Evidence map›Paper›PMID 38298646›Full record

ArticleHeliyon2024

"Being in the digital box". Academic staff experiences in online practical teaching: A qualitative study from six universities and countries.

Cigdem Baskici, Aydan Aytar, Halil Ersoy, Camilla Wiktsröm-Grotell, Marina Arell-Sundberg, Hugo Neves, Verónica Coutinho, Aurelija Blaževičienė, Alina Vaškelytė, Anne Söderlund and 4 more

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In one paragraph

Article in Heliyon, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

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.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed.

  1. Article
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

14 authors.

Cigdem BaskiciDepartment of Healthcare Management, Başkent University, Ankara, Turkey.
Aydan AytarDepartment of Orthopedic Physiotherapy and Rehabilitation, University of Health Sciences, Ankara, Turkey.
Halil ErsoyDepartment of Computer Education and Instructional Technology, Başkent University, Ankara, Turkey.
Camilla Wiktsröm-GrotellGraduate School and Research, Arcada University of Applied Sciences, Helsinki, Finland.
Marina Arell-SundbergSchool of Engineering, Culture and Wellbeing, Arcada University of Applied Sciences, Helsinki, Finland.
Hugo NevesHealth Sciences Research Unit: Nursing, Nursing School of Coimbra, Coimbra, Portugal.
Verónica CoutinhoHealth Sciences Research Unit: Nursing, Nursing School of Coimbra, Coimbra, Portugal.
Aurelija BlaževičienėDepartment of Nursing, Lithuanian University of Health Sciences, Kaunas, Lithuania.
Alina VaškelytėDepartment of Nursing, Lithuanian University of Health Sciences, Kaunas, Lithuania.
Anne SöderlundGraduate School and Research, Arcada University of Applied Sciences, Helsinki, Finland.
Johanna FritzDepartment of Physiotherapy, School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden.
Raimonds StrodsCentre for Educational Growth, Rīga Stradiņš University, Rīga, Latvia.
Nora Jansone-RatinikaCentre for Educational Growth, Rīga Stradiņš University, Rīga, Latvia.
Sultan KavDepartment of Nursing, Başkent University, Ankara, Turkey.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

The COVID-19 pandemic has caused radical changes in education, as in everything else, bringing many challenges. Despite all the difficulties, the COVID-19 pandemic has enormous opportunities for online teaching and the use of digital technologies. A comprehensive understanding of this period is needed to investigate these opportunities. Thus, this study aims to explore the academic staff's experiences of online teaching and the use of digital technologies in practical skills-based courses in health care education. This study was conducted at six universities from six countries (Türkiye, Sweden, Finland, Portugal, Latvia, Lithuania). Data were collected between June 17, 2021 and November 30, 2021 via a focus group with an in-depth interview technique. 22 focus group interviews were conducted with a total of 117 participants. Colaizzi's method was used to evaluate the data to discover, comprehend, and define the experiences of academic staff. The analysis of the interview data resulted in 6 themes, 25 subthemes and 56 categories that captured participants' experiences regarding online teaching of practical skills and using digital technologies in health care education. The findings of the study provide crucial information that will help online teaching and digital technology for practical skills be successfully integrated.

Indexed as

ExperienceHealth care educationOnline teachingPractical skillsQualitative study

Identifiers

PMID38298646
PMCPMC10827755

What OpenQuestion holds

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LicenceCC BY-NC-ND
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Registered trials

None linked

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.