Scoping Review of Textbooks for Medical Spanish Education.
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ABSTRACT: Supplementary information
The online version contains supplementary material available at 10.1007/s40670-021-01333-8.
SUBMITTER: Shin TM
PROVIDER: S-EPMC8368469 | biostudies-literature | 2021 Aug
REPOSITORIES: biostudies-literature
Publications
Scoping Review of Textbooks for Medical Spanish Education.
Shin Tiffany M TM Hardin Karol K Johnston Dennis D Rajadhyaksha Evan E Diamond Lisa C LC Chang Rocío R Martínez Glenn A GA Ortega Pilar P
Medical science educator 20210602 4
Despite medical Spanish program proliferation to teach clinicians the language skills to communicate effectively with Spanish-speaking patients, course material selection remains a challenge. We conducted a scoping review to systematically identify medical Spanish textbooks, evaluate utility, and identify gaps. On average, language reviewers scored books lower than medical reviewers. Medical and language professionals present complementary perspectives to evaluating medical Spanish educational m ...[more]
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Project description:IntroductionDigital textbooks (DTs), in which students read dozens of paragraph clips and systematise their level of knowledge through new questions, can be an alternative for digital natives to consider. Developing DTs is required when teaching digital natives at undergraduate nursing schools. A scoping review is required to understand the current status of DTs in nursing education.Methods and analysisThe preliminary search has been conducted to check whether the results produced by PubMed (NCBI) were published in English within 10 years and related to DTs. This study includes research targeting undergraduate nursing students. Literature will be further searched using Embase (Elsevier), Cochrane Library and Cumulative Index to Nursing and Allied Health (CINAHL) databases. This scoping review will also consider quantitative, qualitative, and mixed research methods, texts and opinion documents; review studies; and pilot tests. The chosen studies will first be extracted based on the scoping review data extraction section of Joanna Briggs Institute to identify their general characteristics. DTs will be analysed based on the e-textbook framework: information goods, technology and stakeholders.Ethics and disseminationThe Institutional Review Board of Nambu University, South Korea, approved this study for review exemption (approval number: 1041478-2022-HR-009). The results of this study will be disseminated through research results to nursing education institutions and hospitals. OPEN SCIENCE FRAMEWORK: https://doi.org/10.17605/OSF.IO/QS6WH.
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Project description:ObjectivesOver the last two decades, the number of scoping reviews in core medical education journals has increased by 4200%. Despite this growth, research on scoping reviews provides limited information about their nature, including how they are conducted or why medical educators undertake this knowledge synthesis type. This gap makes it difficult to know where the field stands and may hamper attempts to improve the conduct, reporting and utility of scoping reviews. Thus, this review characterises the nature of medical education scoping reviews to identify areas for improvement and highlight future research opportunities.MethodThe authors searched PubMed for scoping reviews published between 1/1999 and 4/2020 in 14 medical education journals. The authors extracted and summarised key bibliometric data, the rationales given for conducting a scoping review, the research questions and key reporting elements as described in the PRISMA-ScR. Rationales and research questions were mapped to Arksey and O'Malley's reasons for conducting a scoping review.ResultsOne hundred and one scoping reviews were included. On average, 10.1 scoping reviews (SD = 13.1, median = 4) were published annually with the most reviews published in 2019 (n = 42). Authors described multiple reasons for undertaking scoping reviews; the most prevalent being to summarise and disseminate research findings (n = 77). In 11 reviews, the rationales for the scoping review and the research questions aligned. No review addressed all elements of the PRISMA-ScR, with few authors publishing a protocol (n = 2) or including stakeholders (n = 20). Authors identified shortcomings of scoping reviews, including lack of critical appraisal.ConclusionsScoping reviews are increasingly conducted in medical education and published by most core journals. Scoping reviews aim to map the depth and breadth of emerging topics; as such, they have the potential to play a critical role in the practice, policy and research of medical education. However, these results suggest improvements are needed for this role to be fully realised.
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