A systematic review of digital badges in health care education

Medical Education - Tập 54 Số 7 - Trang 600-615 - 2020
Julie A. Noyes1,2,3,4, Patrick M. Welch4, Jason W. Johnson2, Kira J. Carbonneau5
1American Animal Hospital Association, Lakewood, Colorado, USA
2Department of Clinical Sciences, College of Veterinary Medicine, Lincoln Memorial University in Harrogate, Harrogate, Tennessee, USA
3Department of Veterinary Clinical Sciences, Washington State University College of Veterinary Medicine, Pullman, Washington, USA
4Vetbloom at Ethos Veterinary Health, Woburn, Massachusetts, USA
5Department of Kinesiology and Educational Psychology, Washington State University College of Education, Pullman, Washington, USA

Tóm tắt

AbstractObjectivesA challenge to competency‐based medical education is the verification of skill acquisition. Digital badges represent an innovative instruction strategy involving the credentialing of competencies to provide evidence for achievement. Despite increasing interest in digital badges, there has been no synthesis of the health care education literature regarding this credentialing strategy. The present authors proposed to address this gap by conducting the first systematic review of digital badges in health care education, to reveal pedagogical and research limitations, and to provide an evidence‐based foundation for the design and implementation of digital badges.MethodsA systematic search of the medical education literature from January 2008 to March 2019 was conducted using MEDLINE, Web of Science, CAB Abstracts and ScienceDirect. Included studies described digital badges in academic or professional medical education programmes in any health care profession. Included studies were appraised and quality assessment, methodological scoring, quantitative analysis and thematic extraction were conducted.ResultsA total of 1050 relevant records were screened for inclusion; 201 full text articles were then assessed for eligibility, which resulted in the identification of 30 independent papers for analysis. All records had been published since 2013; 77% were journal articles, and 83% involved academic health care education programmes. Scores for quality were relatively moderate. Thematic analyses revealed implications for the design and implementation of digital badges: learner characteristics may moderate student outcomes; the novelty effect can negate the value of digital badges, and educators may overcome instruction‐related challenges with digital badges using design and implementation strategies such as the creation of badging ecosystems.ConclusionsThe results indicate a growing momentum for the use of digital badges as an innovative instruction and credentialing strategy within higher education and provide evidence for outcomes within a learner‐centred, competency‐based model of medical education. There is a paucity of research to support the design and implementation of this credentialing system in health care education. The potential benefits necessitate future high‐quality analyses reporting institutional, patient and workplace‐based outcomes to evaluate the effectiveness and moderating conditions of digital badges.

Từ khóa


Tài liệu tham khảo

10.3109/0142159X.2010.501190

10.1080/0142159X.2017.1315071

10.1080/0142159X.2017.1315075

10.1007/978-3-319-15425-1

10.1108/OTH-08-2015-0044

10.1080/15424065.2015.1065661

10.5860/crl.77.1.87

10.1097/NNE.0000000000000434

Ash K, 2012, Digital badges would represent students’ skill acquisition, Educ Week Dig Dir, 5, 24

Motheeram P, 2018, A scoping review of digital open badge ecosystems in relation to resource‐constrained environments, J Transdiscipl Res S Afr, 14, 1

10.1007/s11528-018-0249-x

10.1016/j.sbspro.2015.06.165

10.1007/s11423-013-9289-2

10.1177/1367493518767777

Thomas V, 2016, Using innovative teaching strategies to improve outcomes in a pharmacology course, Nurs Educ Perspect, 37, 174

ClaytonJ ElliottR IwataJ.Exploring the use of micro‐credentialing and digital badges in learning environments to encourage motivation to learn and achieve. In:HegartyB McDonaldJ LokeS‐K eds. Rhetoric and Reality: Critical Perspectives on Educational Technology. Proceedings of ascilite 23‐26 November 2014 Dunedin;703‐707.

10.1504/IJICT.2017.081008

10.2215/CJN.02570315

HamariJ KoivistoJ SarsaH.Does gamification work? A literature review of empirical studies on gamification. HICSS.2014;14:3025‐3034.

New Media Consortium, 2005, Horizon Report: 2005 Edition

Mozilla Foundation.Discover open badges.https://openbadges.org. Accessed February 21 2019

10.1016/j.aogh.2015.02.668

10.3928/01484834-20161011-06

LaheyT OgrincG FallL ReevesS SimonsR SoubaW.The compelling need for education reform: a futurist's view of health professions education. In:WartmanSA ed.The Transformation of Academic Health Centers.San Diego CA:Elsevier.2015;121‐133.

10.1097/ACM.0b013e3182a36a07

10.1097/ACM.0000000000000324

10.1017/CBO9781139547369.021

10.1007/978-1-4614-3185-5_31

Mayer RE, 2015, The Cambridge Handbook of Multimedia Learning

10.7326/0003-4819-151-4-200908180-00135

Noyes JA, 2013, Comparative effectiveness of simulation training versus traditional instruction in veterinary education: meta‐analysis and systematic review, Simul Healthc, 35, e867

10.3138/jvme.0118-002r

Liyanagunawardena TR, 2018, Open badges: a systematic review of peer‐reviewed published literature (2011‐2015), Eur J Open Dist e‐Learn, 20, 16

Kirkpatrick DL, 1998, Evaluating Training Programs: The Four Levels

10.1111/j.1365-2923.2011.04076.x

10.1097/SIH.0b013e3182614f95

10.1001/jama.2011.1234

10.1001/jama.298.9.1002

10.1097/ACM.0000000000000786

PõldojaH LaanpereM.Exploring the potential of open badges in blog‐based university courses. In:PopescuE LauRWH PataK LeungH LaanpereM eds. Advances in Web‐Based Learning. Proceedings of the 13th International Conference on Web‐Based Learning 14‐17 August 2014 Tallinn:172‐178.

10.1007/s11528-013-0706-5

10.1007/978-3-319-13296-9_15

KappesS BetroVC.Using Mozilla badges to certify XSEDE users and promote training. In: Proceedings of the 2015 XSEDE Conference: Scientific Advancements Enabled by Enhanced Cyberinfrastructure.ACM;2015:14.

MoritzSC.Examination of badges to increase nursing student engagement: a quasi‐experimental study. PhD thesis.Capella University Minneapolis MN 2017.

Chang TP, 2018, Leveraging quick response code technology to facilitate simulation‐based leaderboard competition, Simul Healthc, 13, 64, 10.1097/SIH.0000000000000281

10.1097/ACM.0000000000002183

10.1007/978-3-642-54146-9_8

DavidsonS CandyL.Gameful learning as a teaching/learning strategy: best practices and lessons learned. In: Association for the Advancement of Computing in Education (AACE);2016:1165‐1171.

Wiesner SM, 2017, Improving critical thinking using a web‐based tutorial environment, J Allied Health, 46, 111

10.1016/j.jcrc.2015.02.001

10.1016/j.ijhcs.2014.09.006

10.1037/0003-066X.55.1.68

10.1006/ceps.1999.1020

10.1016/0020-0271(73)90096-X

DeterdingS.Situated motivational affordances of game elements: a conceptual model. In: Gamification: Using Game Design Elements in Non‐Gaming Contexts a Workshop at CHI. Presented at CHI 7‐12 May 2011 ACM Vancouver BC;1‐4.

Rose DH, 2002, Teaching Every Student in the Digital Age: Universal Design for Learning

Norman DA, 1988, The Design of Everyday Things

Prochaska JO, 1994, Advances in Exercise Adherence, 161

McDanielR.A taxonomy for digital badge design in medical technologies. In: 2016 IEEE International Conference on Serious Games and Applications for Health (SeGAH) 11‐13 May 2016 Orlando FL:1‐8.

EldridgeL.Open Badges for Health Promotion and Holistic Wellness. In: Proceedings of the 8th International Technology Education and Development Conference (IATED); 10‐12 March2014 Valencia:3695‐3703.

10.12968/hmed.2015.76.10.596

10.1016/j.nepr.2018.06.013

10.1016/j.cptl.2017.05.013

10.1097/NND.0000000000000357

Piskurich GM, 1993, Self‐Directed Learning: A Practical Guide to Design, Development, and Implementation

McDanielR LindgrenRW FriskicsJ.Using badges for shaping interactions in online learning environments. In: 2012 IEEE International Professional Communication Conference IPCC 2012;2012:6408619.

10.1007/s40692-015-0042-1

Veltri NF, 2014, Gender differences in online gaming: a literature review, AMCIS

FurduI TomozeiC KnöseU.Pros and Cons Gamification and Gaming in Classroom. Broad Research in Artificial Intelligence and Neuroscience.2017;8:56‐62.

10.1007/978-3-319-15425-1_24

10.1016/j.chb.2014.03.007

10.1016/j.chb.2015.03.036

Roy R, 2017, Serious Games and Edutainment Applications, 485

10.1016/j.compedu.2014.01.012

10.1007/BF03392017

10.1007/BF02209024

10.1006/ceps.1999.1015

Borenstein M, 2011, Introduction to Meta‐Analysis

10.1002/9780470754887

10.1007/978-3-319-15425-1_3

10.1016/j.promfg.2015.07.613

10.1016/j.nepr.2017.08.019

10.1016/j.pt.2016.04.004

10.1136/postgradmedj-2013-132486

10.1016/j.amj.2018.07.007

Thomas AL, 2016, Digital Badges in Education, 170

Thông tin
Thông tin xuất bản

Medical Education

Tập 54 Số 7

600-615

Thông tin tác giả