ArticleBMC medical education2025
Development of digital learning tools for medical education with agile scrum methodology.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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.
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.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
18 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe COVID-19 pandemic has underscored the importance of digital learning tools in medical education. However, there is little evidence exploring how or whether such tools are being developed for family medicine curricula. We provide a narrative analysis of how the University of Ottawa's Department of Family Medicine (DFM) developed innovative learning tools using an interdisciplinary, research-based approach and Agile Scrum Methodology.
methodsIn March 2020, the DFM created an interdisciplinary team to support development of digital tools for medical education. Members of the DFM were invited to participate in the project during two faculty-wide webinars held on May 13, 2020. Participants identified three topic areas for which digital learning tools were to be created: Choosing Wisely Canada recommendations, Hypertension, and Quality Improvement (QI). Representatives from the Faculty of Engineering were recruited to support IT development for the tools, while researchers from the Bruyère Research Institute provided support for methodology and analysis.
resultsThree teams developed prototypes for digital learning tools: a "choose your own adventure" game to teach Choosing Wisely Canada criteria, an interactive hypertension clinic, and a "QI escape room" focused on quality improvement strategies. One team created a website to host learning tools, and the final team generated an evidence library for product development.
conclusionAdhering to these methodologies helped us to manage interdisciplinary teams and support their success, with all five teams completing their objectives. The interdisciplinary and incremental approach of Scrum methodology allowed for gaps to be identified and addressed in real time. Scrum demonstrates promise and should receive further consideration as a method for developing learning tools in medical education.
Indexed as
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.