ArticleAEM education and training2019
Window to the Unknown: Using Storytelling to Identify Learning Needs for the Intrinsic Competencies Within an Online Needs Assessment.
Article in AEM education and training, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
5 citing papers in PubMed.
- Guidelines: The Do's, Don'ts and Don't Knows of Creating Open Educational Resources.Perspectives on medical education · 2023Article
- Beyond the CLAIM: A comprehensive needs assessment strategy for creating an Advanced Medical Education Research Training Program (ARMED-MedEd).AEM education and training · 2022Article
- Review
- Thinking Critically About Appraising FOAM.AEM education and training · 2019Article
- Window to the Unknown: Using Storytelling to Identify Learning Needs for the Intrinsic Competencies Within an Online Needs Assessment.AEM education and training · 2019Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionNeeds assessments are important for developing online educational resources, but they frequently do not capture learning needs in the intrinsic physician competencies. Storytelling exercises, by promoting critical reflection and emphasizing values and context, may assist curriculum developers in identifying emergent knowledge gaps in these areas that are initially unknown to learners.
methodsWe developed an online curriculum for thrombosis and hemostasis based on an open-access online needs assessment comprised of a topic list, case scenarios, and storytelling exercise. In the storytelling exercise, learners described 1) a difficult clinical case and 2)
resultsA total of 143 respondents completed the storytelling exercise. All responses yielded a gap in medical expertise, while 25 (17.5%) described an additional intrinsic role. Learning needs in all six intrinsic roles were identified. The most commonly cited learning needs were in the leader (recognizing how resource allocation impacts health care), communicator (communicating knowledge with patients), and collaborator (unclear communication between providers) roles. These excerpts were notable for how they expressed the complexity and affective components of medicine.
conclusionsStorytelling exercises can highlight context, attitudes, and relationships that provide depth to needs assessments. These narratives are a novel method of identifying gaps in intrinsic physician competencies that are initially unknown by learners (Johari window). These emergent intrinsic learning needs may be used to enrich learner-centered curricula.
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.