Curran Vernon, Matthews Lauren, Fleet Lisa, Simmons Karla, Gustafson Diana L, Wetsch Lyle
Dr. Curran: Associate Dean of Educational Development, Professor of Medical Education, Faculty of Medicine, Memorial University, St. John's, Newfoundland and Labrador, Canada. Ms. Matthews: Graduate Student, Faculty of Science, Memorial University, St. John's, Newfoundland and Labrador, Canada. Ms. Fleet: Manager of Research, Office of Professional Development, Faculty of Medicine, Memorial University, St. John's, Newfoundland and Labrador, Canada. Ms. Simmons: Research Assistant, Office of Professional Development, Faculty of Medicine, Memorial University, St. John's, Newfoundland and Labrador, Canada. Dr. Gustafson: Professor, Social Science and Health, Division of Community Health and Humanities, Faculty of Medicine, Memorial University, St. John's, Newfoundland and Labrador, Canada. Mr. Wetsch: Chair, Teaching and Learning, Associate Professor, Marketing, Faculty of Business Administration, Memorial University of Newfoundland, St. John's, Newfoundland and Labrador, Canada.
J Contin Educ Health Prof. 2017 Summer;37(3):195-206. doi: 10.1097/CEH.0000000000000168.
Digital, social, and mobile technologies (DSMTs) can support a wide range of self-directed learning activities, providing learners with diverse resources, information, and ways to network that support their learning needs. DSMTs are increasingly used to facilitate learning across the continuum of health professional education (HPE). Given the diverse characteristics of DSMTs and the formal, informal, and nonformal nature of health professional learning, a review of the literature on DSMTs and HPE could inform more effective adoption and usage by regulatory organizations, educators, and learners.
A scoping review of the literature was performed to explore the effectiveness and implications of adopting and using DSMTs across the educational continuum in HPE. A data extraction tool was used to review and analyze 125 peer-reviewed articles. Common themes were identified by thematic analysis.
Most articles (56.0%) related to undergraduate education; 31.2% to continuing professional development, and 52.8% to graduate/postgraduate education. The main DSMTs described include mobile phones, apps, tablets, Facebook, Twitter, and YouTube. Approximately half of the articles (49.6%) reported evaluative outcomes at a satisfaction/reaction level; 45.6% were commentaries, reporting no evaluative outcomes. Most studies reporting evaluative outcomes suggest that learners across all levels are typically satisfied with the use of DSMTs in their learning. Thematic analysis revealed three main themes: use of DSMTs across the HPE continuum; key benefits and barriers; and best practices.
Despite the positive commentary on the potential benefits and opportunities for enhancing teaching and learning in HPE with DSMTs, there is limited evidence at this time that demonstrates effectiveness of DSMTs at higher evaluative outcome levels. Further exploration of the learning benefits and effectiveness of DSMTs for teaching and learning in HPE is warranted.
数字、社交和移动技术（DSMTs）可支持广泛的自主学习活动，为学习者提供多样化的资源、信息及社交方式，以满足他们的学习需求。DSMTs在健康职业教育（HPE）的整个连续过程中越来越多地被用于促进学习。鉴于DSMTs的多样特性以及健康职业学习的正式、非正式和非正规性质，对DSMTs与HPE相关文献的综述可为监管机构、教育工作者和学习者更有效地采用和使用这些技术提供参考。
对文献进行范围综述，以探讨在HPE教育连续过程中采用和使用DSMTs的有效性及影响。使用数据提取工具对125篇同行评审文章进行审查和分析。通过主题分析确定常见主题。
大多数文章（56.0%）与本科教育相关；31.2%与继续职业发展相关，52.8%与研究生/研究生后教育相关。所描述的主要DSMTs包括手机、应用程序、平板电脑、脸书、推特和YouTube。约一半的文章（49.6%）报告了满意度/反应层面的评估结果；45.6%为评论文章，未报告评估结果。大多数报告评估结果的研究表明，各级学习者通常对在学习中使用DSMTs感到满意。主题分析揭示了三个主要主题：DSMTs在HPE连续过程中的使用；主要益处和障碍；以及最佳实践。
尽管对于DSMTs在HPE中增强教学和学习的潜在益处和机会有积极的评论，但目前仅有有限的证据表明DSMTs在更高评估结果层面的有效性。有必要进一步探索DSMTs在HPE教学和学习中的学习益处及有效性。
