卫生专业教育中技术教学内容知识（TPACK）框架的实证研究：文献综述
Empirical Research on Technological Pedagogical Content Knowledge (TPACK) Framework in Health Professions Education: A Literature Review.
作者信息
Ait Ali Driss, El Meniari Abdelilah, El Filali Saadia, Morabite Oumaima, Senhaji Fatima, Khabbache Hicham
机构信息
Laboratory of Applied Human Sciences, Faculty of Literature and Human Sciences, Sais. Sidi Mohamed Ben Abdallah University, Fez, Morocco.
出版信息
Med Sci Educ. 2023 Apr 26;33(3):791-803. doi: 10.1007/s40670-023-01786-z. eCollection 2023 Jun.
In the context of twenty-first-century information and communication technologies, the Technological Pedagogical Content Knowledge (TPACK) framework is a new way of conceptualizing categories of knowledge required by teachers to achieve technology integration in educational practice. The main purpose of this review is to identify research on the TPACK framework in the field of health professions education. Journal empirical studies from 4 databases are included in this review. Of the 76 selected articles, nine met the selection criteria. The findings in the examined papers highlighted four themes: TPACK level measurement, TPACK relationship with other variables, TPACK application, and professional development. Research on the TPACK framework in the health professions education area is still lacking; however, the finding indicates that the TPACK as a theoretical foundation generated positive outcomes that can guide practitioners and researchers' future practice and investigations.
在21世纪信息与通信技术的背景下，技术教学内容知识（TPACK）框架是一种全新的方式，用于概念化教师在教育实践中实现技术整合所需的各类知识。本综述的主要目的是识别健康职业教育领域中关于TPACK框架的研究。本综述纳入了来自4个数据库的期刊实证研究。在所选的76篇文章中，有9篇符合入选标准。所审查论文中的研究结果突出了四个主题：TPACK水平测量、TPACK与其他变量的关系、TPACK应用和专业发展。健康职业教育领域对TPACK框架的研究仍然不足；然而，研究结果表明，TPACK作为一种理论基础产生了积极的成果，可为从业者和研究人员未来的实践与调查提供指导。
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