[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596026-105":59,"doc-detail-596026-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","theories-and-models-in-health-sciences-education-a-literature-review","Theories and Models in Health Sciences Education - a Literature Review","","Working within a scholarship of teaching and learning (SoTL) perspective requires rigorous approaches grounded in conceptual frameworks. In health sciences education, many educational innovations are often developed, implemented, and evaluated without an underlying conceptual framework, partly due to limited awareness of applicable frameworks. This research catalogues conceptual frameworks named in recent health sciences education articles and classifies them for use across SoTL contexts. A review of articles from January 2011 to March 2016 in major databases selected 471 articles and retrieved 324 frameworks, categorized using Simpson et al. 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(2019) . Theories and models in health sciences education – a literature review. The Canadian Journal for the Scholarship of Teaching and Learning, 10(3). [https://doi.org/10.5206/cjsotl](https://doi.org/10.5206/cjsotl)rcacea.2019.3.9477  \nTheories and Models in Health Sciences Education – a Literature Review  \nAbstract  \nWorking within a scholarship of teaching and learning (SoTL) perspective requires a rigorous approach based on conceptual frameworks in order to build on previous developments. Nevertheless, in health sciences education, the development, implementation, and evaluation of many educational innovations are carried out without an underlying conceptual framework, partly due to a lack of knowledge about any such applicable framework. The objective of this research was to catalogue conceptual frameworks mentioned in recently published health sciences education articles and to classify them according to their use in various SoTL contexts. A literature review in health sciences education from the January, 2011 to March, 2016 period was carried out using the Pubmed, CINAHL, Embase, ERIC, and PsychINFO databases and based on the following terms: (a) theories and models;(b) education; and (c) health professionals. The titles and abstracts of articles were reviewed for purposes of including research articles, innovation reports, and synthesis articles using or discussing theories or models. Data extraction followed the SoTL classification contexts provided by Simpson et al. (2007) . A total of 471 articles were selected, retrieving 324 conceptual theories and models, classified according to Simpson’s classification in one or more categories: Teaching (n=294), Curriculum development (n=182), Mentoring (n=12), Leadership/administration (n=16), and Learner assessment (n=78) . In conclusion, this literature review identified conceptual theories and models mentioned in articles published in health sciences education from 2011 to 2016. This repertory highlights the importance of conceptual frameworks in health science education. It should encourage faculty members to work from a SoTL perspective by making it easier to identify conceptual frameworks pertaining to the educational innovations they are addressing.  \nLe travail accompli dans la perspective de l’Avancement des connaissances en enseignement et en apprentissage (ACEA) exige une approche rigoureuse basée sur des cadres conceptuels afin de baser les activités sur les développements précédents. Toutefois, dans l’enseignement des sciences de lasanté, le développement, la mise en oeuvre et l’évaluation de nombreuses innovations en matièred’enseignement sont menées en l’absence d’un cadre conceptuel sous-jacent, en partie dû au fait quel’on ignore l’existence de tels cadres applicables. L’objectif de cette recherche était de cataloguer les cadres conceptuels mentionnés dans des articles récemment publiés sur l’enseignement des sciences de la santé et de les classifier selon leur usage dans div","cbCaio2saY8BL98D","https://ap.wps.com/l/cbCaio2saY8BL98D","pdf",1662494,32,"English","# Abstract\n# Keywords\n# Recommended Citation","[{\"question\":\"What was the objective of this research?\",\"answer\":\"To catalogue conceptual frameworks mentioned in recently published health sciences education articles and classify them according to their use in various SoTL contexts.\"},{\"question\":\"What time period and databases were used for the literature review?\",\"answer\":\"The review covered January 2011 to March 2016 and used Pubmed, CINAHL, Embase, ERIC, and PsychINFO.\"},{\"question\":\"How were the selected conceptual theories and models categorized?\",\"answer\":\"They were classified according to Simpson’s framework into categories such as Teaching, Curriculum development, Mentoring, Leadership/administration, and Learner assessment.\"}]","Theories and Models in Health Sciences Education - a Literature Review | PDF",1792082303,81]