Acceso abierto

Digital Education in the Therapeutic Healthcare Professions: Occupational Therapy, Physical Therapy, and Speech and Language Therapy: a Scoping Review / Digitale Ausbildung in den therapeutischen Gesundheitsberufen Ergotherapie, Physiotherapie und Logopädie: Ein Scoping Review


Cite

Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology: Theory and Practice 8(1), 19–32. https://doi.org/10.1080/1364557032000119616 ArkseyH. O’MalleyL. 2005 Scoping studies: Towards a methodological framework International Journal of Social Research Methodology: Theory and Practice 8 1 19 32 https://doi.org/10.1080/1364557032000119616 Search in Google Scholar

Bloom, B. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. McKay. BloomB. 1956 Taxonomy of educational objectives. Vol. 1: Cognitive domain McKay Search in Google Scholar

Car, J., Carlstedt-Duke, J., Car, T. L., Posadzki, P., Whiting, P., Zary, N., Atun, R., Majeed, A., Campbell, J. & Digital Health Education Collaboration. (2019). Digital education in health professions: The need for overarching evidence synthesis. Journal of Medical Internet Research, 21(2), e12913. https://doi.org/10.2196/12913 CarJ. Carlstedt-DukeJ. CarT. L. PosadzkiP. WhitingP. ZaryN. AtunR. MajeedA. CampbellJ. Digital Health Education Collaboration 2019 Digital education in health professions: The need for overarching evidence synthesis Journal of Medical Internet Research 21 2 e12913 https://doi.org/10.2196/12913 Search in Google Scholar

Chipps, J., Brysiewicz, P., & Mars, M. (2012). A systematic review of the effectiveness of videoconference-based tele-education for medical and nursing education. Worldviews on Evidence-Based Nursing, 9(2), 78–87. ChippsJ. BrysiewiczP. MarsM. 2012 A systematic review of the effectiveness of videoconference-based tele-education for medical and nursing education Worldviews on Evidence-Based Nursing 9 2 78 87 Search in Google Scholar

Choppin, J., & Borys, Z. (2017). Trends in the design, development, and use of digital curriculum materials. ZDM Mathematics Education 49, 663–674. https://doi.org/10.1007/s11858-017-0860-x ChoppinJ. BorysZ. 2017 Trends in the design, development, and use of digital curriculum materials ZDM Mathematics Education 49 663 674 https://doi.org/10.1007/s11858-017-0860-x Search in Google Scholar

Davies, R., Yeung, E., Mori, B., & Nixon, S. A. (2012). Virtually present: The perceived impact of remote facilitation on small group learning. Medical Teacher, 34(10), e676–e683. https://doi.org/10.3109/0142159X.2012.687490 DaviesR. YeungE. MoriB. NixonS. A. 2012 Virtually present: The perceived impact of remote facilitation on small group learning Medical Teacher 34 10 e676 e683 https://doi.org/10.3109/0142159X.2012.687490 Search in Google Scholar

Divanoglou, A., Chance-Larsen, K., Fleming, J., & Wolfe, M. (2018). Physiotherapy student perspectives on synchronous dual-campus learning and teaching. Australasian Journal of Educational Technology, 34(3), 88–104. https://doi.org/10.14742/ajet.3460 DivanoglouA. Chance-LarsenK. FlemingJ. WolfeM. 2018 Physiotherapy student perspectives on synchronous dual-campus learning and teaching Australasian Journal of Educational Technology 34 3 88 104 https://doi.org/10.14742/ajet.3460 Search in Google Scholar

Doyle, N., Jacobs, K. & Ryan, C. (2016). Faculty mentors’ perspectives on e-mentoring post-professional occupational therapy doctoral students. Occupational Therapy International, 23(4), 305–317. https://doi.org/10.1002/oti.1431 DoyleN. JacobsK. RyanC. 2016 Faculty mentors’ perspectives on e-mentoring post-professional occupational therapy doctoral students Occupational Therapy International 23 4 305 317 https://doi.org/10.1002/oti.1431 Search in Google Scholar

Doyle, N. W., & Jacobs, K. (2013). Accommodating student learning styles and preferences in an online occupational therapy course. Work, 44(3), 247–253. https://doi.org/10.3233/WOR-121501 DoyleN. W. JacobsK. 2013 Accommodating student learning styles and preferences in an online occupational therapy course Work 44 3 247 253 https://doi.org/10.3233/WOR-121501 Search in Google Scholar

Fischer, H. (2014). E-Learning im Lehralltag: Analyse der Adoption von E-Learning- Innovationen in der Hochschullehre. Springer. FischerH. 2014 E-Learning im Lehralltag: Analyse der Adoption von E-Learning- Innovationen in der Hochschullehre Springer Search in Google Scholar

Furness, L., & Kaltner, M. (2015). Facilitating student education and support using videoconference. Australian Journal of Rural Health, 23(4), 249–253. https://doi.org/10.1111/ajr.12148 FurnessL. KaltnerM. 2015 Facilitating student education and support using videoconference Australian Journal of Rural Health 23 4 249 253 https://doi.org/10.1111/ajr.12148 Search in Google Scholar

Guo, J.-W., Keeshin, B. R., Conway, M., Chapman, W. W., Sward, K. A. (2022). Scoping review and content analysis of common depressive symptoms of young people. The Journal of School Nursing; 38(1), 74–83. https://doi.org/10.1177/10598405211012680 GuoJ.-W. KeeshinB. R. ConwayM. ChapmanW. W. SwardK. A. 2022 Scoping review and content analysis of common depressive symptoms of young people The Journal of School Nursing 38 1 74 83 https://doi.org/10.1177/10598405211012680 Search in Google Scholar

Kay, B., & Bahula, T. (2020). A systematic review of the literature on video feedback used in higher education. Edulearn20 Conference, 1890–1896. KayB. BahulaT. 2020 A systematic review of the literature on video feedback used in higher education Edulearn20 Conference 1890 1896 Search in Google Scholar

Kelley, E. S., Hull, G., Eubank, A., & Roettgen, G. (2020). Teaching undergraduate clinicians empirically supported practices for preschool vocabulary instruction. Language, Speech, and Hearing Services in Schools, 51(2), 353–370. https://doi.org/10.1044/2019_LSHSS-19-00061. KelleyE. S. HullG. EubankA. RoettgenG. 2020 Teaching undergraduate clinicians empirically supported practices for preschool vocabulary instruction Language, Speech, and Hearing Services in Schools 51 2 353 370 https://doi.org/10.1044/2019_LSHSS-19-00061. Search in Google Scholar

Kergel, D., & Heidkamp-Kergel, B. (2020). E-Learning, E-Didaktik und digitales Lernen. Springer. KergelD. Heidkamp-KergelB. 2020 E-Learning, E-Didaktik und digitales Lernen Springer Search in Google Scholar

Kyaw, B. M., Saxena, N., Posadzki, P., Vseteckova, J., Nikolaou, C. K., George, P. P., Divakar, U., Masiello, I., Kononowicz, A. A., Zary, N., & Car, T. L. (2019). Virtual reality for health professions education: Systematic review and meta-analysis by the Digital Health Education Collaboration, Journal of Medical Internet Research 21(1), e12959. https://doi.org/10.2196/12959 KyawB. M. SaxenaN. PosadzkiP. VseteckovaJ. NikolaouC. K. GeorgeP. P. DivakarU. MasielloI. KononowiczA. A. ZaryN. CarT. L. 2019 Virtual reality for health professions education: Systematic review and meta-analysis by the Digital Health Education Collaboration Journal of Medical Internet Research 21 1 e12959 https://doi.org/10.2196/12959 Search in Google Scholar

McCutcheon, K., Lohan, M., Traynor, M., & Martin, D. (2015). A systematic review evaluating the impact of online or blended learning vs. face-to-face learning of clinical skills in undergraduate nurse education. Journal of Advanced Nursing, 71(2), 255–270. McCutcheonK. LohanM. TraynorM. MartinD. 2015 A systematic review evaluating the impact of online or blended learning vs. face-to-face learning of clinical skills in undergraduate nurse education Journal of Advanced Nursing 71 2 255 270 Search in Google Scholar

Ng, M. L., Bridges, S., Law, S. P., & Whitehill, T. (2014). Designing, implementing and evaluating an online problem-based learning (PBL) environment: A pilot study. Clinical Linguistics and Phonetics, 28(1–2), 117–130. https://doi.org/.org/10.3109/02699206.2013.807879 NgM. L. BridgesS. LawS. P. WhitehillT. 2014 Designing, implementing and evaluating an online problem-based learning (PBL) environment: A pilot study Clinical Linguistics and Phonetics 28 1–2 117 130 https://doi.org/.org/10.3109/02699206.2013.807879 Search in Google Scholar

Peters, M. D. J., Marnie, C., Colquhoun, H., Garritty, C. M., Hempel, S., Horsley, T., ... & Tricco, A. C. (2021). Scoping reviews: Reinforcing and advancing the methodology and application. Systematic Reviews 10(1), 263. https://doi.org/10.1186/s13643-021-01821-3 PetersM. D. J. MarnieC. ColquhounH. GarrittyC. M. HempelS. HorsleyT. TriccoA. C. 2021 Scoping reviews: Reinforcing and advancing the methodology and application Systematic Reviews 10 1 263 https://doi.org/10.1186/s13643-021-01821-3 Search in Google Scholar

Pfingsten, A., & Borgetto, B. (2022). Vorteile einer vollständigen Akademisierung der therapeutischen Gesundheitsberufe für die Versorgung. In U. Repschläger, C. Schulte, N. Osterkamp (Eds.), Gesundheitswesen aktuell 2022 (pp. 130–149). Barmer Institut für Gesundheitssystemforschung. PfingstenA. BorgettoB. 2022 Vorteile einer vollständigen Akademisierung der therapeutischen Gesundheitsberufe für die Versorgung In RepschlägerU. SchulteC. OsterkampN. (Eds.), Gesundheitswesen aktuell 2022 130 149 Barmer Institut für Gesundheitssystemforschung Search in Google Scholar

Plummer, L., Smith, L., Cornforth, E., & Gore, S. (2021). Teaching psychomotor skills in a virtual environment: An educational case study. Education Sciences, 11(9), 537. https://doi.org/10.3390/educsci11090537 PlummerL. SmithL. CornforthE. GoreS. 2021 Teaching psychomotor skills in a virtual environment: An educational case study Education Sciences 11 9 537 https://doi.org/10.3390/educsci11090537 Search in Google Scholar

Power, E., Falkenberg, K., Barnes, S., Elbourn, E., Attard, M., & Togher, L. (2020). A pilot randomized controlled trial comparing online versus face-to-face delivery of an aphasia communication partner training program for student healthcare professionals. International Journal of Language & Communication Disorders, 55(6), 852–866. https://doi.org/10.1111/1460-6984.12556 PowerE. FalkenbergK. BarnesS. ElbournE. AttardM. TogherL. 2020 A pilot randomized controlled trial comparing online versus face-to-face delivery of an aphasia communication partner training program for student healthcare professionals International Journal of Language & Communication Disorders 55 6 852 866 https://doi.org/10.1111/1460-6984.12556 Search in Google Scholar

Pulga, M. J., Spinardi-Panes, A. C., Lopes-Herrera, S. A., & Maximino, L. P. (2014). Evaluating a speech-language pathology technology. Telemedicine and e-Health, 20(3), 269–271. https://doi.org/10.1089/tmj.2013.0052 PulgaM. J. Spinardi-PanesA. C. Lopes-HerreraS. A. MaximinoL. P. 2014 Evaluating a speech-language pathology technology Telemedicine and e-Health 20 3 269 271 https://doi.org/10.1089/tmj.2013.0052 Search in Google Scholar

Ramos, J. S., Silva, L. K., Pinzan, A., Rodrigues, A. C., & Berretin-Felix, G. (2015). Distance learning: effectiveness of an interdisciplinary course in speech pathology and dentistry. Interdisciplinary Journal of e-Skills and Lifelong Learning, 11, 101–121. RamosJ. S. SilvaL. K. PinzanA. RodriguesA. C. Berretin-FelixG. 2015 Distance learning: effectiveness of an interdisciplinary course in speech pathology and dentistry Interdisciplinary Journal of e-Skills and Lifelong Learning 11 101 121 Search in Google Scholar

Schaber, P., & Shanedling, J. (2012). Online course design for teaching critical thinking. Journal of Allied Health, 41(1), 9E–14E. SchaberP. ShanedlingJ. 2012 Online course design for teaching critical thinking Journal of Allied Health 41 1 9E 14E Search in Google Scholar

Scharff Rethfeldt, W. & Heinzelmann, B. (2014). United in Diversity–das NetQues-Projekt zur Logopädieausbildung in Europa–Europaweite Zusammenarbeit zur Vergleichbarkeit der Ausbildungsprogramme und der logopädischen Berufsqualifikation als Beitrag zur Implementierung des Bologna-Prozesses auf hochschul- und fachspezifischer Ebene. Forum Logopädie 28(2), 28–33. Scharff RethfeldtW. HeinzelmannB. 2014 United in Diversity–das NetQues-Projekt zur Logopädieausbildung in Europa–Europaweite Zusammenarbeit zur Vergleichbarkeit der Ausbildungsprogramme und der logopädischen Berufsqualifikation als Beitrag zur Implementierung des Bologna-Prozesses auf hochschul- und fachspezifischer Ebene Forum Logopädie 28 2 28 33 Search in Google Scholar

Spaulding, E. M., Marvel, F. A., Jacob, E., Rahman, A., Hansen, B. R., Hanyok, L. A., ... & Han, H. R. (2021). Interprofessional education and collaboration among healthcare students and professionals: A systematic review and call for action. Journal of Interprofessional Care, 35(4), 612–621. SpauldingE. M. MarvelF. A. JacobE. RahmanA. HansenB. R. HanyokL. A. HanH. R. 2021 Interprofessional education and collaboration among healthcare students and professionals: A systematic review and call for action Journal of Interprofessional Care 35 4 612 621 Search in Google Scholar

Stickley, L., & Gibbs, D. (2021). Physical therapy and health information management students: Perceptions of an online interprofessional education experience. Perspectives in Health Information Management, 18(Winter), 2–12. StickleyL. GibbsD. 2021 Physical therapy and health information management students: Perceptions of an online interprofessional education experience Perspectives in Health Information Management 18 Winter 2 12 Search in Google Scholar

Titterington, J., & Bates, S. (2018). Practice makes perfect? The pedagogic value of online independent phonetic transcription practice for speech and language therapy students. Clinical Linguistics & Phonetics, 32(3), 249–266. https://doi.org/10.1080/02699206.2017.1350882 TitteringtonJ. BatesS. 2018 Practice makes perfect? The pedagogic value of online independent phonetic transcription practice for speech and language therapy students Clinical Linguistics & Phonetics 32 3 249 266 https://doi.org/10.1080/02699206.2017.1350882 Search in Google Scholar

Tudor, C. L., Poon, S., Kyaw, B. M., Cook, D. A., Ward, V., Atun, R., Majeed, A., Johnston, J., van der Kleij, R. M., Molokhia, M., … & Car, J. (2022). Digital education for health professionals: An evidence map, conceptual framework, and research agenda. Journal of Medical Internet Reserch; 24(3), e31977. https://doi.org/10.2196/31977 TudorC. L. PoonS. KyawB. M. CookD. A. WardV. AtunR. MajeedA. JohnstonJ. van der KleijR. M. MolokhiaM. CarJ. 2022 Digital education for health professionals: An evidence map, conceptual framework, and research agenda Journal of Medical Internet Reserch 24 3 e31977 https://doi.org/10.2196/31977 Search in Google Scholar

United Nations. Office of the High Commissioner for Human Rights (OHCHR). (2008). The right to health. https://www.refworld.org/docid/48625a742.html United Nations. Office of the High Commissioner for Human Rights (OHCHR) 2008 The right to health https://www.refworld.org/docid/48625a742.html Search in Google Scholar

Veneri, D., & Mongillo, E. M. (2021). Flop to flip: Integrating technology and team-based learning to improve student engagement. Internet Journal of Allied Health Sciences and Practice, 19(2), 1–10. VeneriD. MongilloE. M. 2021 Flop to flip: Integrating technology and team-based learning to improve student engagement Internet Journal of Allied Health Sciences and Practice 19 2 1 10 Search in Google Scholar

Wilson, N. W., Couper, I. D., De Vries, E., Reid, S., Fish, T., & Marais, B. J. (2009). A critical review of interventions to redress the inequitable distribution of healthcare professionals to rural and remote areas. Rural Remote Health, 9(2), 1–21. WilsonN. W. CouperI. D. De VriesE. ReidS. FishT. MaraisB. J. 2009 A critical review of interventions to redress the inequitable distribution of healthcare professionals to rural and remote areas Rural Remote Health 9 2 1 21 Search in Google Scholar

Wissenschaftsrat. (2022). Empfehlungen zur Digitalisierung in Lehre und Studium. Wissenschaftsrat. Wissenschaftsrat 2022 Empfehlungen zur Digitalisierung in Lehre und Studium Wissenschaftsrat Search in Google Scholar

World Federation of Occupational Therapists. (2022). WFOT approved education programmes. www.wfot.org/programmes/education/wfot-approved-education-programmes World Federation of Occupational Therapists 2022 WFOT approved education programmes www.wfot.org/programmes/education/wfot-approved-education-programmes Search in Google Scholar

World Physiotherapy. (2022). What is the minimum qualification required to practice? (Reference year 2021). https://world.physio/membership/profession-profile World Physiotherapy 2022 What is the minimum qualification required to practice? (Reference year 2021) https://world.physio/membership/profession-profile Search in Google Scholar

Worobey, L. A., Kirby, R. L., Cowan, R. E., Dyson-Hudson, T. A., ... & Boninger, M. L. (2022). Using remote learning to teach clinicians manual wheelchair skills: A cohort study with pre- vs post-training comparisons. Disability and Rehabilitation: Assistive Technology, 17(7), 752–759, https://doi.org/10.1080/17483107.2020.1804633 WorobeyL. A. KirbyR. L. CowanR. E. Dyson-HudsonT. A. BoningerM. L. 2022 Using remote learning to teach clinicians manual wheelchair skills: A cohort study with pre- vs post-training comparisons Disability and Rehabilitation: Assistive Technology 17 7 752 759 https://doi.org/10.1080/17483107.2020.1804633 Search in Google Scholar

Zwarenstein, M., Reeves, S., Barr, H., Hammick, M., Koppel, L., & Atkins, J. (2013). Interprofessional education: effects on professional practice and healthcare outcomes Cochrane Database of Systematic Reviews 3, 1–8. https://doi.org/10.1002/14651858.CD002213 ZwarensteinM. ReevesS. BarrH. HammickM. KoppelL. AtkinsJ. 2013 Interprofessional education: effects on professional practice and healthcare outcomes Cochrane Database of Systematic Reviews 3 1 8 https://doi.org/10.1002/14651858.CD002213 Search in Google Scholar

eISSN:
2296-990X
Idiomas:
Inglés, Alemán
Calendario de la edición:
Volume Open
Temas de la revista:
Medicine, Clinical Medicine, other