References
Can wikis be used to support case-based learning in paramedic education?
Abstract
Higher education has seen a rapid increase in the use of Web 2.0 applications, such as wikis, blogs, podcasts and vodcasts. While their use and integration has been investigated by other cognate and non-cognate disciplines, this has yet to be formally undertaken by the paramedic discipline. Therefore, this article describes a pilot study that examines the student use of wikis to support case-based learning (CBL) within a Bachelor of Emergency Health (BEH) degree at Monash University. The aim of this study is to report student attitudes on group work using wikis during weekly CBL activities. Methods: a cross-sectional study using a convenience sample of second year undergraduate students enrolled in the BEH degree were surveyed using a short paper-based self-reporting questionnaire focused on attitudes towards wikis. Included with the questionnaire was a brief set of demographic questions. Results: overall, participants reported positive attitudes and perceptions towards the use of wikis and peer-based learning during the weekly clinical cases. For example, item 1: ‘I found the group wiki useful in completing the team task’ reported a median score of 3 (IQR 2-3), while item 3: ‘using wiki encouraged better participation of each group member in the case’ reported a median score of 2 (IQR 2-3). Despite the positive results, there were areas that require further attention such as social loafing, and development of a more flexible learning management system. Conclusion: although findings from this study are preliminary, it appears that wikis are a useful addition to CBL in paramedic clinical units. Further research is warranted using a larger sample size, and integrated and compared across both clinical and non-clinical units. Closer examination of discrete pedagogical issues such as peer- and self-based learning is also necessary, particularly with the increasing use of educational technology being used throughout higher education.
Wikis are best known through Wikipedia (Boulos et al, 2006), the online repository of shared knowledge which can be updated by anyone at any time through the internet. The term ‘wiki’ means ‘to hurry’ in Hawaiian, and wikis have been part of the web landscape for over fifteen years. In health care, wikis have been used to share and develop clinical knowledge, but contribution tends to be restricted (Sandars and Schroter, 2007). For example, the Ganfyd website is a repository of medical information, where contributors must be registered medical practitioners (Ganfyd, 2011).
Wikis have been embraced in the educational sector as providing an exciting new means of promoting collaboration and shared learning through the development of joint materials (Elgort et al, 2008). The key feature of the wiki is that it provides students with the capacity to write a shared document, allowing them to write, edit and rewrite material.
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