在医学教育中使用学习分析的伦理考虑:批判性审查
Kayla Marcotte1, Phillip Yang2, M Andrew Millis3
1Department of Learning Health Sciences, University of Michigan, Ann Arbor, MI, USA. kaymar@med.umich.edu.
Advances in health sciences education : theory and practice
|February 24, 2025
概括
医学教育中的学习分析提供了好处,但也引发了伦理方面的担忧. 这次审查强调了数据可靠性,隐私和学习者标签问题,敦促仔细考虑潜在的危害.
科学领域:
- 医学教育 医学教育
- 教育技术的教育技术
- 数据科学数据科学数据科学
背景情况:
- 学习分析在医学教育中越来越多地用于学习者评估和教育改进.
- 大数据和学习分析的整合提供了机遇和道德挑战.
研究的目的:
- 对医学教育中学习分析和大数据的研究进行批判性审查.
- 识别当前的应用和与其使用相关的伦理问题.
- 分析使用生物医学伦理学原则对学习者的潜在后果.
主要方法:
- 按照系统审查和元分析 (PRISMA) 准则的首选报告项目进行系统审查.
- 从MEDLINE (PubMed) 和SocINDEX数据库开始到2021年4月进行了搜索.
- 数据抽象专注于使用和伦理考虑,通过生物医学伦理框架进行分析.
主要成果:
- 18篇文章符合纳入标准,揭示了四个主要应用领域:学习过程/教学,回顾性评估,前性评估和教育改进.
- 确定的伦理问题包括数据可信度,方法可靠性,数据隐私/保密性和学习者的标签.
- 使用益处性,非有害性,自主性和正义原则进行的分析强调了对学习者的潜在负面影响.
结论:
- 医学教育中的学习分析正在扩大,需要对道德影响进行彻底审查.
- 减轻对学习者的潜在危害至关重要,因为这些技术变得越来越普遍.
- 为了负责任的实施,平衡教育利益与道德责任至关重要.
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