Mukhalalati Banan, Elshami Sara, Eljaam Myriam, Hussain Farhat Naz, Bishawi Abdel Hakim
Clinical Pharmacy and Practice Department, College of Pharmacy, QU Health, Qatar University, Doha, Qatar.
Pharmaceutical Sciences Department, College of Pharmacy, QU Health, Qatar University, Doha, Qatar.
Front Med (Lausanne). 2022 Jul 28;9:912751. doi: 10.3389/fmed.2022.912751. eCollection 2022.
In health professions education (HPE), acknowledging and understanding the theories behind the learning process is important in optimizing learning environments, enhancing efficiency, and harmonizing the education system. Hence, it is argued that learning theories should influence educational curricula, interventions planning, implementation, and evaluation in health professions education programs (HPEPs). However, learning theories are not regularly and consistently implemented in educational practices, partly due to a paucity of specific in-context examples to help educators consider the relevance of the theories to their teaching setting. This scoping review attempts to provide an overview of the use of social theories of learning (SToLs) in HPEPs.
A scoping search strategy was designed to identify the relevant articles using two key concepts: SToLs, and HPEPs. Four databases (PubMed, ERIC, ProQuest, and Cochrane) were searched for primary research studies published in English from 2011 to 2020. No study design restrictions were applied. Data analysis involved a descriptive qualitative and quantitative summary according to the SToL identified, context of use, and included discipline.
Nine studies met the inclusion criteria and were included in the analysis. Only two SToLs were identified in this review: Bandura's social learning theory ( = 5) and Lave and Wenger's communities of practice (CoP) theory ( = 4). A total of five studies used SToLs in nursing programs, one in medicine, one in pharmacy, and two used SToLs in multi-disciplinary programs. SToLs were predominantly used in teaching and learning ( = 7), with the remaining focusing on assessment ( = 1) and curriculum design ( = 1).
This review illustrated the successful and effective use of SToLs in different HPEPs, which can be used as a guide for educators and researchers on the application of SToLs in other HPEPs. However, the limited number of HPEPs that apply and report the use of SToLs suggests a potential disconnect between SToLs and educational practices. Therefore, this review supports earlier calls for collaborative reform initiatives to enhance the optimal use of SToLs in HPEPs. Future research should focus on the applicability and usefulness of other theories of learning in HPEPs and on measuring implementation outcomes. https://www.researchregistry.com/browse-the-registry#registryofsystematicreviewsmetaanalyses/registryofsystematicreviewsmeta-analysesdetails/60070249970590001bd06f38/, identifier review registry1069.
在卫生职业教育（HPE）中，认识和理解学习过程背后的理论对于优化学习环境、提高效率以及协调教育系统至关重要。因此，有人认为学习理论应影响卫生职业教育项目（HPEPs）的教育课程、干预计划、实施和评估。然而，学习理论在教育实践中并未得到定期且一致的应用，部分原因是缺乏具体的情境示例来帮助教育工作者考虑这些理论与他们教学环境的相关性。本范围综述试图概述社会学习理论（SToLs）在卫生职业教育项目中的应用情况。
设计了一种范围搜索策略，使用两个关键概念来识别相关文章：社会学习理论和卫生职业教育项目。在四个数据库（PubMed、ERIC、ProQuest和Cochrane）中搜索2011年至2020年以英文发表的原发性研究。未应用研究设计限制。数据分析包括根据所确定的社会学习理论、使用情境和所涉及的学科进行描述性定性和定量总结。
九项研究符合纳入标准并被纳入分析。本综述仅确定了两种社会学习理论：班杜拉的社会学习理论（n = 5）和莱夫与温格的实践共同体（CoP）理论（n = 4）。共有五项研究在护理项目中使用了社会学习理论，一项在医学项目中，一项在药学项目中，两项在多学科项目中使用了社会学习理论。社会学习理论主要用于教学（n = 7），其余的则侧重于评估（n = 1）和课程设计（n = 1）。
本综述说明了社会学习理论在不同卫生职业教育项目中的成功且有效应用，可为教育工作者和研究人员在其他卫生职业教育项目中应用社会学习理论提供指导。然而，应用并报告社会学习理论使用情况的卫生职业教育项目数量有限，这表明社会学习理论与教育实践之间可能存在脱节。因此，本综述支持早期提出的合作改革倡议，以加强社会学习理论在卫生职业教育项目中的最佳应用。未来的研究应关注其他学习理论在卫生职业教育项目中的适用性和实用性，以及衡量实施结果。https://www.researchregistry.com/browse-the-registry#registryofsystematicreviewsmetaanalyses/registryofsystematicreviewsmeta-analysesdetails/60070249970590001bd06f38/，标识符review registry1069。
