Who participates in computer science education studies? A literature review on K-12 subjects.
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ABSTRACT:
SUBMITTER: van der Meulen A
PROVIDER: S-EPMC8725654 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:BackgroundGlobal health has stimulated a lot of students and has attracted the interest of many faculties, thereby initiating the establishment of many academic programs on global health research and education. global health education reflects the increasing attention toward social accountability in medical education.ObjectiveThis study aims to identify gaps in the studies on global health education.DesignA critical literature review of empirical studies was conducted using Boolean search techniques.ResultsA total of 238 articles, including 16 reviews, were identified. There had been a boom in the numbers of studies on global health education since 2010. Four gaps were summarized. First, 94.6% of all studies on global health education were conducted in North American and European countries, of which 65.6% were carried out in the United States, followed by Canada (14.3%) and the United Kingdom (9.2%). Only seven studies (2.9%) were conducted in Asian countries, five (2.1%) in Oceania, and two (0.8%) in South American/Caribbean countries. A total of 154 studies (64.4%) were qualitative studies and 64 studies (26.8%) were quantitative studies. Second, elective courses and training or programs were the most frequently used approach for global health education. Third, there was a gap in the standardization of global health education. Finally, it was mainly targeted at medical students, residents, and doctors. It had not granted the demands for global health education of all students majoring in medicine-related studies.ConclusionsGlobal health education would be a potentially influential tool for achieving health equity, reducing health disparities, and also for future professional careers. It is the time to build and expand education in global health, especially among developing countries. Global health education should be integrated into primary medical education. Interdisciplinary approaches and interprofessional collaboration were recommended. Collaboration and support from developed countries in global health education should be advocated to narrow the gap and to create further mutual benefits.
| S-EPMC4408318 | biostudies-literature
Project description:The term "equity" (EQUI) is a complex concept to be defined, because it depends on many factors, mainly political ideals. The objective of this research is to determine the evolution and development of the term equity in education by the scientific community. The main objective is to identify the scientific production and performance of the term equity in the field of education. The research method developed is based on bibliometrics, specifically on the technique of scientific mapping, and a process of quantification, analysis, evaluation and estimation of scientific documents was developed. The results indicate there is no established line of research or strong connections between the themes. This shows the existing variety of research on the term equity. Thus, the trend in research on the term equity is focused on the early periods of study on the students' diversity in order to evolve to more concrete and specific aspects of equity, such as gender and race. It is concluded that the theoretical framework of reference shows how equity should be incorporated into the education system under the parameters of equal opportunities, of equality in access to higher education, regardless of gender or socio-cultural background.
| S-EPMC7277144 | biostudies-literature
Project description:Large-scale transcriptome and methylome data analyses obtained by high-throughput technologies have been enabling the identification of novel imprinted genes. We investigated genome-wide DNA methylation patterns in multiple human tissues, using a high-resolution microarray to uncover hemimethylated CpGs located in promoters overlapping CpG islands, aiming to identify novel candidate imprinted genes. Using our approach, we recovered ~30% of the known human imprinted genes, further 168 candidates were identified, 61 of which with at least three hemimethylated CpGs shared by more than two tissue types. Thirty-four of these candidate genes are members of the protocadherins cluster on 5q31.3; in mice, protocadherin genes have non-imprinted monoallelic randomic expression, which might be the case in humans. Among the remaining 27 genes, ZNF331 was recently validated as an imprinted gene, and six of them have been reported as candidates, supporting our prediction. Five candidates (CCDC166, ARC, PLEC, TONSL and VPS28) map to 8q24.3, and might constitute a novel imprinted cluster. Additionally, we performed a comprehensive compilation of known human and mice imprinted genes from literature and databases, and a comparison among high-throughput imprinting studies in humans. The screening for hemimethylated CpGs shared by multiple human tissues, together with the extensive review, appears as a useful approach to reveal candidate imprinted genes.
2017-09-26 | GSE103413 | GEO
Project description:Since the relaunch of Microsoft Academic Services (MAS) 4 years ago, scholarly communications have undergone dramatic changes: more ideas are being exchanged online, more authors are sharing their data, and more software tools used to make discoveries and reproduce the results are being distributed openly. The sheer amount of information available is overwhelming for individual humans to keep up and digest. In the meantime, artificial intelligence (AI) technologies have made great strides and the cost of computing has plummeted to the extent that it has become practical to employ intelligent agents to comprehensively collect and analyze scholarly communications. MAS is one such effort and this paper describes its recent progresses since the last disclosure. As there are plenty of independent studies affirming the effectiveness of MAS, this paper focuses on the use of three key AI technologies that underlies its prowess in capturing scholarly communications with adequate quality and broad coverage: (1) natural language understanding in extracting factoids from individual articles at the web scale, (2) knowledge assisted inference and reasoning in assembling the factoids into a knowledge graph, and (3) a reinforcement learning approach to assessing scholarly importance for entities participating in scholarly communications, called the saliency, that serves both as an analytic and a predictive metric in MAS. These elements enhance the capabilities of MAS in supporting the studies of science of science based on the GOTO principle, i.e., good and open data with transparent and objective methodologies. The current direction of development and how to access the regularly updated data and tools from MAS, including the knowledge graph, a REST API and a website, are also described.
| S-EPMC7931949 | biostudies-literature
Project description:ObjectiveTo review the research literature on epistemic cognition in medical education.MethodsWe conducted database searches using keywords related to epistemic cognition and medical education or practice. In duplicate, authors selected and reviewed empirical studies with a central focus on epistemic cognition and participant samples including medical students or physicians. Independent thematic analysis and consensus procedures were used to identify major findings about epistemic cognition and implications for research and medical education.ResultsTwenty-seven articles were selected. Themes from the findings of selected studies included developmental frameworks of epistemic cognition revealing simple epistemological positions of medical learners, increasing epistemological sophistication with experience, relationships between epistemic cognition and context, patterns in epistemic orientations to clinical practice, and reactions to ambiguity and uncertainty. Many studies identified the need for new instruments and methodologies to study epistemic cognition in medical education settings and its relationship to clinical outcomes. Relationships between epistemological beliefs and humanistic patient care and influences of medical education practices were commonly cited implications for medical education.ConclusionsEpistemic cognition is conceptualized and operationalized in a variety of ways in the medical research literature. Advancing theoretical frameworks and developing new methodological approaches to examine epistemic cognition are important areas for future research. Also, examination of the relationship between the contexts of medical learning and practice and epistemic cognition has potential for improving medical education. This work also establishes a need for further investigation into the implications of epistemic cognition for humanistic orientations and ultimately for patient care.
| S-EPMC5222678 | biostudies-literature
Project description:BACKGROUND:The widening gap between innovations in the medical field and the dissemination of such information to doctors may affect the quality of care. Offline computer-based digital education (OCDE) may be a potential solution to overcoming the geographical, financial, and temporal obstacles faced by doctors. OBJECTIVE:The objectives of this systematic review were to evaluate the effectiveness of OCDE compared with face-to-face learning, no intervention, or other types of digital learning for improving medical doctors' knowledge, cognitive skills, and patient-related outcomes. Secondary objectives were to assess the cost-effectiveness (CE) of OCDE and any adverse effects. METHODS:We searched major bibliographic databases from 1990 to August 2017 to identify relevant articles and followed the Cochrane methodology for systematic reviews of intervention. RESULTS:Overall, 27 randomized controlled trials (RCTs), 1 cluster RCT (cRCT), and 1 quasi-RCT were included in this review. The total number of participants was 1690 in addition to the cRCT, which included 24 practices. Due to the heterogeneity of the participants, interventions, and outcomes, meta-analysis was not feasible, and the results were presented as narrative summary. Compared with face-to-face learning, the effect of OCDE on knowledge gain is uncertain (ratio of the means [RM] range 0.95-1.17; 8 studies, 495 participants; very low grade of evidence). From the same comparison, the effect of OCDE on cognitive skill gain is uncertain (RM range 0.1-0.9; 8 studies, 375 participants; very low grade of evidence). OCDE may have little or no effect on patients' outcome compared with face-to-face education (2 studies, 62 participants; low grade of evidence). Compared with no intervention, OCDE may improve knowledge gain (RM range 1.36-0.98; 4 studies, 401 participants; low grade of evidence). From the same comparison, the effect of OCDE on cognitive skill gain is uncertain (RM range 1.1-1.15; 4 trials, 495 participants; very low grade of evidence). One cRCT, involving 24 practices, investigated patients' outcome in this comparison and showed no difference between the 2 groups with low-grade evidence. Compared with text-based learning, the effect of OCDE on cognitive skills gain is uncertain (RM range 0.91-1.46; 3 trials with 4 interventions; 68 participants; very low-grade evidence). No study in this comparison investigated knowledge gain or patients' outcomes. One study assessed the CE and showed that OCDE was cost-effective when compared with face-to-face learning if the cost is less than or equal to Can $200. No trial evaluated the adverse effect of OCDE. CONCLUSIONS:The effect of OCDE compared with other methods of education on medical doctors' knowledge and cognitive skill gain is uncertain. OCDE may improve doctors' knowledge compared with no intervention but its effect on doctors' cognitive skills is uncertain. OCDE may have little or no effect in improving patients' outcome.
| S-EPMC6418481 | biostudies-literature
Project description: Not available
| S-EPMC3878063 | biostudies-literature
Project description:This review article examines how social science literature co-produces various imaginaries of forest-based bioeconomy transformations and pathways for reaching desired ends. Based on an analysis of 59 research articles, we find that despite a growing number of social sciences studies on the forest-based bioeconomy, much of the research tends to replicate a bioeconomy imaginary articulated in EU and national bioeconomy policies and strategies. Accordingly, the research primarily reproduces a weak approach to sustainability, which prioritize economic growth and competitiveness. Expectations are largely directed at national and regional corporate interests and forest industrial renewal, while the state has a supportive rather than restricting role. We discuss the findings against the role of social sciences, and conclude that social science scholars may adopt various strategies if interested in opening up forest-based policy debates and offer alternative imaginaries of sustainable bioeconomy transformations.
| S-EPMC7568747 | biostudies-literature
Project description:The clinical component of undergraduate clinical education is a critical area in nursing programs. Faculty shortages have made recruitment of clinical faculty and clinical teaching more challenging. As such, alternate models of clinical faculty assignments are being explored to address faculty shortages. This article contains an extensive literature review conducted to survey models of clinical education and student satisfaction with the clinical environment. The purpose of this paper is to examine student satisfaction in the clinical learning environment using articles employing the Clinical Learning Environment Inventory (CLEI) along with examining the use of alternate clinical staffing models in differing levels of undergraduate nursing students. A literature search focusing on studies published between 2002 and 2015 was conducted from 5 electronic databases. Thirty-five articles were reviewed and 22 were selected for this literature review. The studies reviewed concluded that students favored a more positive and favorable clinical environment than they perceived as being actually present. A supportive clinical learning environment is of paramount importance in securing positive teaching learning outcomes. Nurse educators can apply the results of this review in order to develop and maintain quality clinical teaching and to promote a positive, student-centric, clinical learning environment.
| S-EPMC6626144 | biostudies-literature
Project description:Podcasts are increasingly being used for medical education, both within teaching institutions and on an international scale by major journals. To date, there are no evidence-based guidelines for the development of educational podcasts. To review the state of the literature, MEDLINE, SCOPUS, and ERIC were searched in May 2016 for articles describing audio format podcasts used in medical education. Eighty-four articles met inclusion criteria. A qualitative synthesis of the evidence was done using Kirkpatrick's model for evaluating outcomes. Twenty-four articles described reaction outcomes, eleven described learning outcomes, and one described behavioral outcomes. None measured patient impact. The literature demonstrates that podcasts are both feasible and accepted by learners. The mean length of reported podcasts was 18 minutes, which falls within the recommended range in at least one paper, and is consistent with reported listener preference. Interview format, clear disclosures, and accurate information were reported as desirable. There is limited evidence showing the efficacy of podcasts as teaching tools, or regarding best practices in making podcasts. More rigorous studies evaluating efficacy, changes in behavior, and changes in patient outcomes need to be performed in order to prove podcasts' value and to justify production costs.
| S-EPMC5717411 | biostudies-literature