Martin Paolo C, Maggio Lauren A, Murray Heather, Willinsky John M
P.C. Martin is assistant professor of health professions education, Department of Medicine, Center for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland; ORCID: http://orcid.org/0000-0002-7720-5667 .
L.A. Maggio is professor of medicine and health professions education, Department of Medicine, Center for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland; ORCID: http://orcid.org/0000-0002-2997-6133 .
Acad Med. 2023 Mar 1;98(3):394-400. doi: 10.1097/ACM.0000000000004897. Epub 2022 Aug 2.
Health professions educators are increasingly called on to engage learners in more meaningful instruction. Many have used Wikipedia to offer an applied approach to engage learners, particularly learning related to evidence-based medicine (EBM). However, little is known about the benefits and challenges of using Wikipedia as a pedagogic tool from the collective experience of educators who have sought to improve their instructional practice with it. This study aims to synthesize the perspectives of health professions education (HPE) instructors on the incorporation of Wikipedia editing into their HPE courses.
Applying a constructivist approach, the authors conducted semistructured interviews from July to December 2020, with 17 participating HPE instructors who had substantively integrated Wikipedia into their curriculum at 13 institutions. Participants were interviewed about their experiences of integrating Wikipedia editing into their courses. Thematic analysis was conducted on resulting transcripts.
The authors observed 2 broad themes among participants' expressed benefits of teaching with Wikipedia. First, Wikipedia provides a meaningful instructional alternative that also helps society and develops learners' information literacy and EBM skills. Second, Wikipedia supports learners' careers and professional identity formation. Identified challenges included high effort and time, restrictive Wikipedia sourcing guidelines, and difficult interactions with stakeholders.
Findings build on known benefits, such as providing a real-world collaborative project that contextualizes students' learning experiences. They also echo known challenges, such as the resource-intensive nature of teaching with Wikipedia. The findings of this study reveal the potential of Wikipedia to enculturate HPE students within a situated learning context. They also present implications for HPE programs that are considering implementing Wikipedia and faculty development needed to help instructors harness crowd-sourced information tools' pedagogic opportunities as well as anticipate their challenges.
卫生专业教育工作者越来越多地被要求让学习者参与更有意义的教学。许多人使用维基百科提供一种应用方法来吸引学习者，特别是与循证医学（EBM）相关的学习。然而，从那些试图通过它改进教学实践的教育工作者的集体经验来看，对于将维基百科用作教学工具的益处和挑战知之甚少。本研究旨在综合卫生专业教育（HPE）教师对将维基百科编辑纳入其HPE课程的看法。
作者采用建构主义方法，于2020年7月至12月进行了半结构化访谈，采访了17位参与的HPE教师，他们在13所机构已将维基百科实质性地整合到其课程中。参与者被问及将维基百科编辑整合到课程中的经历。对所得访谈记录进行了主题分析。
作者在参与者表达的使用维基百科教学的益处中观察到两个广泛的主题。首先，维基百科提供了一种有意义的教学替代方式，同时有助于社会并培养学习者的信息素养和循证医学技能。其次，维基百科支持学习者的职业发展和专业身份形成。确定的挑战包括投入精力和时间多、维基百科的资料来源指南有局限性以及与利益相关者的互动困难。
研究结果基于已知的益处，例如提供一个将学生学习体验情境化的真实世界协作项目。它们也呼应了已知的挑战，例如用维基百科教学资源密集的性质。本研究的结果揭示了维基百科在情境学习环境中使HPE学生融入文化的潜力。它们还对考虑实施维基百科的HPE项目以及为帮助教师利用众包信息工具的教学机会并预见其挑战所需的教师发展提出了启示。
