Department of Nursing and Health Promotion, Faculty of Health Science, Oslo Metropolitan University, Oslo, Norway.
Division for Research, Development and University Library, Oslo Metropolitan University, Oslo, Norway.
Med Educ Online. 2024 Dec 31;29(1):2341508. doi: 10.1080/10872981.2024.2341508. Epub 2024 Apr 12.
In health education, group work is essential to prepare students for working in health care and medical teams. Following the widespread adoption of online teaching, group work increasingly takes place in online environments. Although successful group work can provide good learning outcomes, it is unclear what facilitates or hinders online group work in health science education, and to what extent this topic has been addressed. Thus, this scoping review aimed to identify the facilitators and barriers to online group work in higher health education, provide an overview of the scientific literature related to the topic, and identify knowledge gaps in the research.
This scoping review was guided by the methodological framework described by Arksey and O'Malley, and reporting is in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analysis Extension for Scoping Review (PRISMA-ScR). Eight online databases were searched for scientific articles published between 2012 and 2022. At least two researchers independently screened records and full-text articles and charted data including article characteristics and key information related to the research question. Findings were categorized and summarized based on the Community of Inquiry Framework.
After screening 3671 records and 466 full-text articles, 39 articles met the inclusion criteria. The review revealed smaller group size, consistency in group composition and joint responsibility to be facilitators. Challenges with group communication, scheduling synchronous meetings and technical issues were identified as barriers. Our findings supported the importance of all three elements of the Community of Inquiry Framework: social, cognitive, and teaching presence.
This review provides an overview of facilitators and barriers to online group work in health science education. However, there is a need for further investigation of these factors and studies addressing this topic from the teachers' perspective.
在健康教育中，小组工作对于培养学生在医疗保健和医疗团队中的工作能力至关重要。随着在线教学的广泛采用，小组工作越来越多地在在线环境中进行。尽管成功的小组工作可以带来良好的学习成果，但在线健康科学教育中促进小组工作的因素和阻碍因素是什么，以及这个主题在多大程度上得到了探讨，目前还不清楚。因此，本范围界定综述旨在确定高等健康教育中在线小组工作的促进因素和障碍因素，概述与该主题相关的科学文献，并确定研究中的知识空白。
本范围界定综述遵循 Arksey 和 O'Malley 描述的方法框架，并按照系统评价和元分析扩展的首选报告项目（PRISMA-ScR）进行报告。在 2012 年至 2022 年期间，从 8 个在线数据库中搜索了科学文章。至少有两名研究人员独立筛选记录和全文文章，并记录包括文章特征和与研究问题相关的关键信息在内的数据。根据“ Inquiry 社区框架”对研究结果进行分类和总结。
在筛选了 3671 条记录和 466 篇全文文章后，有 39 篇文章符合纳入标准。综述结果表明，小组规模较小、组成一致性和共同责任是促进因素。小组沟通、安排同步会议和技术问题方面的挑战被确定为障碍。我们的研究结果支持“ Inquiry 社区框架”的所有三个要素的重要性：社会、认知和教学存在。
本综述提供了高等健康教育中在线小组工作的促进因素和障碍因素概述。然而，需要进一步调查这些因素，并从教师的角度探讨这个主题。
