PDF(Pubmed)
Abstract：
BACKGROUND: Learning and teaching interdisciplinary health data science (HDS) is highly challenging, and despite the growing interest in HDS education, little is known about the learning experiences and preferences of HDS students.
OBJECTIVE: We conducted a systematic review to identify learning preferences and strategies in the HDS discipline.
METHODS: We searched 10 bibliographic databases (PubMed, ACM Digital Library, Web of Science, Cochrane Library, Wiley Online Library, ScienceDirect, SpringerLink, EBSCOhost, ERIC, and IEEE Xplore) from the date of inception until June 2023. We followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines and included primary studies written in English that investigated the learning preferences or strategies of students in HDS-related disciplines, such as bioinformatics, at any academic level. Risk of bias was independently assessed by 2 screeners using the Mixed Methods Appraisal Tool, and we used narrative data synthesis to present the study results.
RESULTS: After abstract screening and full-text reviewing of the 849 papers retrieved from the databases, 8 (0.9%) studies, published between 2009 and 2021, were selected for narrative synthesis. The majority of these papers (7/8, 88%) investigated learning preferences, while only 1 (12%) paper studied learning strategies in HDS courses. The systematic review revealed that most HDS learners prefer visual presentations as their primary learning input. In terms of learning process and organization, they mostly tend to follow logical, linear, and sequential steps. Moreover, they focus more on abstract information, rather than detailed and concrete information. Regarding collaboration, HDS students sometimes prefer teamwork, and sometimes they prefer to work alone.
CONCLUSIONS: The studies\' quality, assessed using the Mixed Methods Appraisal Tool, ranged between 73% and 100%, indicating excellent quality overall. However, the number of studies in this area is small, and the results of all studies are based on self-reported data. Therefore, more research needs to be conducted to provide insight into HDS education. We provide some suggestions, such as using learning analytics and educational data mining methods, for conducting future research to address gaps in the literature. We also discuss implications for HDS educators, and we make recommendations for HDS course design; for example, we recommend including visual materials, such as diagrams and videos, and offering step-by-step instructions for students.
OBJECTIVE: We conducted a systematic review to identify learning preferences and strategies in the HDS discipline.
METHODS: We searched 10 bibliographic databases (PubMed, ACM Digital Library, Web of Science, Cochrane Library, Wiley Online Library, ScienceDirect, SpringerLink, EBSCOhost, ERIC, and IEEE Xplore) from the date of inception until June 2023. We followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines and included primary studies written in English that investigated the learning preferences or strategies of students in HDS-related disciplines, such as bioinformatics, at any academic level. Risk of bias was independently assessed by 2 screeners using the Mixed Methods Appraisal Tool, and we used narrative data synthesis to present the study results.
RESULTS: After abstract screening and full-text reviewing of the 849 papers retrieved from the databases, 8 (0.9%) studies, published between 2009 and 2021, were selected for narrative synthesis. The majority of these papers (7/8, 88%) investigated learning preferences, while only 1 (12%) paper studied learning strategies in HDS courses. The systematic review revealed that most HDS learners prefer visual presentations as their primary learning input. In terms of learning process and organization, they mostly tend to follow logical, linear, and sequential steps. Moreover, they focus more on abstract information, rather than detailed and concrete information. Regarding collaboration, HDS students sometimes prefer teamwork, and sometimes they prefer to work alone.
CONCLUSIONS: The studies\' quality, assessed using the Mixed Methods Appraisal Tool, ranged between 73% and 100%, indicating excellent quality overall. However, the number of studies in this area is small, and the results of all studies are based on self-reported data. Therefore, more research needs to be conducted to provide insight into HDS education. We provide some suggestions, such as using learning analytics and educational data mining methods, for conducting future research to address gaps in the literature. We also discuss implications for HDS educators, and we make recommendations for HDS course design; for example, we recommend including visual materials, such as diagrams and videos, and offering step-by-step instructions for students.
摘要：
背景：学习和教学跨学科健康数据科学（HDS）极具挑战性，尽管人们对HDS教育的兴趣与日俱增，对HDS学生的学习经验和偏好知之甚少。
目的：我们进行了系统评价，以确定HDS学科的学习偏好和策略。
方法：我们搜索了10个书目数据库(PubMed，ACM数字图书馆,WebofScience,科克伦图书馆,Wiley在线图书馆,ScienceDirect,SpringerLink,EBSCOhost,ERIC,和IEEEXplore)自成立之日起至2023年6月。我们遵循PRISMA（系统评论和荟萃分析的首选报告项目）指南，并包括以英语编写的主要研究，调查HDS相关学科学生的学习偏好或策略。比如生物信息学，在任何学术水平。偏倚风险由2名筛查人员使用混合方法评估工具进行独立评估，我们使用叙事数据合成来呈现研究结果。
结果：在对从数据库中检索到的849篇论文进行摘要筛选和全文审阅之后，8项（0.9%）研究，2009年至2021年出版，被选作叙事综合。这些论文中的大多数(7/8，88%)调查了学习偏好，而只有1篇(12%)论文研究了HDS课程的学习策略。系统综述显示，大多数HDS学习者更喜欢视觉演示作为主要的学习输入。在学习过程和组织方面，他们大多倾向于遵循逻辑，线性,和顺序步骤。此外，他们更关注抽象的信息，而不是详细和具体的信息。关于合作，HDS学生有时更喜欢团队合作，有时他们更喜欢独自工作。
结论：研究质量，使用混合方法评估工具进行评估，介于73%到100%之间,表明整体质量优良。然而,这方面的研究数量很少，所有研究的结果都是基于自我报告的数据。因此,需要进行更多的研究来深入了解HDS教育。我们提供了一些建议，例如使用学习分析和教育数据挖掘方法，进行未来的研究，以解决文献中的差距。我们还讨论了对HDS教育工作者的影响，我们为HDS课程设计提出建议；例如，我们建议包括视觉材料，例如图表和视频，并为学生提供分步指导。
目的：我们进行了系统评价，以确定HDS学科的学习偏好和策略。
方法：我们搜索了10个书目数据库(PubMed，ACM数字图书馆,WebofScience,科克伦图书馆,Wiley在线图书馆,ScienceDirect,SpringerLink,EBSCOhost,ERIC,和IEEEXplore)自成立之日起至2023年6月。我们遵循PRISMA（系统评论和荟萃分析的首选报告项目）指南，并包括以英语编写的主要研究，调查HDS相关学科学生的学习偏好或策略。比如生物信息学，在任何学术水平。偏倚风险由2名筛查人员使用混合方法评估工具进行独立评估，我们使用叙事数据合成来呈现研究结果。
结果：在对从数据库中检索到的849篇论文进行摘要筛选和全文审阅之后，8项（0.9%）研究，2009年至2021年出版，被选作叙事综合。这些论文中的大多数(7/8，88%)调查了学习偏好，而只有1篇(12%)论文研究了HDS课程的学习策略。系统综述显示，大多数HDS学习者更喜欢视觉演示作为主要的学习输入。在学习过程和组织方面，他们大多倾向于遵循逻辑，线性,和顺序步骤。此外，他们更关注抽象的信息，而不是详细和具体的信息。关于合作，HDS学生有时更喜欢团队合作，有时他们更喜欢独自工作。
结论：研究质量，使用混合方法评估工具进行评估，介于73%到100%之间,表明整体质量优良。然而,这方面的研究数量很少，所有研究的结果都是基于自我报告的数据。因此,需要进行更多的研究来深入了解HDS教育。我们提供了一些建议，例如使用学习分析和教育数据挖掘方法，进行未来的研究，以解决文献中的差距。我们还讨论了对HDS教育工作者的影响，我们为HDS课程设计提出建议；例如，我们建议包括视觉材料，例如图表和视频，并为学生提供分步指导。
