PDF(Pubmed)
Abstract：
BACKGROUND: While the concept of hacking in education has gained traction in recent years, there is still much uncertainty surrounding this approach. As such, this scoping review seeks to provide a detailed overview of the existing literature on hacking in health profession education and to explore what we know (and do not know) about this emerging trend.
METHODS: This was a scoping review study using specific keywords conducted on 8 databases (PubMed, Embase, Scopus, Web of Science, ERIC, PsycINFO, Education Source, CINAHL) with no time limitation. To find additional relevant studies, we conducted a forward and backward searching strategy by checking the reference lists and citations of the included articles. Studies reporting the concept and application of hacking in education and those articles published in English were included. Titles, abstracts, and full texts were screened and the data were extracted by 2 authors.
RESULTS: Twenty-two articles were included. The findings are organized into two main categories, including (a) a Description of the interventions and expected outcomes and (b) Aspects of hacking in health profession education.
CONCLUSIONS: Hacking in health profession education refers to a positive application that has not been explored before as discovering creative and innovative solutions to enhance teaching and learning. This includes implementing new instructional methods, fostering collaboration, and critical thinking to utilize unconventional approaches.
METHODS: This was a scoping review study using specific keywords conducted on 8 databases (PubMed, Embase, Scopus, Web of Science, ERIC, PsycINFO, Education Source, CINAHL) with no time limitation. To find additional relevant studies, we conducted a forward and backward searching strategy by checking the reference lists and citations of the included articles. Studies reporting the concept and application of hacking in education and those articles published in English were included. Titles, abstracts, and full texts were screened and the data were extracted by 2 authors.
RESULTS: Twenty-two articles were included. The findings are organized into two main categories, including (a) a Description of the interventions and expected outcomes and (b) Aspects of hacking in health profession education.
CONCLUSIONS: Hacking in health profession education refers to a positive application that has not been explored before as discovering creative and innovative solutions to enhance teaching and learning. This includes implementing new instructional methods, fostering collaboration, and critical thinking to utilize unconventional approaches.
摘要：
背景：尽管近年来教育中的黑客概念受到了广泛关注，这种方法仍然存在很多不确定性。因此，本范围审查旨在提供有关健康专业教育黑客行为的现有文献的详细概述，并探讨我们对这一新兴趋势的了解（和不了解）。
方法：这是一项范围审查研究，使用8个数据库（PubMed，Embase,Scopus,WebofScience,ERIC,PsycINFO,教育来源,CINAHL)，没有时间限制。为了找到更多相关研究，我们通过检查所包含文章的参考列表和引文，进行了向前和向后搜索策略。包括报告黑客在教育中的概念和应用的研究以及以英语发表的文章。标题,摘要,全文进行筛选，数据由2名作者提取。
结果：包括22篇文章。调查结果分为两大类，包括（a）对干预措施和预期结果的描述，以及（b）卫生专业教育中的黑客行为。
结论：健康专业教育中的黑客行为是指一种积极的应用，这是以前从未探索过的，可以发现创造性和创新性的解决方案来增强教学和学习。这包括实施新的教学方法，促进合作，和批判性思维利用非常规方法。
方法：这是一项范围审查研究，使用8个数据库（PubMed，Embase,Scopus,WebofScience,ERIC,PsycINFO,教育来源,CINAHL)，没有时间限制。为了找到更多相关研究，我们通过检查所包含文章的参考列表和引文，进行了向前和向后搜索策略。包括报告黑客在教育中的概念和应用的研究以及以英语发表的文章。标题,摘要,全文进行筛选，数据由2名作者提取。
结果：包括22篇文章。调查结果分为两大类，包括（a）对干预措施和预期结果的描述，以及（b）卫生专业教育中的黑客行为。
结论：健康专业教育中的黑客行为是指一种积极的应用，这是以前从未探索过的，可以发现创造性和创新性的解决方案来增强教学和学习。这包括实施新的教学方法，促进合作，和批判性思维利用非常规方法。
