Education Unit Te Pou Whirinaki, University of Otago Wellington, Wellington, New Zealand.
Otago Medical School, University of Otago, Dunedin, New Zealand.
Med Educ. 2024 Jan;58(1):36-46. doi: 10.1111/medu.15185. Epub 2023 Aug 9.
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.
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.
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.
技术几乎被应用于健康职业教育（HPE）的所有领域，并被用于研究，通常声称可以在某种程度上改善 HPE。然而，技术是否真正改变了 HPE 尚不清楚。在本文中，我们试图了解学习技术在 HPE 中的变革能力。
我们首先考虑更广泛的学术研究，强调技术和教学法之间的交叉，阐明转型的含义以及学习技术在推动教育转型中的作用。然后，我们对当前备受关注的 HPE 研究进行了综合。我们通过两种方式对文献进行抽样——过去十年中影响因子最高的五本健康专业教育期刊，以及过去 3 年中所有 PubMed 索引期刊，并根据替代、增强、修改、重新定义模型对现有研究进行分类。我们发现，我们抽样的研究大多集中在通过技术替代或增强学习，而使用技术通过技术来修改或重新定义 HPE 的研究相对较少。更令人担忧的是，大多数研究缺乏支撑教学改进（包括转型）的理论依据。
虽然学习中使用各种技术都有其作用，但 HPE 的下一步是稳健地使用技术以实现转型。这应该由变革性教育理论指导，并与教学法背景相匹配。我们挑战 HPE 从业者和学者要深思熟虑，有意地为未来的卫生专业人员教育实现转型。
