EXPLORING THE POTENTIAL OF ONLINE APPROACHES TO TEACHING THE "HUMAN SIDE OF MEDICINE": A SCOPING REVIEW

Objectives:
The context of learning for students in the health professions is undergoing significant transformation given expanded use of a wide variety of digital, online technologies and tools [1,2]. Medical learners are increasingly engaging in formal and informal, self-directed and collaborative learning across a wide range of Internet-mediated contexts [3-5]. We undertook a scoping review to describe online, digital approaches that have been introduced across a wide variety of medical education contexts to enhance understanding of the “human side of medicine.”

Methods:
We completed a focused scoping review of EMBASE and Medline databases over a 15-year period (2000-2014). We used three main search criteria to select articles for inclusion: 1) mediated, online learning, 2) relevant to medical education (undergraduate, postgraduate, lifelong learning, and faculty development), and 3) focused on the “human” side of medicine. We analyzed the articles we identified in relation to a variety of categories, including descriptive article information (year of publication, periodical type [discipline/field], first author, country of residence, etc.), the online innovation described (learner group, topic addressed, digital learning approach, etc.), impact and associated challenges.

Results:
Of the 3,996 articles we considered, 35 met our inclusion criteria. Less than 50% of the articles we included were identified through electronic database searches. Identified articles emphasized opportunities afforded by a dynamically transforming world of Web 2.0 tools and technology. Over 70% described innovations in core rather than elective courses. About a quarter (25.7%) described learning approaches which were experienced solely online. The remaining involved, or could support, blended learning approaches. Both single-component (40%) and multi-component innovations (60%) involving a growing diversity of educational technology were described. Good acceptability (learner feedback and engagement), as well as accessibility, resource efficiency, and educational value were noted as benefits. Positive outcomes were noted in 15/16 research-based outcome studies. A variety of technical and curricular issues and challenges were encountered in relation to implementation of the learning innovations described in the dataset.

Conclusions:
Ongoing innovation suggests that online and blended approaches can support teaching and learning about the “human side of medicine.” In an increasingly digital world, this review provides descriptive information and insights into the potential of online approaches, while also pointing to the need to carefully consider how online education in this area can best be designed, organized and delivered.