Publikationsaktivitäten im Bereich des digitalen Lehrens und Lernens in der GMS Zeitschrift für Medizinische Ausbildung – eine deskriptive Analyse (1984–2020)

Research output: Journal contributionsJournal articlesResearchpeer-review

Standard

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 contributionsJournal articlesResearchpeer-review

Harvard

Kleinsorgen, C, Baumann, A, Braun, B, Griewatz, J, Lang, J, Lenz, H, Mink, J, Raupach, T, Romeike, B, Sauter, TC, Schneider, A, Tolks, D & Hege, I 2022, 'Publikationsaktivitäten im Bereich des digitalen Lehrens und Lernens in der GMS Zeitschrift für Medizinische Ausbildung – eine deskriptive Analyse (1984–2020)', GMS Journal for Medical Education, vol. 39, no. 5, Doc59. https://doi.org/10.3205/zma001580

APA

Kleinsorgen, C., Baumann, A., Braun, B., Griewatz, J., Lang, J., Lenz, H., Mink, J., Raupach, T., Romeike, B., Sauter, T. C., Schneider, A., Tolks, D., & Hege, I. (2022). Publikationsaktivitäten im Bereich des digitalen Lehrens und Lernens in der GMS Zeitschrift für Medizinische Ausbildung – eine deskriptive Analyse (1984–2020). GMS Journal for Medical Education, 39(5), Article Doc59. https://doi.org/10.3205/zma001580

Vancouver

Bibtex

@article{e89c5025fee4422ea04522084c8d77a4,
title = "Publikationsaktivit{\"a}ten im Bereich des digitalen Lehrens und Lernens in der GMS Zeitschrift f{\"u}r Medizinische Ausbildung – eine deskriptive Analyse (1984–2020)",
abstract = "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.",
keywords = "digital assessment, digital learning, digital teaching, e-learning, GMS Journal for Medical Education, literature review, Gesundheitswissenschaften",
author = "Christin Kleinsorgen and Andrea Baumann and Barbara Braun and Jan Griewatz and Johannes Lang and Holger Lenz and Johanna Mink and Tobias Raupach and Bernd Romeike and Sauter, {Thomas Christian} and Achim Schneider and Daniel Tolks and Inga Hege",
note = "Funding Information: Diese Open Access Publikation wurde von der Deutsche Forschungsgemeinschaft (DFG, German Research Foundation) - 491094227 „Open Access Publication Funding“ und der Stiftung Tier{\"a}rztliche Hochschule Hannover ge-f{\"o}rdert. Publisher Copyright: {\textcopyright} 2022 Kleinsorgen et al.",
year = "2022",
doi = "10.3205/zma001580",
language = "Deutsch",
volume = "39",
journal = "GMS Journal for Medical Education",
issn = "1860-3572",
publisher = "German Medical Science",
number = "5",

}

RIS

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 -

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