Learning technology in health professions education: Realising an (un)imagined future.
Context: Technology is being introduced, used and studied in almost all areas of health professions education (HPE), often with a claim of making HPE better in one way or another. However, it remains unclear if technology has driven real change in HPE. In this article, we seek to develop an understa...
| Published in: | Medical Education Vol. 58; no. 1; pp. 36 - 47 |
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| Main Authors: | , , |
| Format: | review tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Jan2024
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=174576526&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 174576526 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080110 ESF jtl: Medical Education issn: 03080110 maglogo: Y pubinfo: dt: Jan2024 vid: 58 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 174576526 169819377 174576526 174576526 10.1111/medu.15185 174576526 ppf: 36 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Learning technology in health professions education: Realising an (un)imagined future. aug: au: Grainger, Rebecca Liu, Qian Gladman, Tehmina affil: Education Unit Te Pou Whirinaki, University of Otago Wellington, Wellington, New Zealand sug: subj: Educational Technology Utilization Education, Health Sciences Learning Methods Scholarship Journal Impact Factor Educational Theory Educational Technology Education Education Research ab: Context: Technology is being introduced, used and studied in almost all areas of health professions education (HPE), often with a claim of making HPE better in one way or another. However, it remains unclear if technology has driven real change in HPE. In this article, we seek to develop an understanding of the transformative capacity of learning technology in HPE. Methods and Outcomes: We first consider the wider scholarship highlighting the intersection between technology and pedagogy, articulating what is meant by transformation and the role of learning technology in driving educational transformation. We then undertake a synthesis of the current high visibility HPE‐focused research. We sampled the literature in two ways—for the five highest impact factor health professional education journals over the past decade and for all PubMed indexed journals for the last 3 years—and categorised the extant research against the Substitution, Augmentation, Modification, Redefinition model. We found that the majority of research we sampled focussed on substituting or augmenting learning through technology, with relatively few studies using technology to modify or redefine what HPE is through the use of technology. Of more concern was the lack of theoretical justification for pedagogical improvement, including transformation, underpinning the majority of studies. Conclusions: While all kinds of technology use in learning have their place, the next step for HPE is the robust use of technology aiming to lead transformation. This should be guided by transformational educational theory and aligned with pedagogical context. We challenge HPE practitioners and scholars to work thoughtfully and with intent to enable transformation in education for future health professionals. Can technology transform #HPE #MedEd? Only with thoughtful pedagogical intent, constructive alignment, and consideration of context, according to Grainger et al.'s guidance on achieving an (un)imagined future pubtype: Academic Journal doctype: review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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