Developing the role of big data and analytics in health professional education.
As we capture more and more data about learners, their learning, and the organization of their learning, our ability to identify emerging patterns and to extract meaning grows exponentially. The insights gained from the analyses of these large amounts of data are only helpful to the extent that they can be the basis for positive action such as knowledge discovery, improved capacity for prediction, and anomaly detection. Big Data involves the aggregation and melding of large and heterogeneous datasets while education analytics involves looking for patterns in educational practice or performance in single or aggregate datasets. Although it seems likely that the use of education analytics and Big Data techniques will have a transformative impact on health professional education, there is much yet to be done before they can become part of mainstream health professional education practice. If health professional education is to be accountable for its programs run and are developed, then health professional educators will need to be ready to deal with the complex and compelling dynamics of analytics and Big Data. This article provides an overview of these emerging techniques in the context of health professional education.
Northern Ontario School of Medicine , Canada .
Rachel H
RH
Ellaway
Martin V
MV
Pusic
Robert M
RM
Galbraith
Terri
T
Cameron
D002983:Clinical Competence; D003627:Data Interpretation, Statistical; D004521:Educational Measurement; D006282:Health Personnel / Q000193:education*; D006801:Humans; D007858:Learning; D010043:Outcome and Process Assessment, Health Care / Q000706:statistics & numerical data; D057766:Policy; D013663:Teaching / Q000706:statistics & numerical data