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X Demographics
Mendeley readers
Attention Score in Context
| Title |
Barriers and solutions to online learning in medical education – an integrative review
|
|---|---|
| Published in |
BMC Medical Education, June 2018
|
| DOI | 10.1186/s12909-018-1240-0 |
| Pubmed ID | |
| Authors |
Diane O’Doherty, Marie Dromey, Justan Lougheed, Ailish Hannigan, Jason Last, Deirdre McGrath |
| Abstract |
The aim of this study is to review the literature on known barriers and solutions that face educators when developing and implementing online learning programs for medical students and postgraduate trainees. An integrative review was conducted over a three-month period by an inter-institutional research team. The search included ScienceDirect, Scopus, BioMedical, PubMed, Medline (EBSCO & Ovid), ERIC, LISA, EBSCO, Google Scholar, ProQuest A&I, ProQuest UK & Ireland, UL Institutional Repository (IR), UCDIR and the All Aboard Report. Search terms included online learning, medical educators, development, barriers, solutions and digital literacy. The search was carried out by two reviewers. Titles and abstracts were screened independently and reviewed with inclusion/exclusion criteria. A consensus was drawn on which articles were included. Data appraisal was performed using the Critical Appraisal Skills Programme (CASP) Qualitative Research Checklist and NHMRC Appraisal Evidence Matrix. Data extraction was completed using the Cochrane Data Extraction Form and a modified extraction tool. Of the 3101 abstracts identified from the search, ten full-text papers met the inclusion criteria. Data extraction was completed on seven papers of high methodological quality and on three lower quality papers. Findings suggest that the key barriers which affect the development and implementation of online learning in medical education include time constraints, poor technical skills, inadequate infrastructure, absence of institutional strategies and support and negative attitudes of all involved. Solutions to these include improved educator skills, incentives and reward for the time involved with development and delivery of online content, improved institutional strategies and support and positive attitude amongst all those involved in the development and delivery of online content. This review has identified barriers and solutions amongst medical educators to the implementation of online learning in medical education. Results can be used to inform institutional and educator practice in the development of further online learning. |
X Demographics
The data shown below were collected from the profiles of 18 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 5 | 28% |
| United Kingdom | 2 | 11% |
| Canada | 1 | 6% |
| Colombia | 1 | 6% |
| Spain | 1 | 6% |
| India | 1 | 6% |
| Unknown | 7 | 39% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 11 | 61% |
| Practitioners (doctors, other healthcare professionals) | 5 | 28% |
| Scientists | 2 | 11% |
Mendeley readers
The data shown below were compiled from readership statistics for 1,303 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 1303 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Bachelor | 138 | 11% |
| Student > Master | 106 | 8% |
| Lecturer | 97 | 7% |
| Student > Doctoral Student | 67 | 5% |
| Researcher | 65 | 5% |
| Other | 300 | 23% |
| Unknown | 530 | 41% |
| Readers by discipline | Count | As % |
|---|---|---|
| Medicine and Dentistry | 366 | 28% |
| Social Sciences | 72 | 6% |
| Nursing and Health Professions | 65 | 5% |
| Computer Science | 32 | 2% |
| Arts and Humanities | 26 | 2% |
| Other | 177 | 14% |
| Unknown | 565 | 43% |
Attention Score in Context
This research output has an Altmetric Attention Score of 21. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 12 October 2023.
All research outputs
#1,827,595
of 25,743,152 outputs
Outputs from BMC Medical Education
#218
of 4,049 outputs
Outputs of similar age
#37,376
of 343,350 outputs
Outputs of similar age from BMC Medical Education
#6
of 88 outputs
Altmetric has tracked 25,743,152 research outputs across all sources so far. Compared to these this one has done particularly well and is in the 92nd percentile: it's in the top 10% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 4,049 research outputs from this source. They typically receive a little more attention than average, with a mean Attention Score of 6.5. This one has done particularly well, scoring higher than 94% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 343,350 tracked outputs that were published within six weeks on either side of this one in any source. This one has done well, scoring higher than 89% of its contemporaries.
We're also able to compare this research output to 88 others from the same source and published within six weeks on either side of this one. This one has done particularly well, scoring higher than 93% of its contemporaries.