Abstract
BackgroundTeaching cybercivility requires thoughtful attention to curriculum development and content delivery. Theories, models, and conceptual and theoretical frameworks (hereafter “tools”) provide useful foundations for integrating new knowledge and skills into existing professional practice and education. We conducted this scoping review to identify tools used for teaching cybercivility in health professions education.MethodsUsing Arksey and O’Malley’s scoping review framework, we searched six biomedical and educational databases and three grey literature databases for articles available in English published between January 1, 2000 and March 31, 2020. Following the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews), we screened and extracted relevant data, and reported the results of the search.ResultsThe search resulted in 2272 articles, with 8 articles included in this review after inclusion criteria were applied. Four articles (50%) were peer-reviewed journal papers while the other 4 (50%) were dissertations. Eleven unique tools were identified by this review: (1) Transpersonal Caring Theory, (2) Theory of Workplace Incivility, (3) Conceptualization of Incivility, (4) Media Ecology Theory, (5) Principlism, (6) Salmon’s Five Stage Model of Online Learning, (7) Learner-Centered Educational Theory, (8) Gallant and Drinan’s 4-Stage Model of Institutionalization of Academic Integrity, (9) Theory of Planned Behavior, (10) Communication Privacy Management Theory, and (11) Moral Development Theory. Based on the tools analyzed in our scoping review, we determined three features of cybercivility pedagogy to which the tools provided a guide: (1) behavioral manifestations, (2) academic integrity, and (3) digital professionalism.ConclusionsThe reviewed tools provide a pedagogical foundation and guidance for teaching various properties of cybercivility. Future studies should be expanded to include a broader literature body and non-English literature to provide the global perspective and global skills needed by a diverse population of learners.
Highlights
Teaching cybercivility requires thoughtful attention to curriculum development and content delivery
In order to create a safe place for all students, cybercivility should be taught and thoughtful attention should be given to curriculum development, content delivery, and administrative support related to policies and procedures [1, 9, 10]
Search terms used were based on an integrative review on cybercivility in health professions education [1] and included terms used in other disciples to describe cyberincivility such as cyberbullying and cyberharassment [24,25,26]
Summary
Teaching cybercivility requires thoughtful attention to curriculum development and content delivery. Theories, models, and conceptual and theoretical frameworks (hereafter “tools”) provide useful foundations for integrating new knowledge and skills into existing professional practice and education. We conducted this scoping review to identify tools used for teaching cybercivility in health professions education. Cyberincivility refers to disrespectful, insensitive, or disruptive online misbehavior; the implications of cyberincivility for students’ psychological, physical, and social well-being in health professions education (HPE) as well as for their academic outcomes have been documented [1]. In order to create a safe place for all students, cybercivility should be taught and thoughtful attention should be given to curriculum development, content delivery, and administrative support related to policies and procedures [1, 9, 10]
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