Kemp Sandra, Goddard Viktoria C T, Boursicot Katharine, Fuller Richard, Nadarajah Vishna Devi
University of Wollongong, Wollongong, New South Wales, Australia.
University of Liverpool, Liverpool, England, UK.
MedEdPublish (2016). 2023 Jul 19;13:37. doi: 10.12688/mep.19688.1. eCollection 2023.
In the paper, the authors offer perspectives on the uses of technology and assessment, that support learning. The perspectives are viewed through validity (from the field of assessment) as a framework and they discuss four aspects of an interconnected technology, learning and assessment space that represent theory informed, authentic practice. The four are: 1) integrated coherence for learning, assessment and technology; 2) responsibilities for equity, diversity, inclusion and wellbeing; 3) sustainability; and 4) balancing resources in global contexts. The authors propose steps and considerations for medical and health professions educators who need to contextualise applications for technology, learning and assessment, for positive impact for learners, faculty, institutions and patient care.
在该论文中，作者们就支持学习的技术应用和评估提供了观点。这些观点以效度（来自评估领域）为框架进行审视，并且他们讨论了相互关联的技术、学习和评估空间的四个方面，这些方面代表了基于理论的真实实践。这四个方面是：1）学习、评估和技术的整合连贯性；2）公平、多样性、包容性和福祉方面的责任；3）可持续性；4）在全球背景下平衡资源。作者们为医学和健康专业教育工作者提出了步骤和注意事项，这些教育工作者需要将技术、学习和评估的应用置于具体情境中，以对学习者、教师、机构和患者护理产生积极影响。
