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Article ; Online: Online case-based learning in medical education: a scoping review.

Donkin, Rebecca / Yule, Heather / Fyfe, Trina

2023 Volume 23, Issue 1, Page(s) 564

Abstract: Background: Case-Based Learning (CBL) in medical education is a teaching approach that engages students as learners through active learning in small, collaborative groups to solve cases from clinical patients. Due to the challenges afforded by the COVID- ...

Abstract	Background: Case-Based Learning (CBL) in medical education is a teaching approach that engages students as learners through active learning in small, collaborative groups to solve cases from clinical patients. Due to the challenges afforded by the COVID-19 pandemic, small group learning such as CBL, transitioned quickly to include technology-enhanced learning to enable distance delivery, with little information on how to apply pedagogical frameworks and use learning theories to design and deliver online content. Methods: To extend understanding of online CBL a scoping review protocol following the PRISMA-ScR framework explored the literature that describes the use of online CBL application in medical education and the outcomes, perceptions, and learning theories. A literature search was conducted in January 2022 followed by a subsequent review in October 2022. After peer review using the PRESS guidelines, the CASP appraisal tool was used to assess the rigor of each study design. Results: The scoping review identified literature published between 2010 and 2022 (n = 13 articles), on online CBL in the field of medical education with 11 observational studies describing student and facilitator perceptions and two randomized controlled studies. Positive perceptions of online learning included a flexible work-life balance, connection with learners, and improved accessibility. Negative experiences of online CBL included poor internet access, a distracting learning environment, and loss of communication. In the studies that collected student performance data, results showed equivalent or improved outcomes compared to the control. The CASP appraisal tool highlighted the deficiencies in most study designs, lack of framework or learning theory, and poor reproducibility of the methods to answer the research questions. Conclusion: This scoping review identified literature to describe the academic outcomes, and student and facilitator perceptions of online CBL in medical education. However, the CASP tool uncovered deficiencies in study descriptions and design leading to poor quality evidence in this area. The authors provide recommendations for frameworks and learning theories for the future implementation of online CBL.
MeSH term(s)	Humans ; COVID-19 ; Education, Distance ; Education, Medical ; Pandemics ; Reproducibility of Results
Language	English
Publishing date	2023-08-09
Publishing country	England
Document type	Journal Article ; Systematic Review
ZDB-ID	2044473-4
ISSN	1472-6920 ; 1472-6920
ISSN (online)	1472-6920
ISSN	1472-6920
DOI	10.1186/s12909-023-04520-w
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Article: Fibrinogen, Coagulation, and Ageing.

Donkin, Rebecca / Fung, Yoke Lin / Singh, Indu

Sub-cellular biochemistry

2023 Volume 102, Page(s) 313–342

Abstract: The World Health Organization estimates that the world's population over 60 years of age will nearly double in the next 30 years. This change imposes increasing demands on health and social services with increased disease burden in older people, ... ...

Abstract	The World Health Organization estimates that the world's population over 60 years of age will nearly double in the next 30 years. This change imposes increasing demands on health and social services with increased disease burden in older people, hereafter defined as people aged 60 years or more. An older population will have a greater incidence of cardiovascular disease partly due to higher levels of blood fibrinogen, increased levels of some coagulation factors, and increased platelet activity. These factors lead to a hypercoagulable state which can alter haemostasis, causing an imbalance in appropriate coagulation, which plays a crucial role in the development of cardiovascular diseases. These changes in haemostasis are not only affected by age but also by gender and the effects of hormones, or lack thereof in menopause for older females, ethnicity, other comorbidities, medication interactions, and overall health as we age. Another confounding factor is how we measure fibrinogen and coagulation through laboratory and point-of-care testing and how our decision-making on disease and treatment (including anticoagulation) is managed. It is known throughout life that in normal healthy individuals the levels of fibrinogen and coagulation factors change, however, reference intervals to guide diagnosis and management are based on only two life stages, paediatric, and adult ranges. There are no specific diagnostic guidelines based on reference intervals for an older population. How ageing relates to alterations in haemostasis and the impact of the disease will be discussed in this chapter. Along with the effect of anticoagulation, laboratory testing of fibrinogen and coagulation, future directions, and implications will be presented.
MeSH term(s)	Adult ; Aged ; Child ; Female ; Humans ; Middle Aged ; Aging/metabolism ; Anticoagulants ; Blood Coagulation/physiology ; Blood Coagulation Factors ; Fibrinogen/metabolism
Chemical Substances	Anticoagulants ; Blood Coagulation Factors ; Fibrinogen (9001-32-5)
Language	English
Publishing date	2023-01-04
Publishing country	United States
Document type	Journal Article ; Review
ISSN	0306-0225 ; 0096-8757
ISSN	0306-0225 ; 0096-8757
DOI	10.1007/978-3-031-21410-3_12
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Article ; Online: Student Perception and the Effectiveness of Kahoot!: A Scoping Review in Histology, Anatomy, and Medical Education.

Donkin, Rebecca / Rasmussen, Rosemary

Anatomical sciences education

2021 Volume 14, Issue 5, Page(s) 572–585

Abstract: The impact of the Covid-19 pandemic has presented challenges in medical education particularly, with development of online learning in a short time period. Notably there has been a significant increase in the use of digital technology applications to ... ...

Abstract	The impact of the Covid-19 pandemic has presented challenges in medical education particularly, with development of online learning in a short time period. Notably there has been a significant increase in the use of digital technology applications to meet this challenge. For instance, in the first quarter of 2020 the game-based software Kahoot! reported a threefold increase in players and a fivefold increase in asynchronous learning globally. However, there is limited research into the use of game-based digital technology applications such as Kahoot! and the associated learning theories, particularly in histology, anatomy, and medical education. This scoping review explored the utilization, outcome scores, and student perceptions of learning with the application of Kahoot! in histology, anatomy, and medical education. Online databases were used to identify articles published between 2013 and 2021 from which 12 articles were included in the review. The majority of articles supported positive student outcomes including improved collaborative learning, improved knowledge of content, attendance, and participation. Minor negative aspects included increased time on task, overwhelming learning content, and distractions due to gadgets. None of the articles included a control group. The main educational theories identified were active learning followed by social and constructivism learning theory. In light of the Covid-19 pandemic a rapid and fundamental shift in how digital applications are being used in educational institutions has evolved. Further research on learning frameworks and studies with control groups is required to evaluate Kahoot! as a potentially valuable online application in histology, anatomy, and medical education.
MeSH term(s)	Anatomy/education ; COVID-19 ; Education, Medical ; Humans ; Pandemics ; Perception ; SARS-CoV-2 ; Students
Language	English
Publishing date	2021-05-31
Publishing country	United States
Document type	Journal Article ; Review
ZDB-ID	2483491-9
ISSN	1935-9780 ; 1935-9772
ISSN (online)	1935-9780
ISSN	1935-9772
DOI	10.1002/ase.2094
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Article ; Online: Understanding parent engagement in advanced allied health single session therapy for children with developmental and behavioural disabilities.

Creen, Julie / Kennedy-Behr, Ann / Donkin, Rebecca / Verdonck, Michele

Child: care, health and development

2023 Volume 50, Issue 1, Page(s) e13148

Abstract: Background: Increasingly, health services are adopting short-term consultative therapy models, such as single session therapy, to cope with increased service demands, finite budgets and changing consumer expectations. Within the paediatric sub-specialty ...

Abstract	Background: Increasingly, health services are adopting short-term consultative therapy models, such as single session therapy, to cope with increased service demands, finite budgets and changing consumer expectations. Within the paediatric sub-specialty of child development and behaviour, allied health clinicians are central to supporting families to understand their children, provide therapeutic interventions and help achieve optimal developmental and health outcomes. This study aimed to describe parents'/caregivers' engagement during advanced allied health consultations utilizing a single session therapy framework for managing neurodevelopmental and behavioural concerns in children. Methods: Between March to June 2021, 14 parents participated in a qualitative study involving focus groups. Reflexive thematic analysis was used to code and interpret the data to understand and explore families' engagement in single session therapy. Results: Three overarching themes relating to parents' engagement during consultations emerged from the data: connection with the clinician, parental attributes and organizational influences. Clinician connection was the prominent construct that enhanced parent attributes and the positive perception of the organization in an ongoing manner. There was a complex interplay between the behavioural and affective components of the clinician, parents and the organization to create mutual presence, valued time, understanding and action. Conclusions: This study demonstrates the importance of clinician connection, parental attributes and organizational influences to enhance engagement in therapeutic consultations. These factors are interrelated and are a complex blend of behaviour and internal states and highly individualized for each family. Understanding how services can continue to engage families is integral to ongoing sustainability and overall health and well-being.
MeSH term(s)	Child ; Humans ; Parents/psychology ; Child Development ; Qualitative Research ; Focus Groups ; Caregivers
Language	English
Publishing date	2023-06-27
Publishing country	England
Document type	Journal Article
ZDB-ID	223039-2
ISSN	1365-2214 ; 0305-1862
ISSN (online)	1365-2214
ISSN	0305-1862
DOI	10.1111/cch.13148
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Article ; Online: An eLearning module is comparable to face-to-face teaching in a nursing human pathophysiology subject.

Donkin, Rebecca / Hatje, Eva / Reinke, Nicole B

Nurse education today

2022 Volume 113, Page(s) 105377

Abstract: Background: Human pathophysiology is important in undergraduate nursing education to help students develop clinical reasoning skills. Traditionally pathophysiology education in undergraduate nursing is taught face-to-face. However, eLearning in nursing ... ...

Abstract	Background: Human pathophysiology is important in undergraduate nursing education to help students develop clinical reasoning skills. Traditionally pathophysiology education in undergraduate nursing is taught face-to-face. However, eLearning in nursing curricula may provide flexible delivery options. Objective: With increased inclusion of technology enhanced learning in nursing curricula, a hematology eLearning module was evaluated in a pathophysiology subject to determine whether it was comparable to face-to-face learning. Design: Single-blind randomized pre-test/post-test controlled trial. Setting: School of Health and Behavioural Sciences, University of the Sunshine Coast. Participants: A total of 271 second-year undergraduate students enrolled in Human Pathophysiology were included in the study. Students were from three bachelor programs: Nursing Science; Paramedic Science; and Clinical Exercise Physiology. Students were randomly allocated to either the experimental group (n = 85) or the control group (n = 186). Methods: A hematology eLearning module was designed to be self-directed and learner-centered, guided by constructivist learning theories for delivery in the human pathophysiology subject. The experimental "eLearning" group completed the module independently, and the control "face-to-face" group completed equivalent paper-based activities facilitated by a tutor. All students completed a pre-test assessment and two post-test assessments two weeks after the intervention and at the end of the subject. Results: There was no significant difference in assessment scores between the experimental and control groups, or between nursing and other programs. Conclusion: eLearning was comparable to face-to-face teaching in this study. We recommend further research to strengthen the links between pathophysiology theory to clinical reasoning skills using eLearning.
MeSH term(s)	Computer-Assisted Instruction ; Curriculum ; Education, Nursing, Baccalaureate ; Humans ; Single-Blind Method ; Students, Nursing
Language	English
Publishing date	2022-04-18
Publishing country	Scotland
Document type	Journal Article ; Randomized Controlled Trial
ZDB-ID	1062570-7
ISSN	1532-2793 ; 0260-6917
ISSN (online)	1532-2793
ISSN	0260-6917
DOI	10.1016/j.nedt.2022.105377
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Article ; Online: Investigating Age Appropriate Coagulation Reference Intervals to Support Patient Blood Management in the Elderly: A Verification Study.

Donkin, Rebecca / Fung, Yoke-Lin

Annals of clinical and laboratory science

2020 Volume 50, Issue 4, Page(s) 545–550

Abstract: Reference intervals are vital for interpreting coagulation results. Current interval ranges have no upper age limit, although there is evidence that coagulation function changes with age. This study compared coagulation results from healthy people aged > ... ...

Abstract	Reference intervals are vital for interpreting coagulation results. Current interval ranges have no upper age limit, although there is evidence that coagulation function changes with age. This study compared coagulation results from healthy people aged >60 years against adult reference intervals for routine clotting assays and thromboelastography (TEG) to determine if reference intervals are relevant to older adults.Samples from healthy blood donors aged >60 years (n=30 male, n=30 female) were tested by TEG® 6s, prothrombin time (PT), activated partial thromboplastin time (aPTT), and derived fibrinogen.All older donor-derived fibrinogen results were within the adult reference intervals, however levels were significantly higher in females. A proportion of TEG® 6s and aPTT results were not within the reference intervals. As populations around the world live longer, these findings question whether older adults require age specific coagulation reference intervals.
MeSH term(s)	Aged ; Aged, 80 and over ; Australia ; Blood Coagulation ; Blood Coagulation Factors/analysis ; Blood Coagulation Factors/standards ; Blood Coagulation Tests/methods ; Blood Transfusion ; Female ; Fibrinogen/metabolism ; Humans ; Male ; Middle Aged ; Partial Thromboplastin Time ; Prothrombin Time/methods ; Reference Values ; Thrombelastography/methods
Chemical Substances	Blood Coagulation Factors ; Fibrinogen (9001-32-5)
Language	English
Publishing date	2020-08-21
Publishing country	United States
Document type	Journal Article ; Validation Study
ZDB-ID	193092-8
ISSN	1550-8080 ; 0091-7370 ; 0095-8905
ISSN (online)	1550-8080
ISSN	0091-7370 ; 0095-8905
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Article: Knowledge of Depression and Malingering: An Exploratory Investigation.

Cartwright, Ashley / Donkin, Rebecca

Europe's journal of psychology

2020 Volume 16, Issue 1, Page(s) 32–44

Abstract: Malingering mental disorder for financial compensation can offer substantial rewards to those willing to do so. A recent review of UK medico-legal experts' practices for detecting claimants evidenced that they are not well equipped to detect those that ... ...

Abstract	Malingering mental disorder for financial compensation can offer substantial rewards to those willing to do so. A recent review of UK medico-legal experts' practices for detecting claimants evidenced that they are not well equipped to detect those that do. This is not surprising, considering that very little is known regarding why individuals opt to malinger. A potential construct which may influence an individual's choice to malinger is their knowledge of the disorder, and when one considers the high levels of depression literacy within the UK, it is imperative that this hypothesis is investigated. A brief depression knowledge scale was devised and administered to undergraduate students (N = 155) alongside a series of questions exploring how likely participants were to malinger in both workplace stress and claiming for benefit vignettes. Depression knowledge did not affect the likelihood of engaging in any malingering strategy in either the workplace stress vignettes or the benefit claimant vignettes. Differences were found between the two vignettes providing evidence for the context-specific nature of malingering, and an individual's previous mental disorder was also influential.
Language	English
Publishing date	2020-03-03
Publishing country	Germany
Document type	Journal Article
ISSN	1841-0413
ISSN	1841-0413
DOI	10.5964/ejop.v16i1.1730
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Article ; Online: Benchmarking the research track record and level of appointment of Australian medical laboratory science academics.

Donkin, Rebecca / Broome, Kieran / Swanepoel, Libby

BMC medical education

2020 Volume 20, Issue 1, Page(s) 364

Abstract: Background: Benchmarking across and within universities is a common tool to evaluate performance of a program and maintain accreditation requirements. While teaching remains a primary responsibility of many academics, academic research performance is a ... ...

Abstract	Background: Benchmarking across and within universities is a common tool to evaluate performance of a program and maintain accreditation requirements. While teaching remains a primary responsibility of many academics, academic research performance is a major contributor towards career advancement and standards in the medical laboratory science profession. While anecdotal evidence suggests academics are active contributors to the evidence base of the profession, there is a high variability in research output in relation to institution and level of appointment. The aim of the study was to benchmark the research track record of Australian medical laboratory science academics and provide insight into how research productivity informs the level of appointment of academics across their career pathway. Methods: A bibliographic analysis of Australian medical laboratory science faculty websites and corresponding Scopus citation database profiles was conducted. A description of current research track record and relationships with holding a doctorate, academic appointment level, research and teaching interests, and institutional characteristics were explored. Quantitative data and frequencies were analysed using IBM SPSS version 26 to benchmark research track records by academic appointment level. Results: There were 124 academics identified from 13 universities who had a teaching and research position in an undergraduate medical laboratory science program in Australia. Academics at the level of lecturer or higher typically held a doctorate (89%). Holding a doctorate strongly influenced the number of publications. The top 20% of researchers authored around half of the overall publications. The majority of academics did not have alignment of their major research and teaching areas however, alignment had no influence on number of publications. There was, however, an inconsistent relationship between metropolitan or regional university location and the number of publications. Conclusion: Data from this study provides academics with benchmarks for the research track record required at each level of appointment. When drawing conclusions on academic progression, promotion and tenure through research track record it would be mindful to assess each on a case by case basis. Institution (metropolitan versus regional) and research interest appears to influence publication number, h-index and citation scores.
MeSH term(s)	Australia ; Benchmarking ; Bibliometrics ; Faculty ; Humans ; Medical Laboratory Science
Language	English
Publishing date	2020-10-15
Publishing country	England
Document type	Journal Article
ZDB-ID	2044473-4
ISSN	1472-6920 ; 1472-6920
ISSN (online)	1472-6920
ISSN	1472-6920
DOI	10.1186/s12909-020-02298-9
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Article ; Online: Video feedback and e-Learning enhances laboratory skills and engagement in medical laboratory science students.

Donkin, Rebecca / Askew, Elizabeth / Stevenson, Hollie

BMC medical education

2019 Volume 19, Issue 1, Page(s) 310

Abstract: Background: Traditionally, the training of medical laboratory science students has taken place in the laboratory and has been led by academic and pathology experts in a face-to-face context. In recent years, budgetary pressures, increasing student ... ...

Abstract	Background: Traditionally, the training of medical laboratory science students has taken place in the laboratory and has been led by academic and pathology experts in a face-to-face context. In recent years, budgetary pressures, increasing student enrolments and limited access to laboratory equipment have resulted in reduced staff-student contact hours in medical laboratory science education. While this restructure in resources has been challenging, it has encouraged innovation in online blended learning. Methods: Blended learning histology lessons were implemented in a face-to-face and e-Learning format in a medical laboratory science program to teach tissue morphology and technical procedures outside of the traditional laboratory classroom. Participating students were randomly allocated to either the 'video' group (n = 14) or the 'control' group (n = 14). After all students attempted the e-Learning lessons and viewed expert-led video recordings online, students demonstrated their hands-on practical skills in the laboratory. Technical skills, demonstration of safety awareness, and use of histology equipment was captured by video through first person 'point of view' recordings for the 'video' group only. The 'control' group performed the same activities but were not recorded. Prior to summative assessment, the 'video' group students had a digital resource portfolio that enabled them to review their skills, receive captured feedback and retain a visual copy of their recorded procedure. Results: Results showed that students who participated in the online video format had statistically better practical examination scores and final grades compared to the control group. Conclusion: Findings from this study suggest that students are engaged and motivated when being taught in a blended learning format and respond positively to the use of video recordings with expert feedback for the initial learning of hands-on techniques. For the academic, developing a blended learning medical laboratory science program, which includes annotated virtual microscopy, video demonstrations, and online interactive e-Learning activities, provides an effective and economic approach to learning and teaching.
MeSH term(s)	Clinical Clerkship ; Clinical Competence ; Competency-Based Education/statistics & numerical data ; Computer-Assisted Instruction/statistics & numerical data ; Education, Distance/statistics & numerical data ; Feedback ; Humans ; Medical Laboratory Science/education ; Motivation ; Program Evaluation ; Students, Medical ; Video Recording
Language	English
Publishing date	2019-08-14
Publishing country	England
Document type	Journal Article
ZDB-ID	2044473-4
ISSN	1472-6920 ; 1472-6920
ISSN (online)	1472-6920
ISSN	1472-6920
DOI	10.1186/s12909-019-1745-1
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Article ; Online: Atypical finding of meningothelial-like inclusions in cervical lymph nodes.

Donkin, Rebecca / Dettrick, Andrew / Wyche, Penelope / Grigg, Sarah

Pathology

2018 Volume 50, Issue 7, Page(s) 785–787

MeSH term(s)	Aged ; Biomarkers, Tumor/metabolism ; Humans ; Lymph Nodes/metabolism ; Lymph Nodes/pathology ; Male
Chemical Substances	Biomarkers, Tumor
Language	English
Publishing date	2018-10-22
Publishing country	England
Document type	Case Reports ; Letter
ZDB-ID	7085-3
ISSN	1465-3931 ; 0031-3025
ISSN (online)	1465-3931
ISSN	0031-3025
DOI	10.1016/j.pathol.2018.06.003
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