Education Unit, University of Otago, Wellington and Otago Medical School, Wellington, New Zealand.
Graduate School of Management, Faculty of Business and Economics, University of Auckland, Auckland, New Zealand.
Med Educ. 2021 Jan;55(1):23-29. doi: 10.1111/medu.14261. Epub 2020 Jul 6.
Learning technologies are ubiquitous in medical schools, implemented in anticipation of more effective, active and authentic learning and teaching. Such thinking appears to be an instance of solutionism. The evidence is that academics' adoption of learning technologies is often limited in scale and scope and frequently fails to transform their teaching practices.
This paper aims to provide a contextualised analysis of considerations pertinent to the adoption of learning technologies by teaching staff. We contextualise a framework for understanding adoption of learning technologies in higher education by medical education.
We identify multiple precursors that predict individual patterns of adoption, illuminating factors related to the technology, the individual staff member charged with adoption and the working environment. We offer conceptual clarity to the vexed issue of learning technology adoption and provide evidence explaining why, despite their widely promulgated potential, learning technologies do not offer an easy route to the transformation of medical education.
学习技术在医学院中无处不在，它们的实施是为了期待更有效、更积极和更真实的学习和教学。这种思维似乎是一种解决方案主义。有证据表明，学者们对学习技术的采用往往规模有限，范围有限，而且常常未能改变他们的教学实践。
本文旨在对与教学人员采用学习技术相关的考虑因素进行背景分析。我们通过医学教育来为理解高等教育中学习技术的采用提供一个框架。
我们确定了多个可以预测个人采用模式的前因，阐明了与技术、负责采用的个别工作人员以及工作环境有关的因素。我们为学习技术采用这一棘手问题提供了概念上的明晰，并提供了证据来解释为什么尽管学习技术具有广泛宣传的潜力，但它们并没有为医学教育的变革提供一条简单的途径。
