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Technology Courage: Implications for Faculty Development.

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Academic physicians show varying confidence in adopting educational technology. This study defines "technology courage" as the willingness to try and persist with new tech due to perceived benefits for self and learners.

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Area of Science:

  • Medical Education
  • Educational Technology
  • Faculty Development

Background:

  • Academic physicians exhibit diverse adoption rates and confidence levels with educational technology.
  • A decade of technology-focused faculty development highlighted this variability.

Purpose of the Study:

  • To explore the phenomenon of technology courage among academic physicians.
  • To understand how technology courage can inform future faculty development initiatives.

Main Methods:

  • Qualitative interpretative phenomenological analysis (IPA) was employed.
  • Faculty interviews were transcribed and analyzed to identify themes and supportive narratives.

Main Results:

  • Two primary themes emerged: Willingness (to try, explore, risk, and persist with new technology) and Benefit Evaluation (assessing personal and learner benefits).
  • Technology courage is defined by the willingness to try and persist with new technology based on perceived benefits.

Conclusions:

  • Technology courage is a key construct for understanding technology adoption in academic medicine.
  • Further research can explore technology courage through frameworks like grit, self-efficacy, and generational learning differences.
  • The concept of technology courage offers valuable insights for designing effective technology-focused faculty development programs.