Ethics and health informatics in contemporary healthcare delivery: Evaluating collaborative student engagement through virtual learning

Background: Contemporary learning has changed the dynamic of how students acquire new knowledge, and the prevalent use of social media has influenced the way in which students develop insight and learn new theoretical knowledge. Graduate students obtaining degrees in the field of healthcare, health sciences, and related allied health professions, are academically and professionally prepared to address complex challenging scenarios in varied healthcare settings using diverse learning strategies. The aim of this project was to explore student engagement when using a virtual discussion forum to discuss the principles of ethics and health informatics in contemporary healthcare delivery. Methods: This was a retrospective process evaluation on student engagement when using a virtual discussion forum to discuss ethics and health informatics in contemporary healthcare delivery. Results: Two main themes emerged from this process evaluation. Critical reflective dialogue on ethics and health informatics was evident through student interaction and the ability to reflect on personal experiences relating to the concepts explored. Interactive peer learning using critical reflection techniques supported the process of academic critical reasoning within the discussions. The critical reflection technique was student-led and independently facilitated to promote an engaging virtual learning environment. Conclusion: The critical reflective dialogue promoted a peer learning, student-led experience that was supported by Socratic questioning. Interactive peer learning was evident as the critical reflective technique enabled students to receive real-time feedback from their peers relating to ethics and health informatics through virtual learning.