技术在职员教育中的使用:快速审查
Eulho Jung1, Maurice Kavanagh1,2, Elizabeth King1,2
1Department of Health Professions Education, School of Medicine, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA.
The clinical teacher
|July 22, 2025
概括
在COVID-19大流行期间,医疗职员的教育技术使用加速,虚拟现实和学习平台增强了参与度. 然而,评估往往侧重于短期收益,需要研究长期的临床技能发展.
科学领域:
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
- 数字健康数字健康
背景情况:
- 越来越多的人对在临床职务中整合教育技术的兴趣,由COVID-19大流行加速.
- 有限的综合存在的应用,教学目的,在文职设置教育技术的成果.
研究的目的:
- 综合当前关于在本科医学职业中使用教育技术的证据.
- 识别技术类型,教学目的以及报告的好处和挑战.
主要方法:
- 2020年1月至2023年1月期间发表的经验研究的快速审查.
- 在Medline,Embase和Web of Science搜索了医学学生在临床学习环境中使用技术的研究.
- 提取数据的叙事综合,根据技术,目的,好处和挑战对研究进行分类.
主要成果:
- 35项研究使用了虚拟现实,学习平台,视频会议和模拟等技术来提供内容,交互式教学和评估.
- 报告的好处包括增强的参与,现实主义,反和可访问性.
- 挑战包括硬件访问,有限的结果评估,以及对可转移到临床表现的担忧,大多数研究报告的短期结果.
结论:
- 技术融入职务人员教育的速度有所加速,但不均,评估范围有限.
- 教师应该将技术与教学目标协调一致,并评估超出学习者的直接反应的影响.
- 未来的研究应该专注于长期成果,特别是在资源不足或分布式培训环境中.
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