Singaram Veena S, Pillay Rayishnee, Mbobnda Kapche Esther L
Health Professions Education, College of Health Sciences, School of Clinical Medicine, University of KwaZulu-Natal, 719 Umbilo Road, Private Bag 7, Congella, 4013, South Africa.
Syst Rev. 2024 Dec 4;13(1):298. doi: 10.1186/s13643-024-02705-y.
Feedback plays an integral role in clinical training and can profoundly impact students' motivation and academic progression. The shift to online teaching, accelerated by the COVID-19 pandemic, highlighted the necessity of transitioning traditional feedback mechanisms to digital platforms. Despite this, there is still a lack of clarity regarding effective strategies and tools for delivering digital feedback in clinical education. This scoping review aimed to assess the current utilization of digital feedback methods in clinical education, with a focus on identifying potential directions for future research and innovation.
A database search using a published protocol based on the Joanna Briggs Institute framework was conducted between January 2010 and December 2023. Six databases were searched, PubMed/MEDLINE, EBSCOhost, Scopus, Google Scholar, Union Catalogue of Theses and Dissertations, and WorldCat Dissertations and Theses. Reviewers independently screened the papers against eligibility criteria and discussed the papers to attain consensus. Extracted data were analyzed qualitatively and descriptively.
Of the 2412 records identified, 33 reports met the inclusion criteria. Digital tools explored for feedback included web-based and social sites, smart device applications, virtual learning environments, virtual reality, and artificial intelligence. Convenience and immediate, personalized feedback and enhanced formative assessment outcomes were major facilitators of digital feedback utility. Technical constraints, limited content development, training, and data security issues hindered the adoption of these tools. Reports mostly comprised empirical research, published in the global North and conducted on undergraduates studying medicine.
This review highlighted a geographical imbalance in research on feedback exchange via digital tools for clinical training and stressed the need for increased studies in the global South. Furthermore, there is a call for broader exploration across other health professions and postgraduate education. Additionally, student perceptions of digital tools as intrusive necessitate a balanced integration with traditional feedback dialogues. The incorporation of virtual reality and artificial intelligence presents promising opportunities for personalized, real-time feedback, but requires vigilant governance to ensure data integrity and privacy. SCOPING REVIEW PROTOCOL: https://doi.org/10.1186/s13643-022-02151-8.
反馈在临床培训中起着不可或缺的作用，并且会深刻影响学生的学习动力和学业进展。由新冠疫情加速推动的向在线教学的转变，凸显了将传统反馈机制过渡到数字平台的必要性。尽管如此，在临床教育中提供数字反馈的有效策略和工具方面，仍缺乏清晰度。本综述旨在评估数字反馈方法在临床教育中的当前应用情况，重点是确定未来研究和创新的潜在方向。
2010年1月至2023年12月期间，使用基于乔安娜·布里格斯研究所框架的已发表方案进行了数据库检索。检索了六个数据库，即PubMed/MEDLINE、EBSCOhost、Scopus、谷歌学术、学位论文联合目录和WorldCat学位论文。评审人员依据纳入标准独立筛选论文，并讨论这些论文以达成共识。对提取的数据进行定性和描述性分析。
在确定的2412条记录中，有33份报告符合纳入标准。探索用于反馈的数字工具包括基于网络的社交网站、智能设备应用程序、虚拟学习环境、虚拟现实和人工智能。便利性、即时个性化反馈以及强化形成性评估结果是数字反馈应用的主要推动因素。技术限制、有限的内容开发、培训以及数据安全问题阻碍了这些工具的采用。报告大多包括实证研究，发表于全球北方地区，对象为医学专业本科生。
本综述强调了在通过数字工具进行临床培训反馈交流研究中的地域不平衡，并强调了在全球南方地区增加研究的必要性。此外，呼吁对其他卫生专业和研究生教育进行更广泛的探索。此外，学生认为数字工具具有侵扰性，因此需要与传统反馈对话进行平衡整合。虚拟现实和人工智能的融入为个性化实时反馈带来了有前景的机会，但需要严格管理以确保数据完整性和隐私。综述方案：https://doi.org/10.1186/s13643-022-02151-8 。
