Web 2.0 Tools in Biomedical Education: Limitations and Possibilities

Web 2.0 Tools in Biomedical Education: Limitations and Possibilities

Ângelo Jesus (Instituto Politécnico do Porto, Portugal & Universidade do Minho, Portugal) and Maria João Gomes (Universidade do Minho, Portugal)
DOI: 10.4018/978-1-4666-3930-0.ch011
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The use of Web 2.0 technology is rapidly being integrated into undergraduate and graduate education, which dramatically influences the ways learners approach and use information. Knowledge transfer has become a two-way process. Users no longer simply consume and download information from the web; they create and interact with it. Several theoretical frameworks 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 studies have started gathering qualitative and quantitative evidence of the importance of Web 2.0 tools in the learning process. By performing the integrative review, this paper will provide an overview of current research in biomedical education, and elaborate on some of the potential opportunities and challenges that these applications present. We hope to give our contribution to ongoing research in this promising area.
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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) 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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