Digital technology in physical examination teaching: clinical educators' perspectives and current practices.

Area of Science:

• Medical Education
• Health Professions Education
• Digital Health

Background:

• Digital technologies are increasingly prevalent in clinical learning environments.
• Limited research exists on technology's impact on psychomotor skill acquisition, specifically physical examination.
• Understanding educators' perspectives is crucial for effective integration.

Purpose of the Study:

• To explore clinical educators' accounts of digital technology use in teaching physical examination.
• To investigate current perspectives and practices in physical examination instruction.
• To identify challenges and opportunities in integrating digital tools into skills training.

Main Methods:

• Qualitative interpretive design.
• In-depth interviews with 18 clinical educators (medicine, physiotherapy, midwifery, nursing).
• Thematic analysis of educators' perspectives on digital technology in physical examination teaching.

Main Results:

• Three themes emerged: polarized perspectives on digital technology, integration challenges, and invisibility of technology.
• Digital technologies are widely integrated into physical examination teaching.
• Educators' perceptions have not kept pace with technological integration.

Conclusions:

• Clinical educators need to re-evaluate their assumptions about digital tools in skills training.
• Attuning to the dynamic relationship between hands-on skills and digital tools is essential.
• Further research should explore effective pedagogical strategies for blended learning in physical examination.