DIGITALHEALTHCARE CURRICULA IMPLEMENTING CHATBOTS - NEEDS AND ROLE
1 University of Nottingham (UNITED KINGDOM)
2 Aristotle University of Thessaloniki (GREECE)
3 Karolinska Institutet (SWEDEN)
4 CYENS Centre of Excellence (CYPRUS)
5 University of Cyprus (CYPRUS)
2 Aristotle University of Thessaloniki (GREECE)
3 Karolinska Institutet (SWEDEN)
4 CYENS Centre of Excellence (CYPRUS)
5 University of Cyprus (CYPRUS)
About this paper:
Appears in: EDULEARN23 Proceedings
Publication year: 2023
Page: 3131 (abstract only)
ISBN: 978-84-09-52151-7
ISSN: 2340-1117
doi: 10.21125/edulearn.2023.0872
Publication year: 2023
Page: 3131 (abstract only)
ISBN: 978-84-09-52151-7
ISSN: 2340-1117
doi: 10.21125/edulearn.2023.0872
Conference name: 15th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2023
Location: Palma, Spain
Dates: 3-5 July, 2023
Location: Palma, Spain
Abstract:
Digital innovation in healthcare and medical education are increasingly included in educational practice. Chatbots have started to be studied the recent years as a useful tool to enhance and personalise the learning experience of students, with recent reviews to reveal that chatbots can improve student engagement and satisfaction, provide personalized learning experiences, and offer immediate feedback. The CEPEH ERASMUS+ strategic partnership aimed to co-design and implement new pedagogical approaches and in particular chatbots for European Medical and Nursing curricula. That required to identify the potential role of chatbots into the current healthcare curricula”. The aim of this paper is to identify, find consensus and ensure the quality of the chatbot themes and scenarios that could be implemented in healthcare curricula and provide a best practice innovative new healthcare curriculum.Initially we conduct a short overview of chatbots in medical and healthcare education and identify the different types of chatbots and the potential role they can play in the curriculum. Then we identified the main Learning Outcomes (LOs) from all partner institutions selected for CEPEH project and the mapping of the LO between the consortium. Then LO were prioritized according to their importance, based on stakeholders’ opinions. Duplicate LO were merged. The most important one were included in exemplar curriculum implementing chatbots. A likert scale survey was formed, prompting stakeholders to rate the topics according to their opinion regarding the importance of their implementation as chatbots. The second section of the questionnaire asked the participant to select the most appropriate type of chatbot for each LO.
A total of 76 participants from all partner institutions were selected. The majority of them were students while 5.3% were academics. The one that insert their age into the survey, they were aged 19-37 years old (average 22, std 4.09). The consensus findings formed a Healthcare curriculum plan implementing chatbots, that outlines the most prevalent learning outcomes in the form of a tentative curriculum plan implementing personalised chatbots.
While the proposed curricula are a snapshot of current curricula, they can be used as best practice examples and contribute to increase understanding and awareness of use of chatbots into healthcare curricula.
Acknowledgment:
This work is supported by the ERASMUS+ Strategic Partnership in Higher Education “Chatbot Enhance Personalise European Healthcare Curricula (CEPEH)” (www.cepeh.eu) (2019-1-UK01- KA203-062091) project of the European Union.