2010, after which this trend tended to decline again. Conclusions: Our analysis shows that publications in the JME consider some key aspects of digital teaching in medical education and continuing education, such as educational videos or virtual patients. The variability of information and methods of presentation advocate the use of guidelines to optimise the quality of scientific papers. Furthermore, clues for future research topics and experimental study designs are identified.
KW - digital assessment
KW - digital learning
KW - digital teaching
KW - e-learning
KW - GMS Journal for Medical Education
KW - literature review
KW - Gesundheitswissenschaften
UR - http://www.scopus.com/inward/record.url?scp=85141856628&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/54af08a6-9f87-3dfa-8bf2-9ed02e667b9a/
U2 - 10.3205/zma001580
DO - 10.3205/zma001580
M3 - Zeitschriftenaufsätze
C2 - 36540555
AN - SCOPUS:85141856628
VL - 39
JO - GMS Journal for Medical Education
JF - GMS Journal for Medical Education
SN - 1860-3572
IS - 5
M1 - Doc59
ER -