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From Utopia Through Dystopia: Charting a Course for Learning Analytics in Competency-Based Medical Education
Brent Thoma1, Rachel H Ellaway2, Teresa M Chan3
1B. Thoma is associate professor, Department of Emergency Medicine, University of Saskatchewan, Saskatoon, Saskatchewan, Canada, and clinician educator, Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada; ORCID: https://orcid.org/0000-0003-1124-5786 .
Summary
Learning analytics can help synthesize assessment data in competency-based medical education (CBME). However, ethical frameworks are crucial to navigate potential data security and validity concerns for successful implementation.
Area of Science:
- Medical Education
- Learning Analytics
- Competency-Based Medical Education (CBME)
Background:
- Competency-based medical education (CBME) generates a large volume of trainee assessment data.
- Current challenges exist in synthesizing and utilizing this increased assessment data effectively.
- Learning analytics offer a systematic approach to derive insights from large educational datasets.
Purpose of the Study:
- To explore the potential benefits and risks of learning analytics in CBME.
- To present contrasting utopian and dystopian scenarios for learning analytics implementation.
- To advocate for the continued use of learning analytics within an ethical framework.
Main Methods:
- Exploration of existing literature on learning analytics in medical education.
- Discussion of potential positive (utopian) and negative (dystopian) outcomes.
- Analysis of ethical considerations including data security, ownership, and validity.
Main Results:
- Learning analytics hold significant potential for improving trainee learning, faculty development, and program evaluation in CBME.
- Concerns regarding data security, ownership, and validity pose substantial risks that could undermine the benefits.
- A balanced perspective is needed to harness the advantages while mitigating the disadvantages.
Conclusions:
- Learning analytics are vital for maximizing the value of CBME assessment data for organizational development.
- Implementation must be guided by a robust ethical framework to ensure responsible and effective use.
- Addressing ethical concerns is paramount to realizing the positive potential of learning analytics in medical education.
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