Engaging Clinical Learners Asynchronously With Social Annotation for Case‐Based Discussions.
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| Title: | Engaging Clinical Learners Asynchronously With Social Annotation for Case‐Based Discussions. |
|---|---|
| Authors: | Adamson, Dylan T.1 (AUTHOR) dylan.adamson@louisville.edu, Kavalukas, Sandra1 (AUTHOR), Shaw, M. Ann2 (AUTHOR), Weingartner, Laura A.2 (AUTHOR) |
| Source: | Clinical Teacher. Apr2025, Vol. 22 Issue 2, p1-5. 5p. |
| Subject Terms: | *Psychology of students, *Student engagement, *Medical students, *Online education, Social impact |
| Abstract: | Background: Clinical educators are often challenged to sustain learner engagement beyond the clinical learning environment. A social annotation platform is an instructional tool typically used in bachelor's‐level and other nonmedical instructional settings to facilitate asynchronous discussions for reading assignments. This work aimed to promote asynchronous engagement among clinical learners by adapting a social annotation platform for case‐based learning. Approach: We piloted a social annotation platform in a 4‐week surgical residency preparatory course with fourth‐year medical students. We designed four longitudinal clinical cases representing common scenarios that surgical interns may encounter. Students discussed each case section asynchronously on the platform by annotating case content and replying to peer discussion comments. Evaluation: We measured engagement through activity on the platform and collected student perceptions through a postcourse evaluation survey. Nine students completed the residency preparatory course over 4 weeks in 2023. Engagement was high, with 95% of reading assignments completed. On average, students submitted nine discussion comments per assignment (three required) and spent 62 active minutes discussing each case section. Students engaged more overall with nonclinical topics. All students completed the postcourse survey and indicated that the platform was easy to navigate. Students appreciated being able to see peers' line of thinking through the case and reported feeling engaged with other students. Implication: A social annotation platform may offer an effective tool for engaging clinical students asynchronously. This platform can be used in clinical education to provide instructional flexibility for faculty while helping students feel engaged with their peers and clinical curriculum. [ABSTRACT FROM AUTHOR] |
| Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 183757543 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Engaging Clinical Learners Asynchronously With Social Annotation for Case‐Based Discussions. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Adamson%2C+Dylan T%2E%22">Adamson, Dylan T.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> dylan.adamson@louisville.edu</i><br /><searchLink fieldCode="AR" term="%22Kavalukas%2C+Sandra%22">Kavalukas, Sandra</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Shaw%2C+M%2E Ann%22">Shaw, M. Ann</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Weingartner%2C+Laura A%2E%22">Weingartner, Laura A.</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Clinical+Teacher%22">Clinical Teacher</searchLink>. Apr2025, Vol. 22 Issue 2, p1-5. 5p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+students%22">Medical students</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+impact%22">Social impact</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: Clinical educators are often challenged to sustain learner engagement beyond the clinical learning environment. A social annotation platform is an instructional tool typically used in bachelor's‐level and other nonmedical instructional settings to facilitate asynchronous discussions for reading assignments. This work aimed to promote asynchronous engagement among clinical learners by adapting a social annotation platform for case‐based learning. Approach: We piloted a social annotation platform in a 4‐week surgical residency preparatory course with fourth‐year medical students. We designed four longitudinal clinical cases representing common scenarios that surgical interns may encounter. Students discussed each case section asynchronously on the platform by annotating case content and replying to peer discussion comments. Evaluation: We measured engagement through activity on the platform and collected student perceptions through a postcourse evaluation survey. Nine students completed the residency preparatory course over 4 weeks in 2023. Engagement was high, with 95% of reading assignments completed. On average, students submitted nine discussion comments per assignment (three required) and spent 62 active minutes discussing each case section. Students engaged more overall with nonclinical topics. All students completed the postcourse survey and indicated that the platform was easy to navigate. Students appreciated being able to see peers' line of thinking through the case and reported feeling engaged with other students. Implication: A social annotation platform may offer an effective tool for engaging clinical students asynchronously. This platform can be used in clinical education to provide instructional flexibility for faculty while helping students feel engaged with their peers and clinical curriculum. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=183757543 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/tct.70032 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 5 StartPage: 1 Subjects: – SubjectFull: Psychology of students Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Medical students Type: general – SubjectFull: Online education Type: general – SubjectFull: Social impact Type: general Titles: – TitleFull: Engaging Clinical Learners Asynchronously With Social Annotation for Case‐Based Discussions. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Adamson, Dylan T. – PersonEntity: Name: NameFull: Kavalukas, Sandra – PersonEntity: Name: NameFull: Shaw, M. Ann – PersonEntity: Name: NameFull: Weingartner, Laura A. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 17434971 Numbering: – Type: volume Value: 22 – Type: issue Value: 2 Titles: – TitleFull: Clinical Teacher Type: main |
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