Publication activities relating to digital teaching and learning in the GMS Journal for Medical Education – a descriptive analysis (1984–2020)
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...
| Main Authors: | , , , , , , , , , , , , |
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| Format: | Article |
| Language: | deu |
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German Medical Science GMS Publishing House
2022-11-01
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| Series: | GMS Journal for Medical Education |
| Subjects: | |
| Online Access: | http://www.egms.de/static/en/journals/zma/2022-39/zma001580.shtml |
| _version_ | 1828284600427741184 |
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| author | Kleinsorgen, Christin Baumann, Andrea Braun, Barbara Griewatz, Jan Lang, Johannes Lenz, Holger Mink, Johanna Raupach, Tobias Romeike, Bernd Sauter, Thomas Christian Schneider, Achim Tolks, Daniel Hege, Inga |
| author_facet | Kleinsorgen, Christin Baumann, Andrea Braun, Barbara Griewatz, Jan Lang, Johannes Lenz, Holger Mink, Johanna Raupach, Tobias Romeike, Bernd Sauter, Thomas Christian Schneider, Achim Tolks, Daniel Hege, Inga |
| author_sort | Kleinsorgen, Christin |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-13T09:03:26Z |
| format | Article |
| id | doaj.art-9a249fbb1b15457586c4101be27d8555 |
| institution | Directory Open Access Journal |
| issn | 2366-5017 |
| language | deu |
| last_indexed | 2024-04-13T09:03:26Z |
| publishDate | 2022-11-01 |
| publisher | German Medical Science GMS Publishing House |
| record_format | Article |
| series | GMS Journal for Medical Education |
| spelling | doaj.art-9a249fbb1b15457586c4101be27d85552022-12-22T02:53:03ZdeuGerman Medical Science GMS Publishing HouseGMS Journal for Medical Education2366-50172022-11-01395Doc5910.3205/zma001580Publication activities relating to digital teaching and learning in the GMS Journal for Medical Education – a descriptive analysis (1984–2020)Kleinsorgen, Christin0Baumann, Andrea1Braun, Barbara2Griewatz, Jan3Lang, Johannes4Lenz, Holger5Mink, Johanna6Raupach, Tobias7Romeike, Bernd8Sauter, Thomas Christian9Schneider, Achim10Tolks, Daniel11Hege, Inga12University of Veterinary Medicine Hannover, Foundation, Centre for E-Learning, Didactics and Educational Research (ZELDA), Hannover, GermanyUniversity of Tübingen, Faculty of Medicine, The Competence Center for University Teaching in Medicine Baden-Württemberg, Faculty, Tübingen, GermanyMedical Faculty Mannheim of the University of Heidelberg, Studies and teaching development, digital teaching, Mannheim, GermanyUniversity of Tübingen, Faculty of Medicine, The Competence Center for University Teaching in Medicine Baden-Württemberg, Faculty, Tübingen, GermanyJustus-Liebig University Gießen, Faculty of Medicine, Division for Study and Teaching, Gießen, GermanyLMU Munich, University Hospital, Institute for Medical Education, Munich, GermanyUniversity Hospital Heidelberg, Department of General Medicine and Health Services Research, Heidelberg, GermanyUniversity Hospital Bonn, Institute for Medical Education, Bonn, GermanyUniversity Medical Center, Academic Dean's Office, Division of Medical Education, Rostock, GermanyUniversity Hospital Bern, Inselspital, Department of Emergency Medicine, Bern, SwitzerlandUlm University, Medical Faculty, Office of the Dean of Studies, Ulm, GermanyLeuphana University Lüneburg, Centre for Applied Health Promotion, Lüneburg, GermanyLMU Munich, University Hospital, Institute for Medical Education, Munich, GermanyAims 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.http://www.egms.de/static/en/journals/zma/2022-39/zma001580.shtmlliterature reviewdigital teachinge-learningdigital learningdigital assessmentgms journal for medical education |
| spellingShingle | Kleinsorgen, Christin Baumann, Andrea Braun, Barbara Griewatz, Jan Lang, Johannes Lenz, Holger Mink, Johanna Raupach, Tobias Romeike, Bernd Sauter, Thomas Christian Schneider, Achim Tolks, Daniel Hege, Inga Publication activities relating to digital teaching and learning in the GMS Journal for Medical Education – a descriptive analysis (1984–2020) GMS Journal for Medical Education literature review digital teaching e-learning digital learning digital assessment gms journal for medical education |
| title | Publication activities relating to digital teaching and learning in the GMS Journal for Medical Education – a descriptive analysis (1984–2020) |
| title_full | Publication activities relating to digital teaching and learning in the GMS Journal for Medical Education – a descriptive analysis (1984–2020) |
| title_fullStr | Publication activities relating to digital teaching and learning in the GMS Journal for Medical Education – a descriptive analysis (1984–2020) |
| title_full_unstemmed | Publication activities relating to digital teaching and learning in the GMS Journal for Medical Education – a descriptive analysis (1984–2020) |
| title_short | Publication activities relating to digital teaching and learning in the GMS Journal for Medical Education – a descriptive analysis (1984–2020) |
| title_sort | publication activities relating to digital teaching and learning in the gms journal for medical education a descriptive analysis 1984 2020 |
| topic | literature review digital teaching e-learning digital learning digital assessment gms journal for medical education |
| url | http://www.egms.de/static/en/journals/zma/2022-39/zma001580.shtml |
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