Accepted for/Published in: JMIR Research Protocols
Date Submitted: Aug 10, 2022
Date Accepted: Oct 9, 2022
Date Submitted to PubMed: Oct 9, 2022
Moving towards precision education: Study protocol for a scoping review on profiling of learners in medical schools
ABSTRACT
Background:
Academic experiences seek to get the best out of learners, maximizing performance and developing the skills and competencies needed to foster lifelong learning. The more personalized and tailored the academic experience is to learners, the better the outcome. Precision education is a novel approach to research and practice which is concerned with identifying and tailoring education to the precise needs of the learner. An emerging area of precision education is using data to develop learner profiles to paint a better understanding of individual learners relative to characteristics and competencies of lifelong learners.
Objective:
This scoping review protocol will summarize the current research on learner profiling with a focus on learners in medical schools.
Methods:
The scoping review will employ the Population, Concept, and Context (PCC) framework proposed by Arksey and O'Malley, refined by Levac et al., and published by Joanna Briggs Institute while adhering to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) guidelines. The search strategy was developed in collaboration with a library specialist. An initial search was conducted in PubMed, ERIC, Google Scholars, Cochrane, CINAHL, and SCOPUS. Data will be extracted, and two authors will undertake the screening procedure using the Preferred Reporting Items for Systematic reviews and Meta-Analyses Extension for Scoping Reviews checklist.
Results:
Preliminary database searches yielded 166 results. The final scoping review will present the findings in a narrative and pictorial fashion.
Conclusions:
This review will help guide scholars looking to understand the current state of learner profiling within medical schools. Clinical Trial: n/a
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Copyright
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