Virtual Meeting as Didactic Strategy and Teaching Archive in Health Residencies: An Integrative Review
Carolina Martins, Antonio Martins, Camila Pimentel, Marilda Siriani Oliveira, Otília Maria Lúcia Barbosa Seiffert
Proceedings of the 17th International Multi-Conference on Society, Cybernetics and Informatics: IMSCI 2023, pp. 26-33 (2023); https://doi.org/10.54808/IMSCI2023.01.26
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The 17th International Multi-Conference on Society, Cybernetics and Informatics: IMSCI 2023
Virtual Conference September 12-15, 2023 Proceedings of IMSCI 2023 ISSN: 2831-722X (Print) ISBN (Volume): 978-1-950492-74-9 (Print) |
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Abstract
Specialization of hospitals has been gradually incorporated in the health field since post-WWII period. It brought challenges for in-hospital educational model characteristic of health professions, to such a degree that Residency Programs allocated in Specialized Units have problems providing for in-depth learning experiences outside their primary profile of care. There are few native solutions to mitigate this didactic limitation, and is a challenge faced by generations of residents now and into the future. This study evaluated the use of Virtual Meetings as Didactic Strategy and Teaching Archive in Health Residencies and its current representation in literature. A parametrized search was done between March/30th and April/6th, 2022. Eighteen articles fulfilled inclusion criteria. Of these, fourteen articles were published during COVID-19 pandemic; fifteen, focus on implementation of Virtual Meetings; eleven articles emphasized recording Meetings as a Virtual Archive. During the pandemic, concerns grew about curatorship, technical aspects, and uses beyond streaming-on-demand. No article lay emphasis on retention of knowledge, abilities, competencies, or impact on performance of residents. Eleven articles evaluated the virtual tool but to the extent of recording participants reactions. Although the professional development in health professions can be faced as a continuous, integrated process, marked by interdisciplinarity, there are differences distinguishing learning that occurs during residency. Virtual Meetings enhance the range of didactic interactions beyond time/space, but methodological differences between modalities call for stringent analysis criteria. At the other end, there is the outcome of interest. Is in the theoretical or applied knowledge, abilities, pre-clinical readiness, or clinical performance that a given strategy exerts impact? Technology has revolutionized teaching/learning, but the literature, currently, lacks evidence on effective tools to adequately train health professionals during residency. COVID-19 pandemic has forced acceleration on uptake of teaching technologies, thus exacerbating the need for guiding evidence. This integrative review, compiles data of interest, particularly to Residency Programs in Specialized Units that intend on taking up these tools as alternatives for didactical constrains derived from their pre-determined profile-of-care.
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