Web 2.0 Tools in Biomedical and Pharmaceutical Education: Updated Review and Commentary

Web 2.0 Tools in Biomedical and Pharmaceutical Education: Updated Review and Commentary

Ângelo Jesus, Maria João Gomes
Copyright: © 2016 |Pages: 27
DOI: 10.4018/978-1-5225-0248-7.ch003
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Abstract

Web 2.0 technologies are being rapidly integrated in higher education, which dramatically influences the ways learners approach and use information. Knowledge transfer has evolved into a two-way process. Users no longer simply consume and download information from the web; they create and interact with it. Several theoretical works were developed in order to discuss the possibilities of integration of Web 2.0 tools in Pharmacy, Medicine, Allied Health, Nursing and many other Biomedical Areas. Other works have started gathering qualitative and quantitative evidence of the importance of Web 2.0 tools in the learning process. By performing this integrative review, this paper will provide an overview of what is being done in biomedical and pharmaceutical education, and elaborate some of the potential opportunities and challenges that these applications present. With this updated review we hope to give our contribution to consolidate research in this promising area.
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Methodology

The study design is descriptive (MacMillan & Shumaker, 1997) and adopted the format of an integrative review (Cooper, 1984) since the objective was to make a synthesis of results (secondary analysis) from previous studies (primary analysis), in order to respond to new questions, new hypotheses and to verify or establish new relationships (Fortin, 2009). It is well documented that research reviews are considered research of research, and therefore should meet the same standards as primary research in methodological accuracy (Cooper, 1998). Cooper (1998) has delineated the process of conducting a research review as encompassing a problem formulation stage, a literature search stage, a data evaluation stage, a data analysis stage, and a presentation stage.

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