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Pedagogical foundations of cybercivility in health professions education: a scoping review

BACKGROUND: Teaching cybercivility requires thoughtful attention to curriculum development and content delivery. Theories, models, and conceptual and theoretical frameworks (hereafter “tools”) provide useful foundations for integrating new knowledge and skills into existing professional practice and...

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Autores principales: DE GAGNE, Jennie C., KOPPEL, Paula D., KIM, Sang Suk, PARK, Hyeyoung K., RUSHTON, Sharron
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7847571/
https://www.ncbi.nlm.nih.gov/pubmed/33516204
http://dx.doi.org/10.1186/s12909-021-02507-z
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author DE GAGNE, Jennie C.
KOPPEL, Paula D.
KIM, Sang Suk
PARK, Hyeyoung K.
RUSHTON, Sharron
author_facet DE GAGNE, Jennie C.
KOPPEL, Paula D.
KIM, Sang Suk
PARK, Hyeyoung K.
RUSHTON, Sharron
author_sort DE GAGNE, Jennie C.
collection PubMed
description BACKGROUND: Teaching cybercivility requires thoughtful attention to curriculum development and content delivery. Theories, models, and conceptual and theoretical frameworks (hereafter “tools”) provide useful foundations for integrating new knowledge and skills into existing professional practice and education. We conducted this scoping review to identify tools used for teaching cybercivility in health professions education. METHODS: Using Arksey and O’Malley’s scoping review framework, we searched six biomedical and educational databases and three grey literature databases for articles available in English published between January 1, 2000 and March 31, 2020. Following the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews), we screened and extracted relevant data, and reported the results of the search. RESULTS: The search resulted in 2272 articles, with 8 articles included in this review after inclusion criteria were applied. Four articles (50%) were peer-reviewed journal papers while the other 4 (50%) were dissertations. Eleven unique tools were identified by this review: (1) Transpersonal Caring Theory, (2) Theory of Workplace Incivility, (3) Conceptualization of Incivility, (4) Media Ecology Theory, (5) Principlism, (6) Salmon’s Five Stage Model of Online Learning, (7) Learner-Centered Educational Theory, (8) Gallant and Drinan’s 4-Stage Model of Institutionalization of Academic Integrity, (9) Theory of Planned Behavior, (10) Communication Privacy Management Theory, and (11) Moral Development Theory. Based on the tools analyzed in our scoping review, we determined three features of cybercivility pedagogy to which the tools provided a guide: (1) behavioral manifestations, (2) academic integrity, and (3) digital professionalism. CONCLUSIONS: The reviewed tools provide a pedagogical foundation and guidance for teaching various properties of cybercivility. Future studies should be expanded to include a broader literature body and non-English literature to provide the global perspective and global skills needed by a diverse population of learners. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-021-02507-z.
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spelling pubmed-78475712021-02-01 Pedagogical foundations of cybercivility in health professions education: a scoping review DE GAGNE, Jennie C. KOPPEL, Paula D. KIM, Sang Suk PARK, Hyeyoung K. RUSHTON, Sharron BMC Med Educ Research Article BACKGROUND: Teaching cybercivility requires thoughtful attention to curriculum development and content delivery. Theories, models, and conceptual and theoretical frameworks (hereafter “tools”) provide useful foundations for integrating new knowledge and skills into existing professional practice and education. We conducted this scoping review to identify tools used for teaching cybercivility in health professions education. METHODS: Using Arksey and O’Malley’s scoping review framework, we searched six biomedical and educational databases and three grey literature databases for articles available in English published between January 1, 2000 and March 31, 2020. Following the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews), we screened and extracted relevant data, and reported the results of the search. RESULTS: The search resulted in 2272 articles, with 8 articles included in this review after inclusion criteria were applied. Four articles (50%) were peer-reviewed journal papers while the other 4 (50%) were dissertations. Eleven unique tools were identified by this review: (1) Transpersonal Caring Theory, (2) Theory of Workplace Incivility, (3) Conceptualization of Incivility, (4) Media Ecology Theory, (5) Principlism, (6) Salmon’s Five Stage Model of Online Learning, (7) Learner-Centered Educational Theory, (8) Gallant and Drinan’s 4-Stage Model of Institutionalization of Academic Integrity, (9) Theory of Planned Behavior, (10) Communication Privacy Management Theory, and (11) Moral Development Theory. Based on the tools analyzed in our scoping review, we determined three features of cybercivility pedagogy to which the tools provided a guide: (1) behavioral manifestations, (2) academic integrity, and (3) digital professionalism. CONCLUSIONS: The reviewed tools provide a pedagogical foundation and guidance for teaching various properties of cybercivility. Future studies should be expanded to include a broader literature body and non-English literature to provide the global perspective and global skills needed by a diverse population of learners. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-021-02507-z. BioMed Central 2021-01-30 /pmc/articles/PMC7847571/ /pubmed/33516204 http://dx.doi.org/10.1186/s12909-021-02507-z Text en © The Author(s) 2021 Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Research Article
DE GAGNE, Jennie C.
KOPPEL, Paula D.
KIM, Sang Suk
PARK, Hyeyoung K.
RUSHTON, Sharron
Pedagogical foundations of cybercivility in health professions education: a scoping review
title Pedagogical foundations of cybercivility in health professions education: a scoping review
title_full Pedagogical foundations of cybercivility in health professions education: a scoping review
title_fullStr Pedagogical foundations of cybercivility in health professions education: a scoping review
title_full_unstemmed Pedagogical foundations of cybercivility in health professions education: a scoping review
title_short Pedagogical foundations of cybercivility in health professions education: a scoping review
title_sort pedagogical foundations of cybercivility in health professions education: a scoping review
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7847571/
https://www.ncbi.nlm.nih.gov/pubmed/33516204
http://dx.doi.org/10.1186/s12909-021-02507-z
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